Online Teaching for Class 1837 (Composition) on June 12, 2020

Date: June 12th 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 57 slides

Numbers of Students: 22 out of 28; 5 students were thought to be absent based on the system and responses.

– 90 minutes attendance: 21 students

– One student was recorded for shorter attendances of 62 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 25 students responded. Of the 25, it seemed that three students were not participating because of no responses to the class activities.

 -2: Connection check in the middle of the class: the internet connections were checked by making the students input Alphabet onto BBS. 20 students responded. Actually one student input it 8 minutes late, this was judged that the student was not with me at the time of question. This was a question to ask the stroke order of one Kanji that meant “certainly” and/or “surely” as shown in the figure 1 below. 19 student answered C. There was only one exception of F that meant her stroke order was not covered by A through E. Japanese use either of A, B, or C that are commonly accepted. But A is being taught in school recent years. On Tuesday class, many students answered that their stroke orders were none of A, B, or C. So I added D and E for the class 1837. But this time almost of 1837 students answered with C. I don’t know the reason why many 1836 students answered differently.       

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 21 students sent. Only one student got the perfect scores of 5.

Teaching:

Teachings were almost identical to the class for 1836 on Tuesday.

Homework:

Homework assignment was also almost identical to what was assigned for class 1836.

Issues and Problems:

I forgot to make quiz #3 when I was making PPT slides for Tuesday composition class 1836. So I gave the 1836 students a quiz only by my voice on Tuesday. I again forgot to make quiz #3 today. One student pointed that out by typing on BBS saying “Teacher, is there quiz #3?. Then again I gave the 1837 students the quiz #3 only by my speaking. For that particular question #3, 4 of 21 students just gave up answering. It meant that several students are not good at listening. This course is not listening but composition. So I don’t think it is my duty in this course to enhance the students’ listening. However, it seems that such students listening abilities are not in a good level at the time of the end of second years, because I said my question very simply and also used English. Can I, or, how can I incorporate listening activities into composition class, if I try to improve their listening?    

Figure 1. Stroke Orders of a Kanji “必”

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