Praises are tricky thing : They can demotivate students. Have you ever thought about that? Actually I have when I took one of workshops for teaching YLs over 10 years ago. But it didn't grab my attention as much as it does now. The notion was way too complex for me to deal with back then.
I was like,
"Yeah, yeah, yeah, then what?"
But this time, I have been struggling to find my own motivation to keep on trying as a mum and a teacher for young learners. I've been think about what and how I can help them to find flow or motivation in my classroom. That's what I am paying for or responsible.
After taking the presentation, I had a little chat with the presenter, John Wiltshier. He was kind enough to share the reference of his presentation and gave me an idea for AR, praising. Then my mind started working at the full speed, figuring out how and what can demotivate my student and my daughter.
In my class yesterday, I was fully aware of what words I gave to them as praises. I try to comment on what they have achieved not on their general intelligence. I've read this idea in Mindset but again my sluggish brain didn't fully get a grip on it. Now I got much clearer idea how and what I can try to see the changes I can bring to my classes as my perspective changes.
Luckily, I have a class with 20 little kids this morning. With this new perspective, I will see what happens!
Tuesday, October 9, 2012
Monday, October 8, 2012
Note: AR idea
Pearson Teachers Conference was held yesterday. Due to all the daily routine work, I missed the half of the first presentation but took all 4 presentations for teaching young learners.
From the informative and inspirational presentations, I got three ideas.
1. Having pre and post activities with extensive reading program.
2. Providing some easy and doable tasks at home to encourage parental involvement for their children's
learning.
3. Setting proximal-sub goals
4. Researching what is good and bad praise
Instead of reading more research papers and books for my Action Research, I went to the conference having two annoying questions in mind;
1 What am I supposed to do with my completely demotivated daughter?
2 What would I do for my AR?
My instinct sometimes work really well. I got reasonable answers for the questions.
For the first one, I would read aloud my daughter's old time favorite series "Mr. Putter and Tabby." at breakfast or dinner table. She loves reading and I truly think it would be a huge loss if she gave up on reading English ones for there are so many brilliant literature to read. I also decided to see positive and good quality of her instead of pointing out her faults. Thanks to the doughnut theory. I may have been paying attention only on the hole not the yummy cake part. I think she lost motivation to do the best she can because of continuous disappointing results on mini-tests at school. She lost self-esteem without the sense of success. She is also trying to learn a challenging tune for the brass band competition in December. So, my job is to get her realize the cake part of her doughnut. She is kind and compassionate with her friends and good at drawing and crafts. She is also a good listener and knows a lot of good stories. I tend to get annoyed by forgetful and disorganized part of her because they are exactly the unfavorable characteristics of myself.
For the second question, I am not sure if it is doable or not yet but I would start recording my class again and identify what kind of praises I use. I realize the power of words and would like to use them carefully.
I've been learning a lot as a M.A. Mama. I found more faults in myself than positive qualities and get disappointed. Perhaps from time to time, I should take a look at the cake part of myself as well and say to myself, "Chico, you are doing the best you can. No worries."
From the informative and inspirational presentations, I got three ideas.
1. Having pre and post activities with extensive reading program.
2. Providing some easy and doable tasks at home to encourage parental involvement for their children's
learning.
3. Setting proximal-sub goals
4. Researching what is good and bad praise
Instead of reading more research papers and books for my Action Research, I went to the conference having two annoying questions in mind;
1 What am I supposed to do with my completely demotivated daughter?
2 What would I do for my AR?
My instinct sometimes work really well. I got reasonable answers for the questions.
For the first one, I would read aloud my daughter's old time favorite series "Mr. Putter and Tabby." at breakfast or dinner table. She loves reading and I truly think it would be a huge loss if she gave up on reading English ones for there are so many brilliant literature to read. I also decided to see positive and good quality of her instead of pointing out her faults. Thanks to the doughnut theory. I may have been paying attention only on the hole not the yummy cake part. I think she lost motivation to do the best she can because of continuous disappointing results on mini-tests at school. She lost self-esteem without the sense of success. She is also trying to learn a challenging tune for the brass band competition in December. So, my job is to get her realize the cake part of her doughnut. She is kind and compassionate with her friends and good at drawing and crafts. She is also a good listener and knows a lot of good stories. I tend to get annoyed by forgetful and disorganized part of her because they are exactly the unfavorable characteristics of myself.
