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Thread: Mending Relationship with Supervisor

  1. #21

    Default Re: Mending Relationship with Supervisor

    Quote Originally Posted by starfish View Post
    JETs must be like middle managers and seagulls. They fly in, shit all over everything and leave.
    That's pretty accurate, actually.
    Quote Originally Posted by Jiggit View Post
    But what if we reverse the polarity of the quantum string theory? According to uncertainty principle there are infinite worlds out there, so it stands to reason schrodinger's cat is alive in one of them.


    Quote Originally Posted by Apollo87;
    U da real mvp.

  2. #22

    Default Re: Mending Relationship with Supervisor

    The best way I've found to work myself deeper into the classes is offering to take over the simple parts of the class first (aka the tape-recorder job) and then slowly work my way up from there. If you want to enact changes to the way English is taught on the whole, you're wasting your time unless you're using the stuff handed down from the prefecture or acquired from other ALTs/JTEs during SDC in January.

    Asking to teach one 'off-text' lesson a month/term worked as well - I started with holidays/tradition stuff and eventually branched out to stuff the students wanted to study, using music/videos etc. Students loved Taylor Swift, so I made them translate 'I Knew You Were Trouble' for one lesson (primarily so I could convince them to stop playing it every day during lunch. I've used clips/trailers of movies (like Frozen/the Avengers etc) for story comprehension, which is more fun and easier than reading. Making those lessons can be really time consuming, but I think they're worth it for a break from the monotony. These classes work really well if you have them set and ready to go/pull out of nowhere when the JTE is out and you end up teaching with the VP or head teacher.

    Ingratiate yourself by offering to make materials for classes too - I've made custom review and flash cards for the introductory section of New Horizon 1 etc. As well as a bunch of other places where the textbook cards are pretty sparse (like -er/-est in NH2.) Anything the JTE doesn't have to spend a few hours on is great, especially when you're sitting there 3 hours a day twiddling your thumbs otherwise.

  3. #23
    Fit via vi Virgil's Avatar
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    Default Re: Mending Relationship with Supervisor

    Quote Originally Posted by webstaa View Post
    to work myself deeper in
    Ok, I'm done being immature. For this post.

    Quote Originally Posted by webstaa View Post
    using music/videos etc. Students loved Taylor Swift, so I made them translate...


    I'd love to know the details of some of these lessons using music and videos. I've done lessons like this back home in music classes, but I'm not sure how I would use them in English classes. I think the biggest obstacle in my mind is the level of my students. They don't know much beyond "Hello" "See you!" and how to talk about their favorite stuff. If I asked them to translate lyrics to a song, I think they might be a little above them. Then if I asked them to maybe fill in one word at a time, it might be too easy. Trying to find a happy medium.

  4. #24

    Default Re: Mending Relationship with Supervisor

    Quote Originally Posted by Virgil View Post
    details of some of these lessons using music and videos. .
    I, luckily enough, don't have to deal with very low level students in my 3rd year class, as it's split into A/B class by level. So the lower level kids go off with one of the other JTEs to make sure they can pass the English portion of any entrance exam they have to take. So I (usually) only get to teach the upper level kids (the ones that actually do their homework 90% of the time... so it's pretty small classes of 15-20 and 3rd years pretty exclusively, although I've tried a 2nd year class with the Lion King that worked pretty well.) The key to making it work is picking something all the students know - either music or video.

    The music classes usually start off with a normal greeting, then lure them into a sense of safety and security by talking about their favorite groups until someone mentions the group in question. Then BAM song and lyrics right in their face. Usually play the song once and ask about what parts they understood. Then hand out the lyrics and play it back again. Encourage the kids to sing along if they want. Then go through it verse by verse and check their understanding of (each) sentence. Since this wasn't Bieber's 'Baby' or a One Direction song, this can take 10-15 minutes. I usually leave the song (or album) running on a loop very quietly in the background. Depending on the song, I might show them the music video as well. (Although one of the first requests I had for this style class was Gangnam Style, which almost torpedoed the whole scheme.)

    The video classes are usually a bit easier. I show a 10-20 minute clip of a movie or video they all know - usually a Disney movie. So far, I've used Lion King and Frozen. I wanted to use Aladdin, but that's a bit tough (any scene with the Genie...) Then go through a transcription of a/the scene/s and finally have them do a dramatic reading or act out the script, which they seem to eat up.

    One alternative is using a 'viral' video - I used the video with the Japanese guys going around a US city ordering the 'most popular combo' from a bunch of different burger joints and fixing their English/translating their Japanese. Which wasn't bad, but the class ran long, because a lot of the students just wanted to watch the video, while only a few concentrated on fixing/translating it. Although it was a good exercise to find out what slang the students knew.

  5. #25
    Fit via vi Virgil's Avatar
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    Default Re: Mending Relationship with Supervisor

    Sounds really cool. I love the idea of students learning without realizing it. It's usually the best kind of learning, but it's tricky to keep it on track sometimes. Gangnam Style... lol

  6. #26

    Default Re: Mending Relationship with Supervisor

    I will have conversations in English with students, and at first they're like, "OH GOD I DON'T KNOW." But then after a while they calm down and realize that they DO understand, and it's okay to respond in Japanese for the things they can't express in English, but even a while after that they start practicing responding in English too and they're amazed they can do it. It's such a great feeling to see the look on their face when they've realized they've gotten it.

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