Happy New Year
Saw this today and liked the sentiment. Here’s hoping for a very happy 2012 for everyone
business curriculum expectations iPhone iTunes store presentations self-study teaching technology
by sendaiben
leave a comment
6th grade iPhone app developer -very inspiring
The title above says it all. I would love to see more of my students thinking beyond the education box.
Tip of the hat to Parin.
curriculum EFL evaluation expectations extensive listening extensive reading university vocabulary
by sendaiben
leave a comment
The shock of sudden realization…
I was having an imaginary conversation with my boss the other day (something that happens a bit too frequently, perhaps), and had just finished telling him what a ridiculous concept it was to judge the performance, impact, or value of a teacher by the amount of time they spent at work when I had a huge revelation.
That is precisely how I evaluate some of my students!
Particularly for extensive reading, vocabulary study (using online tools such as the Word Engine), and listening, I tend to look at how much time students spent doing an activity, rather than how effectively they did so. The student that spends twenty minutes intensely focused on the task will fare worse than the one who sits there daydreaming for an hour, even though they probably got much more out of it.
In my defense, the main reason for this is that it is fairly difficult to evaluate how effectively someone has, for instance, read something, but it is also down to laziness on my part. Just as it would be ridiculous for my boss to judge my performance solely by how long I spent sitting in my office, I need to start thinking about how to assess my students in a fairer and more accurate way.
Part of it, I suspect, is going to depend on me giving up on being a teacher (look out for a post on this next week!).
How about you? Do you evaluate students based on their presence rather than their engagement?
iPhone 4S in Japan, part 2
Well, I take it all back.
After a couple of weeks of enduring the increasingly frequent delays on my iPhone 3GS with iOS 5, I finally decided to update to the newest model.
Softbank has two fairly nice programs for customers who are updating, so I was happy to stay with them (my wife signed up for an iPhone with AU, and I have not been impressed with their staff training and readiness for the product), namely
1. they will forgive all payments due on a previous iPhone, allowing you to upgrade and just pay for the new phone (you can sell your old one online -a friend got over 12,000 yen for her old 3GS) or
2. if you have already paid off your previous iPhone, they will give you 6,000 yen cashback
The phone arrived in just over a week, and I got it on Thursday evening.
Wow.
The camera, the speed, the… display.
If you are on the fence about the 4GS, do yourself a favour and get one. It’s that good.
business curriculum EFL eikaiwa expectations kids language courses Language learning listening school management very young learners
by sendaiben
4 comments
Teaching English to very young children
The other day I was idly watching one of our teachers working with a couple of our students: two sisters, three and one and a half, who have a play style class with a teacher while their mum has a private lesson with another teacher.
I have to admit, I have always been fairly sceptical about teaching very young children in an EFL context. I’m sure it can’t do any harm, but I hadn’t really seen much benefit either. Basically if the parents were happy to pay us to play with their children for 40 minutes a week, and the children enjoyed it, no problem. It wasn’t something we advertised, but we did consider special requests.
However, about halfway through the class I saw something that completely challenged my assumptions.
The two students rarely speak English, beyond ‘hello’ and ‘see you’ at the beginning and end of the class. Their teacher only uses English with them, and they talk to him in Japanese. The ‘class’ consists of playing together with a variety of toys and objects we have in the classroom. The children decide what to play with, and how they want to play, but we manage that by adding or removing toys.
The teacher was playing with a doll, making it sit down or walk around. At one point, the older sister asked in Japanese “Why is the doll sitting down?”, to which the teacher replied in English “Her legs are tired.” The students then said in Japanese, without missing a beat and completely naturally “Oh, her legs are tired. I see.”
I almost fell off my chair.
The student didn’t have enough to be able to guess that meaning from the context. The teacher did not use any gestures or indicate the doll’s legs. She clearly understood what he said.
I think I’m going to have to rethink the very young learners thing…