Very Cool Event in Kyoto on June 14th, 2009

The simplest messages are always the most powerful. Can’t wait to show this to my students on Monday. Thanks to Curtis Kelly for passing the video on to friends at facebook.

A new idea – English lessons as Action Research

Here’s a thought – I wonder if I were to  present each class from chu 1 – Ko II with an option to research something quick and easy for the 10 weeks that we have left in this school year. Then the idea would be for them to consider doing a half year or full year study starting in April, if they are interested.

My approach would be to challenge them to consider whether they are learning, or changing attitudes, or developing in any way, shape or form in our English classes. Of course we would need to set up pre-tests based on whatever they chose to research. We would then have to set up control groups, and determine the hypotheses, measurement tools, duration, etc. If I can get them excited about it, it could really set the tone for the lessons.

But, how can I get a list of ideas to get them started?

I’ll start brainstorming and see what I come up with. If anyone has any ideas, please share.

Steve

Photo found through Google images at

Something good is happening… but I don’t know why?

I asked a colleague the other day, “Do you ever have one of those lessons where everything feels right – the students are into it, they are working hard, you’re feeling at the top of your game, and the time just flies by, almost effortlessly?” Of course he could relate, as most of us can…

The problem is… I’m having those kinds of lessons almost every time these days. In no way is this meant to be bragging, because if I knew what factors and dynamics were causing this, then I might want to brag just a little. However, for the life of me, I can’t put it into any kind of clear explanation. Everything seems to have come together, but it is frustrating as hell not being able to describe it in a convincing or intelligible way. Forcing myself to try, here’s what comes out:

1. The students trust me. They walk into class (junior high and high school EFL classes) and start asking on the way through the door, “What are we gonna do today, Steve?” Maybe they think that it will be interesting or meaningful. I’ve taken to writing things on the board, like, “Dear Y-chan, Today’s menu is: 1. ____, 2. ____ and 3.____” because she always asks the same question at the same time each week.
2. The lesson is about them. More and more, I’m able to set up lessons, or frame them, as “I need you to help me understand what you think about ______.” Or, “I want you to put together a _____, so I can use it in your juniors’ (or seniors’) class. Or, “You need to be able to (read faster, write faster, talk about yourself, understand Canadian speed English, etc) so we’re gonna ______ so you can practice that skill.”
3. They are buying into my input/output balanced approach. I regularly elicit and write on the board why we’re doing what we’re doing. For example in Chu 1 (grade 7) I tell them that our 3 goals for the year are: 1) Learn to write quickly, 2) learn to read out loud in English, and 3) Learn to talk about yourself. Therefore everything I do with them must add to one of those 3 goals; they always know which one (cuz I elicit it from one of them).
4. I negotiate with the students (more and more). They are speaking out more and more about how they want to do something as well as what they want to do. The more I listen to them and allow them to do things their way, the more effort they seem to be putting out. For example, the Ko III (grade 12) final speech last week “My 3/6/12 years at Seibo” had always been a 3-4 minute memorized speech with no paper allowed. This year they negotiated to be allowed to have their paper with them and to be able to read some of it. The result was that I got 7-8 minute speeches with much better content, a better audience reaction, and girls “pumped” at the end of giving their speech – smiling and feeling great satisfaction.
5. I spend more time with students during class. I find myself spending much less time speaking and just getting out of the way as quickly as possible. I set something up, encourage them to discuss it, then get to work. This frees me up to circulate and answer questions, prompt, elicit and give encouragement and feedback. I have more time to explain things on an individual basis whenever necessary as well.

Well, that’s a start.

Dear Blog, I promise that I’ll try to get back soon to keep reflecting and recording my evolution as a teacher.

Cheers,

Steve

Seth Godin walks the walk!

Don’t go to business school 

Source: www.squidoo.com

Six intense months working with a few other amazing people (and me.)There are plenty of reasons to get an MBA, especially in a down economy. I’m not sure exactly what they are, though. A typical MBA might …

Deadline Dec 14th – Would anyone be willing to take over my lessons, finish my dissertation, pick up my kids every day, and reassure my wife that I’ll return in 6 months, for me? Cuz, among the countless ideas that fly by everyday, this is a GOOD one – Work on a team for Seth Godin in New York until July 20

Part II: For those of us still struggling with Japanese kanji

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