1 - I have a friend staying with me for about a week. We went for dinner to my local okonomiyaki restaurant, a cheap and yummy place just minutes from my apartment. Good food, good company, and a couple of drinks - what more could you ask for?!
2 - While I wasn't sure that talking about his worries over reconciling his girlfriend with his plans to go on exchange to Sweden was going to do anything for my sempai, I was wrong! After only a month of weekly meetings, he upped his spoken TOEFL score from a 9/30 to 17/30! Sadly he still has a long ways to go if he wants to go on exchange, but this is an incredible start!
3 - I'm finding it amusing to watch my two academic worlds colliding. The advisor of my last MA thesis wrote an overview of Japanese history (in English) that he used as a textbook for the undergraduate core class he co-taught with another professor. I TA-ed one section in my second year of the program and so taught from the book myself. Fast forward a few years and I'm reading the book as a student, but this time in a different language! In one of my current grad courses we're reading the Japanese translation and discussing different ways of viewing history...
4 - I'm enjoying TA-ing this time around so much more. The students look at me funny in the first class of the year, but after that they do remarkably well at ignoring the fact that I am a foreigner, and treat me normally. In the hands-on class this week one of the professors couldn't make it so the office assistant and I had to fill in, leading activities instead of just assisting as we normally do. While I know I didn't have all the right vocab, I enjoyed the opportunity to teach and found the students patient and eager - which surprised me!
5 - I thought I had a fifth point, but it was driven out of my head by my next-next door neighbour, an older man who seems to enjoy clearing his lungs loudly enough for the entire neighbourhood to hear... Lovely, eh? And on that note...
Showing posts with label English teaching. Show all posts
Showing posts with label English teaching. Show all posts
Thursday, 28 May 2009
Friday, 1 May 2009
Uninhibited English
One of the students in the doctoral program in my department wants to go on exchange to Sweden next year. He has realized that trying to learn Swedish in Japan is going to be difficult and besides, to be allowed on exchange the major requirement is a score above a certain level on the TOEFL exam. So he's focusing on English. I offered to help him out sometime and ended up getting roped into free weekly lessons. We had our first lesson yesterday and it did not go the way I had expected.
The student in question is younger than me but because he's in the doctoral program he's above me on the totem pole, he's my sempai. We had a couple of courses together last year, and continue to do so this year. We've chatted a bit at department parties. But we've never gone beyond the school-acquaintances level. I know only a few non-school things about him, things that our prof (who is the guy's advisor) teases or asks him about. He has never volunteered information himself.
Imagine my surprise, then, when we sat down for our first "lesson" and suddenly were talking about how his girlfriend is upset about him going, and long-distance relationships in general. Having a bit of (not so successful!) experience in this matter myself, I was able to give him some advice, and we ended up having a great chat. I'm not sure how useful it will be for his TOEFL studies, but he seemed much happier with free conversation time rather than some sort of structured lesson. Since I don't have the time to prepare proper lessons I'm just as happy with it too.
But it did get me thinking. This isn't the first time that I've had an English student start talking about things that they wouldn't talk to me about in Japanese. I had long thought it was just the separate space of the English classroom - a sort of what happens in Los Vegas stays in the English classroom kind of thing. Or maybe it was my foreignness - I was different and thus normal issues of what was polite to talk about didn't apply. But neither of these work with my sempai. We were sitting in a common space in the university - in the middle of a room surrounded by tables of students working on group projects, napping, and eating. So I'm wondering if it has more to do with the freedom of speaking in a new language, and the resulting breaking down of inhibitions.
We had a good time chatting, he got some worries off of his chest. I'm just not sure about how much of a "lesson" it was. I'm guessing the only thing he actually learnt was the second meaning for "score." I couldn't help but explain it to him after I corrected him (after I stopped giggling) when he said "I want to go to Sweden and score TOEFL." (I was having a hard time fighting off visions of the stereotypical tall blond Swedish beauty with a hello-my-name-is Toefl badge on her ample chest) He was at first embarrassed, but then greatly amused. I have the feeling that no matter how many times he'll need to be corrected for making the same mistakes over and over again, he'll never forget that one...!
The student in question is younger than me but because he's in the doctoral program he's above me on the totem pole, he's my sempai. We had a couple of courses together last year, and continue to do so this year. We've chatted a bit at department parties. But we've never gone beyond the school-acquaintances level. I know only a few non-school things about him, things that our prof (who is the guy's advisor) teases or asks him about. He has never volunteered information himself.