For the second question, I am not sure if it is doable or not yet but I would start recording my class again and identify what kind of praises I use. I realize the power of words and would like to use them carefully.
I've been learning a lot as a M.A. Mama. I found more faults in myself than positive qualities and get disappointed. Perhaps from time to time, I should take a look at the cake part of myself as well and say to myself, "Chico, you are doing the best you can. No worries."
Saturday, October 6, 2012
Note from Saturday class
"What a bother!"
"Boring!"
"I hate it!"
"I don't wanna do this again!"
"Do we have to do this?"
"Oh, please..."
No "F" words are allowed in the classroom but basically they screamed all sorts of style of complaining. These are real voices of several of 5th graders, who have been learning English as a mean of communication from as early as the age of 3, about one of the typical workbooks based on school textbooks, containing heaps of translations and filling gaps tasks.
The controversial workbook has been one of the main textbook to use at the school for nearly 5 years. One of the "senior" teacher recommended it and have been the main material to use for intermediate level of students. Most of them can read the starter level of GR without any problems but the workbooks were provided in order to have them ready for Jr. High school.
"Excuse me?" is my first reaction.
Why do we bother to kill such a wonderful tendency of them to prefer reading/ stories in the target language than solving the puzzles with bunch of meaningless words printed along with L1. Some teachers asserted that grammar-translation skill is what they are required at school and thus what they need.
"Excuse me?" is what I reacted to that comment.
Then what in the world is the point of learning the target language as a mean of communication for such a long long time, sacrificing their precious time to play around with their friends? Their parents pay big amount of tuition for merely getting higher level in Step test? Besides how come can they assert that the workbook provides sufficient tasks that the children need in order to be excellent at English at school? How about their motivation? How about their preference? How about their learning style?
As soon as they whinged away and got things done, I showed a supposedly funny and short reading passage with comprehension questions, they got a little more lively but they said they prefer interesting storybooks to read. I thought they might find the short story funny and interesting but it didn't appeal to them as much as I thought. Next week, I would take some storybooks that my daughter recommended to the class.
I've got to come up with creative ways to use the workbook because it is one of the requirements in the class at the school. This is one of the most challenging tasks I must deal with.
Thursday, October 4, 2012
Note from Thursday class
"In the dark dark wood, there is a dark dark house..."
Halloween season has arrived. We (kids and myself) started building up the spooky mood around our classroom. Some spooky decorations has been done and some would be added little by little till the Halloween Party day. This year, we will go on pumpkin hunting and a little tea party at the Sunny-field English garden. The menu for tea will be announced next week and we are inviting mums and dads for our tea party and would read a spooky story for them.
For the storytelling, we practiced to read a story, "In a Dark Dark House" together. Except one of kids, 10 year-old girl (one and the only girl) they enjoyed telling the story. This is a classic case of classroom management issue but I can't change this universal fact: Girls grow up much faster than boys physically, mentally socially, even linguistically. In spite of the slight issue, the girl with no enthusiasm didn't bother me at all for she was rather funny to perform her part in a super low voice without any hint of smile. It was so ironic and hilarious that she was the best performer of all for the spooky and scary story. So, I gave her the scariest best performance award to her at the end and I detected a tiny hesitating adorable smile on her cranky face :-)
After the practice, we did an activity to put all the Halloween vocabularies into three groups with the representing titles such as food. I was thinking Food, Creature and Places but I got such a creative categories.
These are the voc: chocolate, graveyard, haunted house, vampire, candy, apple, pumpkin, mummy, skelton, wood, werewolf, witch,
Group A: Food, Realistic things, Unrealistic things.
Group B: Unmovable, Dead yet movable, Alive and movable,
Group C: Food, Movable, Unmovable,
5 min activity became such an interesting lesson because of the originality and creativity of their mind.
I was well impressed with those clever category.
