Date: June 5th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)
Course: Japanese Basic Composition 2
Used app: Streaming on DingTalk, Presentation by Powerpoint with 63 slides
Numbers of Students: 22 out of 28; Six students were recorded as absent.
– 90 minutes attendance: 19 students
– Shorter attendances: 84, 60, and 54 minutes were recorded for three students.
Responses to my requests like Quiz answers onto BBS:
Attendance check at the beginning: 23 students responded. Of the 23, one student was recorded that they didn’t watch the streaming.
A question and responses on BBS in the middle of the class: 18 students responded. This was a question to ask the day’s highest temperature by the weather forecast. The students input numbers in Celsius of the city he/she lives now. Temperatures varied form 20 to 35 Celsius degree.
Submission of 5 answers of quiz right after the class: 18 students submitted. Only one student got the perfect scores of 5. Average was 3.2 point.
Teachings were almost identical to the class for 1836 on Tuesday.
Homework assignment was also almost identical to what was assigned for class 1836.
Issues and Problems:
Like I wrote one week ago, I no longer have any practical ideas to continue the teaching except writing a paper about tourism in each prefecture in Japan. It is like there is no well-organized curriculum, no strategy, but only short term tactics. I mean one of the short term tactics is to make feed-backs for errors on 5-question quiz on the class one week before. It is good to improve students’ Japanese by picking up a particular issue. But each student is different. I mean one issue is not applicable to every students. For example, I explain one issue about an error that some students made. That explanation is useful to the student who made the same mistake, but not for the students who did not make that error. And it is obviously the nature of Hodge-podge things, my teaching is not streamlined at all. I think that, to the students, my PPT slides seem to be too confusing and complicated to understand. I still have four weeks in this semester, but I am worrying that I may be messing up towards the end. I think that I had done well in the first semester for this composition class for the second grade students. But somehow I have burned out. I failed to organize a good curriculum for the second semester. What I think is that, if I make one year curriculum for this composition class by averaging what I have done in the first and second semesters, it would be very streamlined curriculum. I wished that I could enhance my composition class by reviewing and reorganizing the experiences that I got in this year. But last week I was told by the chief that I would not be assigned to the composition class in the coming first semester.