My Opera【Teaching 1】Get Lessons through 2 RMB
Thursday, June 21, 2007 3:00:54 PM
Background:
It all happens that, i was introduced to this Japanese friend Kanasugi Daishi via my buddy girlfriend,
For
I am in need of practice for teaching and learning,
I learned Japanese as a second foreign language which is supposed to help explain words during teaching,
I provide my help for free, just aim at gaining experience.
So Kannasugi found his Japanese fellows, 7 in all, invited me to their university, registered a classroom in the School of International Exchanges, and in a word,
provided an authentic environment for a simulation.
Challenges and My Responses:
1. Bigger scale than a 1-1 tutoring, a language class for 7 students which means that my teaching shall at least make everyone feel good while that is 7 people with various standards, nonetheless I shall be compared with their language teachers.
Frankly speaking, I was a little bit nervous at first yet not to the point of embarrassment,
And after all I take this matter seriously and is devoted, confident and optimistic.
Therefore,
I reckon this as a benefit for me. Comparisons makes perfect!
2. I went there with an empty hand and mind. I have not prepared—lack of teaching materials and time. What’s worse, even if I had a glance at the book, I was totally in the dark of nowhere to start! The book is organized with a pile of words, grammar points and exercises.
So
What I did was brainstorming and extending my self-introduction, from Xi’an Jiaotong University to the four inventions of great ancient China, from Shanghai to the flood, from ECNU to the ranking system in Chinese army and the four Chinese Beauties.
The advantage for linking one to another is that I do not run of words and shall scram them with new information.
The severe disadvantage for so-doing is obviously:
I left no time for them to practice and digest what has just been taught.
The over-linking knowledge shall weaken the main idea and shade it from the spot light.
Extensive but focused.
Plus
I could not help recalling my Japanese learning days when I was so busy taking down new words from the blackboard and forgot them all once I was out of class.
At this point I understand how importance the syllabus is for teaching practice.
Comments from Students:
1. No break during 2-hour class. It was very nice for these polite friends not to raise this issue during class, but it was indeed my fault not to give them a careful thought.
2. Knowledge is one thing, language competence is another. For those who devote time and money here in the language-spoken country, they care more about Practical words and expression.
Indeed I made an attempt to input some culture factors, Confucius, Chinese standers for man of virtues, how the ranking of children can be revealed in their names by employing different characters.
It seems that, overseas students in China , despite those who have a strong desires to study Chinese humanitarians, vocabulary shall still comes the first.
3. Taking into consideration of the Origin of Students which influence their cognitive approach and study tragedies.
For Japanese students, it won’t be necessary, or at least to say, compared with those who have never know the strokes, to elaborate to much on the structural composition of Chinese characters and meanings carried by various components
Moreover,
I have employed English as a teaching-assistant language to explain “ hard to explain” parts, but it turns out that they are more confused by the English I used than the Chinese meaning I supposed to get crossed.
So it’s like I try hard to detour to the top of the mountain, convincing myself of a safer approach, yet run out of energy and quit halfway.
The teacher is depressed and students puzzled.
4.Keep the cell mute until u step out of the classroom—a principle of conduct for teachers
5.Neat and clear notes shall be thoughtfully organized and presented on the blackboard.
So Fully Prepared and Neatly Organized Plus Fexible Approaches！
It all happens that, i was introduced to this Japanese friend Kanasugi Daishi via my buddy girlfriend,
For
I am in need of practice for teaching and learning,
I learned Japanese as a second foreign language which is supposed to help explain words during teaching,
I provide my help for free, just aim at gaining experience.
So Kannasugi found his Japanese fellows, 7 in all, invited me to their university, registered a classroom in the School of International Exchanges, and in a word,
provided an authentic environment for a simulation.
Challenges and My Responses:
1. Bigger scale than a 1-1 tutoring, a language class for 7 students which means that my teaching shall at least make everyone feel good while that is 7 people with various standards, nonetheless I shall be compared with their language teachers.
Frankly speaking, I was a little bit nervous at first yet not to the point of embarrassment,
And after all I take this matter seriously and is devoted, confident and optimistic.
Therefore,
I reckon this as a benefit for me. Comparisons makes perfect!
2. I went there with an empty hand and mind. I have not prepared—lack of teaching materials and time. What’s worse, even if I had a glance at the book, I was totally in the dark of nowhere to start! The book is organized with a pile of words, grammar points and exercises.
So
What I did was brainstorming and extending my self-introduction, from Xi’an Jiaotong University to the four inventions of great ancient China, from Shanghai to the flood, from ECNU to the ranking system in Chinese army and the four Chinese Beauties.
The advantage for linking one to another is that I do not run of words and shall scram them with new information.
The severe disadvantage for so-doing is obviously:
I left no time for them to practice and digest what has just been taught.
The over-linking knowledge shall weaken the main idea and shade it from the spot light.
Extensive but focused.
Plus
I could not help recalling my Japanese learning days when I was so busy taking down new words from the blackboard and forgot them all once I was out of class.
At this point I understand how importance the syllabus is for teaching practice.
Comments from Students:
1. No break during 2-hour class. It was very nice for these polite friends not to raise this issue during class, but it was indeed my fault not to give them a careful thought.
2. Knowledge is one thing, language competence is another. For those who devote time and money here in the language-spoken country, they care more about Practical words and expression.
Indeed I made an attempt to input some culture factors, Confucius, Chinese standers for man of virtues, how the ranking of children can be revealed in their names by employing different characters.
It seems that, overseas students in China , despite those who have a strong desires to study Chinese humanitarians, vocabulary shall still comes the first.
3. Taking into consideration of the Origin of Students which influence their cognitive approach and study tragedies.
For Japanese students, it won’t be necessary, or at least to say, compared with those who have never know the strokes, to elaborate to much on the structural composition of Chinese characters and meanings carried by various components
Moreover,
I have employed English as a teaching-assistant language to explain “ hard to explain” parts, but it turns out that they are more confused by the English I used than the Chinese meaning I supposed to get crossed.
So it’s like I try hard to detour to the top of the mountain, convincing myself of a safer approach, yet run out of energy and quit halfway.
The teacher is depressed and students puzzled.
4.Keep the cell mute until u step out of the classroom—a principle of conduct for teachers
5.Neat and clear notes shall be thoughtfully organized and presented on the blackboard.
So Fully Prepared and Neatly Organized Plus Fexible Approaches！