Next week, we might be able to come up a story using some of words.
After the class, as I told this story to the little critic I got at home (my daughter). She said she could do better in English class at school if the textbook is a little bit more engaging...ummm....
Halloween season has arrived. We (kids and myself) started building up the spooky mood around our classroom. Some spooky decorations has been done and some would be added little by little till the Halloween Party day. This year, we will go on pumpkin hunting and a little tea party at the Sunny-field English garden. The menu for tea will be announced next week and we are inviting mums and dads for our tea party and would read a spooky story for them.
For the storytelling, we practiced to read a story, "In a Dark Dark House" together. Except one of kids, 10 year-old girl (one and the only girl) they enjoyed telling the story. This is a classic case of classroom management issue but I can't change this universal fact: Girls grow up much faster than boys physically, mentally socially, even linguistically. In spite of the slight issue, the girl with no enthusiasm didn't bother me at all for she was rather funny to perform her part in a super low voice without any hint of smile. It was so ironic and hilarious that she was the best performer of all for the spooky and scary story. So, I gave her the scariest best performance award to her at the end and I detected a tiny hesitating adorable smile on her cranky face :-)
After the practice, we did an activity to put all the Halloween vocabularies into three groups with the representing titles such as food. I was thinking Food, Creature and Places but I got such a creative categories.
These are the voc: chocolate, graveyard, haunted house, vampire, candy, apple, pumpkin, mummy, skelton, wood, werewolf, witch,
Group A: Food, Realistic things, Unrealistic things.
Group B: Unmovable, Dead yet movable, Alive and movable,
Group C: Food, Movable, Unmovable,
5 min activity became such an interesting lesson because of the originality and creativity of their mind.
I was well impressed with those clever category.
Next week, we might be able to come up a story using some of words.
After the class, as I told this story to the little critic I got at home (my daughter). She said she could do better in English class at school if the textbook is a little bit more engaging...ummm....
Wednesday, October 3, 2012
I wish...
I must note this last lesson with my very very first private student last night. She started taking my class when she was 5th grader. It was even before I had my daughter. I remember the little girl with her friend came to my tiny apartment, sitting politely with eager anticipation and a little concern. She was a remarkably well-behaved child but later on I found out her tendency to be perfect. She was definitely A plus student everywhere, at school, at my place and even at home. She didn't skip any lessons unless she had some urgent matters to deal with. And she continued to take my classes for 15 long long years.
She let me see the whole process of personal development of a little girl. I am so grateful for that. We have built a special kind of relationship which is so hard to describe or to label. After a while, we were no longer teacher-student but not friends nor siblings, either. I am not really sure how she would label our relationship but for me I felt like I was her aunt or something. There was a certain distance between us and she remained polite but there were some moments when she showed her vulnerability to me. I wish I could help her a lot to build self-confidence but all I did was to listen and felt her struggles. She is definitely one of my inspirations to be better understander of the modern life of children.
I have a vivid picture of her little face at the moment when she touched my growing belly. I was 8 months pregnant yet still working a bit. The first thing she said on the day was, "It got much bigger!" as she looked at my belly. I asked her she would like to feel the baby inside and she did. To her surprise, my daughter moved. It was the first contact for her with this little creature, Momo. One day she said, "I don't like kids because they are noisy and annoying but I like Momo because she is special to me..." How adorable she sounded!
Now I'm looking back all the memories and time we shared. 15 years is such a long time and I am so thankful for her to give credit to my reliability as her tutor. I perhaps took more than gave but hope she would remember this, "All you can do is to do the best you can." And It may have not enough at all but I have done the best I could to share the joy of discovery via learning English.
She is one of my personal cheerleaders who encouraged me to be the best I can and motivated me to be on Master's course. Without her presence I wouldn't be who I am now.
In the last lesson, not like any other amazing educators, I could give nothing but the same phrase, "Be the best you can. " She is about to leave this country and take internship program at a language school in Toronto for a year. She said she felt strong anxiety and asked me if I did as well when I left Japan in 1995. I told her the true story that I felt panicked from time to time but I learned that things would work out as long as you stay living.