Imagine my surprise, then, when we sat down for our first "lesson" and suddenly were talking about how his girlfriend is upset about him going, and long-distance relationships in general. Having a bit of (not so successful!) experience in this matter myself, I was able to give him some advice, and we ended up having a great chat. I'm not sure how useful it will be for his TOEFL studies, but he seemed much happier with free conversation time rather than some sort of structured lesson. Since I don't have the time to prepare proper lessons I'm just as happy with it too.
But it did get me thinking. This isn't the first time that I've had an English student start talking about things that they wouldn't talk to me about in Japanese. I had long thought it was just the separate space of the English classroom - a sort of what happens in Los Vegas stays in the English classroom kind of thing. Or maybe it was my foreignness - I was different and thus normal issues of what was polite to talk about didn't apply. But neither of these work with my sempai. We were sitting in a common space in the university - in the middle of a room surrounded by tables of students working on group projects, napping, and eating. So I'm wondering if it has more to do with the freedom of speaking in a new language, and the resulting breaking down of inhibitions.
We had a good time chatting, he got some worries off of his chest. I'm just not sure about how much of a "lesson" it was. I'm guessing the only thing he actually learnt was the second meaning for "score." I couldn't help but explain it to him after I corrected him (after I stopped giggling) when he said "I want to go to Sweden and score TOEFL." (I was having a hard time fighting off visions of the stereotypical tall blond Swedish beauty with a hello-my-name-is Toefl badge on her ample chest) He was at first embarrassed, but then greatly amused. I have the feeling that no matter how many times he'll need to be corrected for making the same mistakes over and over again, he'll never forget that one...!
Sunday, 18 May 2008
Education Thursdays
My Intro to Education Theory course on Thursday mornings is proving to be a thought provoking class. The prof ends class 5~10 minutes early and has us write down and hand in our comments/responses to that week's class. (this also serves the purpose of taking attendance, which in many courses comprises part of the final grade)
This past week we ran a bit late and I didn't have enough time to martial my thoughts and get them all down on paper, so I left class with a full mind and an almost painfully strong need to sit down with paper and pen and WRITE.
This week's theme was academic ability - in particular its relation to an individual's personal traits and cultural differences. We looked at a number of studies that tested 5 year-olds and linked their results to their academic test scores in grades 5 and 6. The first was of a matching test, where the little kids were asked to pick the matching image out of 6 similar choices.
The craft had originally grown out of a desire to make decorations for the school when my manager couldn't find any decorations she liked at the store. The kids LOVED having their handiwork up for all to see, and many of the cram school teachers and students asked if they too could make a Jack-o-lantern. I had been a bit worried that the parents would complain of a valuable lesson hour having been largely "wasted" on a craft project. I was not, however, prepared for the reaction I got. The parents were overwhelmingly positive in their reaction. They LOVED the artwork and enjoyed trying to guess which face belonged to which child. I also had a number of parents individually thank me directly or through my director for having done such a project with their child. They felt it was an important creative opportunity, one their child didn't have outside of the English classroom.
With this type of score, I was forced to take a step back and think about the bigger picture. I thought too about kids programs I helped out with at the museum, and about the experiences of my friend who is Japanese but worked in the US as a museum educator. Gradually I began to see a picture that largely agreed with the studies. Culturally, Japan is a country that encourages similarity and order. Children, when encouraged, are just as imaginative and energetic and individual, but they are much less likely to be encouraged to do so, especially not in a classroom setting.
This past week we ran a bit late and I didn't have enough time to martial my thoughts and get them all down on paper, so I left class with a full mind and an almost painfully strong need to sit down with paper and pen and WRITE.
This week's theme was academic ability - in particular its relation to an individual's personal traits and cultural differences. We looked at a number of studies that tested 5 year-olds and linked their results to their academic test scores in grades 5 and 6. The first was of a matching test, where the little kids were asked to pick the matching image out of 6 similar choices.
(don't worry if you can't find a pair - I spent a good 5 minutes searching
before I realized this is just the ANSWER, the question - with the one you are
supposed to find the match for, was not included in our class handout)
In the second test, kids reached into a box and (without looking) touched a wooden shape and then had to pick out the shape they had felt from four diagrams on a piece of paper.
