My teaching method
In this page, I would like to introduce how I think about the student's concerns listed below, how I interact with those students, and how I supported them. I also would like to introduce what kind of teaching materials I use in my lessons.
~ Difficulty keeping up with the classes at school ~
My thoughts
I want my students not to compare themselves to others, not rush, and instead focus on whether they have made even a tiny progress compared to yesterday.
How I interact with students
-
At the beginning, I try to use as few subject terminologies as possible and explain things in simple terms so that students can easily understand the subject
-
I do my best not to miss any progress my students make, no matter how small, and encourage them with comments like, "You've grown!" or "You can do it now!"
-
I never say things like "Why don't you understand?" when my students don't understand something
Examples of past support
An 8th grader who had rarely attended school, had no study habits, and had only ever scored in the single digits on regular English tests, was able to score 48 points within six months of starting my lesson. The student eventually passed the entrance exam for Osaka Gakuin University High School, and his English teacher was amazed, saying, "You didn't come to school very often, but you've improved so much!"
~ Not attending school regularly ~
My thoughts
You may feel the implicit pressure from those around you that "It's normal to go to school," but I think it's always right to go in the direction that makes you feel at ease. When it comes to studying, instead of comparing yourself to others and thinking "I'm no good because I'm not studying as much as everyone else," I think it's okay to study as much as you want to on that day.
How I interact with students
-
I try to accept students as they are and not to deny their individuality
-
I make sure to clearly tell students that something is wrong when they behave wrongly. I take into consideration the student's level of trust in me, and without denying their character, I choose words that the student can accept to explain why their behavior is wrong and how they can improve
-
I do not force students to study. I support students to independently complete the amount of work they want to do that day. However, if students have a specific goal such as passing a university entrance exam and are not able to complete the amount of study required to achieve that goal, I will work with them to come up with a study plan
Examples of past support
I taught a 12th grade student for a year who had stopped going to school in his second year of junior high school and was attending a correspondence high school with one day of schooling per week. At first, his math and English were questionable at a junior high school level, but he studied little by little, even if not every day (he pushed himself hard even without being told to do so before the entrance exam), and he was accepted by Otemae Gakuin University on a designated school recommendation (Shiteikou Suisen). I had a short meeting with him about once every two months after a lesson, and we discussed how he should proceed with his studies for the next couple months.
~ No confidence in myself ~
My thoughts
I have that feeling too. In my case, after receiving counseling, I made it a point to just go for it when I felt like "I want to try something, but I can't take the first step." Surprisingly, it worked out, and by accumulating experiences that made me feel like "Maybe I can do it after all," I think the hurdle to trying new things has been lowered.
How to interact with students
-
I don't blame my students for lacking confidence, but instead listen to what they have a vague desire to do but can't take the next step, and then think together with them about what small step they might be able to take
-
When it comes to studying, if there is something a student is struggling with, I will go back and review it, no matter how old the material is, so that they can have the confidence to say, "I couldn't do it then, but I can do it now."
Examples of past support
The aforementioned 12th grader who had been absent from school had been traumatized by a mistake he made at his previous part-time job, where he had been severely scolded by his boss, and was unable to start a new part-time job. However, while talking with the student, he confessed that "if I am able to get another part-time job, I would like to work at a place where I can relate to people." So I introduced him to a part-time job at a child welfare facility where I help out once a week, and it seemed to suit the student. From then on, his life rhythm, which had been reversed during the day and night, improved, and he seemed to have a little more confidence in himself.
In terms of his studies, he has reviewed quadratic functions and factorization, which he had trouble with in junior high school, and now he is able to solve more difficult problems, so he proudly reports to me, "Look, teacher, I did it." Compared to the beginning, I feel that he has become more cheerful and enjoys studying.
~ Can't find a tutor to help me with the study at an international school ~
My thoughts
I believe that my experience working as a teacher at an international school for three and a half years will be of great use.
How I interact with students and parents
-
The textbooks and teaching methods used vary greatly depending on the school, but I handle flexibly
-
I am currently meeting with parents to discuss their child's future path, such as whether to send them to an international junior high school or a private school in Japan. As a former teacher at an international school myself, and having taught students at multiple international schools, I am able to provide advice from a wide range of perspectives
Examples of past support
I taught a native English speaking 6th grade student who was aiming to take the entrance exam for the IC course at Ritsumeikan Uji Junior High School. I supported him in passing the English mathematics proficiency test (Sansu-Kentei) 6-kyu required for the exam, achieving a TOEIC score of over 800, and writing an essay in English. The student passed the exam with ease, and I am still teaching him to this day.
The student's older brother is also enrolled in the IB course at Ritsumeikan Uji High School, and I am supporting him in his math studies. He has a habit of wanting the answer right away and not thinking for himself, but instead of telling him the answer right away, I guide him so that he can reach to the correct answer on his own. As he progressed to the next grade level, his attitude towards studying changed, he worked hard and began to ask for ways of thinking when he didn't understand something.
~ Teaching materials used ~
In addition to using school textbooks and commercially available reference books, I also support the following teaching materials.
Khan Academy / Questions I make on the spot
-
There are some schools that use Khan Academy as a teaching material for mathematics, so I go through the problems given together with the student
-
Since questions are usually given at various levels of difficulty randomly, there are many cases that students have difficulty acquiring the contents. In such cases, I make questions on the spot in order of difficulty and have students solve them. I have received feedbacks from students that the questions are "easy to solve" and "I was able to understand the content well."
YouTube and other videos
-
Audiobooks are often uploaded to YouTube, so I have my students imitate the video and practice speaking. If there are multiple characters in the story, I also play the roles and practice English conversation together
-
I also use subtitles for National Geographic and anime, etc., which students can practice speaking using them
Picture books, novels, comics
-
I have my students read aloud and practice their pronunciation, vocabulary, and how to add intonation to sentences