As I told her those old stories, I felt something emerged from me - Will to live for today and hope for tomorrow. I am so thankful for the lesson- the importance of talking. Through numerous conversations with her, I have realized so many important things for my life.
May her day be filled with surprises, discoveries and laughters with new friends.
She let me see the whole process of personal development of a little girl. I am so grateful for that. We have built a special kind of relationship which is so hard to describe or to label. After a while, we were no longer teacher-student but not friends nor siblings, either. I am not really sure how she would label our relationship but for me I felt like I was her aunt or something. There was a certain distance between us and she remained polite but there were some moments when she showed her vulnerability to me. I wish I could help her a lot to build self-confidence but all I did was to listen and felt her struggles. She is definitely one of my inspirations to be better understander of the modern life of children.
I have a vivid picture of her little face at the moment when she touched my growing belly. I was 8 months pregnant yet still working a bit. The first thing she said on the day was, "It got much bigger!" as she looked at my belly. I asked her she would like to feel the baby inside and she did. To her surprise, my daughter moved. It was the first contact for her with this little creature, Momo. One day she said, "I don't like kids because they are noisy and annoying but I like Momo because she is special to me..." How adorable she sounded!
Now I'm looking back all the memories and time we shared. 15 years is such a long time and I am so thankful for her to give credit to my reliability as her tutor. I perhaps took more than gave but hope she would remember this, "All you can do is to do the best you can." And It may have not enough at all but I have done the best I could to share the joy of discovery via learning English.
She is one of my personal cheerleaders who encouraged me to be the best I can and motivated me to be on Master's course. Without her presence I wouldn't be who I am now.
In the last lesson, not like any other amazing educators, I could give nothing but the same phrase, "Be the best you can. " She is about to leave this country and take internship program at a language school in Toronto for a year. She said she felt strong anxiety and asked me if I did as well when I left Japan in 1995. I told her the true story that I felt panicked from time to time but I learned that things would work out as long as you stay living.
As I told her those old stories, I felt something emerged from me - Will to live for today and hope for tomorrow. I am so thankful for the lesson- the importance of talking. Through numerous conversations with her, I have realized so many important things for my life.
May her day be filled with surprises, discoveries and laughters with new friends.
Tuesday, October 2, 2012
Notes from classroom: L&T class
What an absolute pleasure I had yesterday with my students, L & T at TKC. My mission is to get them prepare for the Canadian elementary school from next Feb. Because of their Dad's business, they will live in Canada (not sure the exact place) for a few years. According to the school owner, they went to an international school in Tokyo for a year and then went to the US for a while due to Dad's business. They came back to Japan and currently in a public elementary school in Hiroo area. There are more returnees like them even at a public school in the area so that it didn't take so long for them to fit in the community. However, since literacy has been more promoted in Canada, her mum has been worried if they can catch up the speed of progress and other students' level. So, that is why they are there and obviously they have higher English proficiency.
Currently they study phonics with me once a week with a textbook but I feel it is a bit tedious if they only do the exercises in the textbook. Besides, they are aware of most of the phonetical rules and what they might is more opportunities to use their knowledge in the real readings.
So, I introduced one of the most popular series of graded readers for young leaners, Oxford Reading Tree, stage 1. I showed two books from the stage and they instantly engaged in the picture and stories that easy to read. They spontaneously read aloud one of them. This kind of moment is the biggest reward for me as an ETYL. It was just a beautiful moment. They read the book for me in one of the most enthusiastic and beautiful way. Oh, I was impressed and almost in tears.
Then we did some role play taking our favorite character. It was an enormous fun! We read aloud with enthusiasm and laughed together.
The rewarded moment will be forgotten by the young amazing performers but will stay in my mind for the rest of my life.
The joy of reading that they showed me has encouraged me to spread the love of reading among children. Oh such a fun should be shared, shouldn't it?
Monday, October 1, 2012
Motivation, Flow, Autonomy, Curiosity...Where did they go?