The study showed that in Japan there is a strong correlation between how a student did on the matching test, and how they did academically later in elementary school. In the United States, however, while there was no correlation for the matching test, there was an even STRONGER correlation between how a child did on the shape-feeling test and how they scored academically years later. In short, in Japanese schools it is the students with patience and attention to detail who excel, while in the US it is free-thinkers with good imaginations.
No surprise there, I suppose. Isn't that the stereotype, after all? Hammering down the nail that sticks up, versus the sacredness of the individual. I'm not one to agree with something just because that is what "everybody says," however, in fact I'm just contrary enough to want to believe the exact opposite! So, I began to think...
I started with my Brownies. After all, I first became a Brownie leader 10 years ago (we are NOT going to discuss the fact that that means my very first Brownies graduated from high school last year and have just finished their first year of university, making them the same age as the "kids" in my education class!! But I digress...) In the intervening decade I've worked with 5 different troops in Canada, the US and Japan. Culturally, the North American and Japanese Brownies are divided by uniform. While in Canada and the US girls are required to wear no more than their scarf and enrollment pin, and can choose from more uniform options such as t-shirts, sweatshirts, blouses, skirts, shorts, sweat pants, full headscarves... In Japan, on the other hand, girls are required to wear uniform hats, blouses, skirts belts and socks. For formal occasions black shoes (of your own choosing) are also required. This is a cultural difference (I can't imagine trying to tell the parents of my girls in Canada that their daughter must wear totally black shoes with her uniform, they'd think I was mad or controlling or both!) but is also at least partially due to a desire in North America to make Guiding/Scouting accessible to a wider (specifically lower income) audience. So the first image that came to mind was the uniformity of my Japanese Brownies versus the individuality of my North American Brownies.
Score
Stereotypes: 1
Sarah's contrariness: 0
I started thinking more superficially about the troops I've worked with and the girls in the troops. I was rather surprised to realize something that has never hit me before. My Brownies are all in the 8-10 age range but unconsciously I had been thinking my Japanese Brownies were older. While this could be partially due to the fact that in both Canada and the US I also worked with the pre-Brownie age group as well, the more I thought about it the more I realized that my American and Canadian Brownies seemed younger, more kid-like, my Japanese Brownies much quieter and more reserved.
Score
Stereotypes: 2
Sarah's contrariness: 0
I decided at this point to think of other examples, so I turned to my prison sentence time as an English teacher. My favourite memory is of the Halloween craft project I did with all my students under the age of 16. I cut out pumpkin-shaped templates in orange construction paper and gave each student a pair of scissors and black paper. They were not allowed to write or draw pictures, but could decorate their Jack-o-lantern in any way they desired. Most of them looked at me dumbly as I slowly and simply explained (miming when needed) what I wanted them to do. I had made a basic example myself and was half expecting to have dozens of similar Jack-o-lanterns. While it took them a few moments to get warmed up, however, my students COMPLETELY AMAZED me with their creativity and individuality. No two Jack-o-lanterns were ANYTHING alike, and not one single one looked like mine or any other "traditional" Jack-o-lantern either!
Just a few of the unique creations my kids came up with.
Score
Stereotypes: 2
Sarah's contrariness: 1
The craft had originally grown out of a desire to make decorations for the school when my manager couldn't find any decorations she liked at the store. The kids LOVED having their handiwork up for all to see, and many of the cram school teachers and students asked if they too could make a Jack-o-lantern. I had been a bit worried that the parents would complain of a valuable lesson hour having been largely "wasted" on a craft project. I was not, however, prepared for the reaction I got. The parents were overwhelmingly positive in their reaction. They LOVED the artwork and enjoyed trying to guess which face belonged to which child. I also had a number of parents individually thank me directly or through my director for having done such a project with their child. They felt it was an important creative opportunity, one their child didn't have outside of the English classroom.
Score
Stereotypes: 3
Sarah's contrariness: 1
With this type of score, I was forced to take a step back and think about the bigger picture. I thought too about kids programs I helped out with at the museum, and about the experiences of my friend who is Japanese but worked in the US as a museum educator. Gradually I began to see a picture that largely agreed with the studies. Culturally, Japan is a country that encourages similarity and order. Children, when encouraged, are just as imaginative and energetic and individual, but they are much less likely to be encouraged to do so, especially not in a classroom setting.
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