I can't believe how my daughter WAS motivated to do her best at school at the beginning of this year. After she was accepted by the school she goes to her school life was supposed to be enjoyable with lots of new experiences and learning opportunities. As she got the school uniforms and other necessities, she was excited and looked proud what she had achieved. She was fully motivated.
After the first semester, I need someone to tell me what the hell has happened on the little girl with determination to do the best she could? The explanation might be,"She is 13." She doesn't want to study at all. She enjoys her club activity but she has no day off from it and she gets exhausted and no energy to do anything else.
While her mum is reading Dörnyei in the kitchen table, her daughter is lying on the floor of her room and staring at the book of vocabulary she is supposed to memorize blankly. She mumbles, "It doesn't make any sense...I hate this. I hate studying."
I still remember the excitement when we went to the school for its festival this time last year. It is located at the edge of Tokyo in a beautiful nature. The air is still relatively clean. The birds are singing. The trees are welcoming. Students are lively and friendly. We thought "This is it!" We took a tour through the school guided by a teacher. After that, the teacher gave us a lecture about school policy and what students are expected to do. Then, I asked her, "What do you think about this school?"
She smiled and nodded.
What has happened? What did I do? What went wrong? Where did she go? The little girl with twinkles in her eyes, dreaming what she can be, who she can meet and what are waiting for her.
Unfortunately, the reality bites. Tests, homework, club activity with no day offs. The exhausted girl has no energy to be the lively and friendly student we met last year at the school festival.
And I am still here at the kitchen table with the depressing thought - Let her decide.
All I can do is to provide what she needs - cloths to wear, a room to sleep, food to eat and books to read. The last one is the only at the moment I can feel proud of. The joy of reading is something I cultivated in her in her childhood. I read a book every single night till she said, "Mum, I can read a book on my own."
Motherhood is not a walk in the park. Singing, dancing, playing around with lots of laughters stage was over and forgotten. I remember what she said to me every morning as I took her to the nursery school, "I wish I could be with you all day long." with tears in her eyes. And I remember one of the teachers took her hand and told me to go as she started crying and screaming at my back, "Let me go home! Mum! I want to be with you, Mum!!!Don't leave me. " I also cried all the way home.
Now, I wish I could go back and take you home...
After the first semester, I need someone to tell me what the hell has happened on the little girl with determination to do the best she could? The explanation might be,"She is 13." She doesn't want to study at all. She enjoys her club activity but she has no day off from it and she gets exhausted and no energy to do anything else.
While her mum is reading Dörnyei in the kitchen table, her daughter is lying on the floor of her room and staring at the book of vocabulary she is supposed to memorize blankly. She mumbles, "It doesn't make any sense...I hate this. I hate studying."
I still remember the excitement when we went to the school for its festival this time last year. It is located at the edge of Tokyo in a beautiful nature. The air is still relatively clean. The birds are singing. The trees are welcoming. Students are lively and friendly. We thought "This is it!" We took a tour through the school guided by a teacher. After that, the teacher gave us a lecture about school policy and what students are expected to do. Then, I asked her, "What do you think about this school?"
She smiled and nodded.
What has happened? What did I do? What went wrong? Where did she go? The little girl with twinkles in her eyes, dreaming what she can be, who she can meet and what are waiting for her.
Unfortunately, the reality bites. Tests, homework, club activity with no day offs. The exhausted girl has no energy to be the lively and friendly student we met last year at the school festival.
And I am still here at the kitchen table with the depressing thought - Let her decide.
All I can do is to provide what she needs - cloths to wear, a room to sleep, food to eat and books to read. The last one is the only at the moment I can feel proud of. The joy of reading is something I cultivated in her in her childhood. I read a book every single night till she said, "Mum, I can read a book on my own."
Motherhood is not a walk in the park. Singing, dancing, playing around with lots of laughters stage was over and forgotten. I remember what she said to me every morning as I took her to the nursery school, "I wish I could be with you all day long." with tears in her eyes. And I remember one of the teachers took her hand and told me to go as she started crying and screaming at my back, "Let me go home! Mum! I want to be with you, Mum!!!Don't leave me. " I also cried all the way home.
Now, I wish I could go back and take you home...
Subscribe to:
Posts (Atom)