Online Teaching for Class 1837 (Composition) on June 28, 2020

Date: June 28th on Sunday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk. Several images were shown to the students through BBS of the class.

Numbers of Students:

  – Self-claming attendance on BBS by inputting “Shusseki”: 25

  – Attendances that were confirmed on the display of video conference: 25

  – Attendance check at the end of the class: 23 students input the designated alphabet onto BBS 

Class Activities:

 – One minutes speech and question-and-answer time for tourism of a certain prefecture in Japan. 21 students spoke and 20 questioned.

 – The students made their speeches in the reverse order of student number. A student who to make a question was assigned by the teacher in random manner in order to keep the students concentrate on other students’ speeches.

 – It was taught about how to make a question in a conference. Identify him/herself first, say some kind of praise to the presentation, and then start asking a question.

 Homework:

  – No HWA.

Issues and Problems:

  Most of the students have written the papers about a tourism issue of one particular prefecture in Japan. But some have not done yet. There are some students who have never submitted his/her draft. Those were not given the chance to make a speech today. Perhaps it was likely that those students had also prepared only for today’s 1-minute speech. It is an issue how the teacher would deal with such student and his/her opportunity to speak under the limited class time. 

Online Teaching for Class 1837 (Composition) on June 27, 2020

Date: June 27th on Saturday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  – Self-claming attendance on BBS by inputting “Shusseki”: 17

  – Attendances that were confirmed on the display of video conference: 18

Class Activities:

 – Composition: part of book was shown to the students and they wrote a short essay about their impressions. The article was page 52 -56 of “Iryou-no koto, motto shitte hoshii” by Mr.Jun’ichiro YAMAOKA, which was the No.637 book of “Iwanami Junior Shinso” series. This was about a terminally ill old lady who was brought back to her house for the last moment with her family. 

 – Reading aloud: A student was called online and asked to read part of his/her draft of paper about tourism of a particular prefecture in Japan. Usually it was 1 minutes 30 seconds.    

Homework:

  – Drafting a memo for 1 minutes speech that would be spoken in the next composition class.

Issues and Problems:

So two activities were being done simultaneously in this composition class. While most of the students were writing, one student was reading part of his/her paper. Since I knew that it took time to connect and disconnect a student one by one, I decided to call a student and to ask him/her to read under the condition that the video conference with everyone was going on. It should have been noisy for other students, but I didn’t want to waste time. Today I scolded some students whose attendance and attitude were not good. This must have created uncomfortable atmosphere for other students.

Online Teaching for Class 1836 (Composition) on June 22, 2020

Date: June 22th on Monday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students:

 – At the beginning:

     – Self-claiming attendance by the means of input “Shusseki” onto BBS: 28

     – Attendance check using the video conference monitor: 26

– At the end by sending photos of composition:

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of abstract, conclusions, and remarks in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three poems about love. Those three poems were given to the student using BBS. The students were required to take a photo of their hand writing and send it to me when the class was over.

Homework:

No HWA

Issues and Problems:

Three poems about love were given to the students to write a short essay. The most popular one that was chosen by many students was “Aki no Seppun (A Kiss in Autumn)” by Ms.Masako Takiguchi. I think this poem is about love that was lost. Scattered white flowers of bushclover on a path, White ashes on a trail in the mountain, and wind blow coming through Japanese pampas grasses are all indicating the sadness of losing love. This is just my understanding. I feel sadness, emptiness, and a huge void in mind when I read this poem. Am I wrong? I don’t know. But it was interesting that most students thought this poem was romantic and beautiful with joy of love. Maybe it is natural that there is a difference about interpretations on the same poem between 20-year olds and a 50-year old.     

Online Teaching for Class 1837 (Composition) on June 20, 2020

Date: June 20th on Saturday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  –

Responses to my requests like Quiz answers onto BBS:

  –       

  –

Class Activities:

Homework:

.

Issues and Problems:

Online Teaching for Class 1837 (Composition) on June 19, 2020

Date: June 19th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  – 24 students input their attendances on BBS. However only 19 students sent me their compositions at the end of the class. Also several students replied to me in the interview session. Therefore the self-claiming attendance is not accurate measure to record students’ attendance. 

Class Activities:

 Three activities were done in the class.

 -1: To proofread and correct their paper about tourism of a particular prefecture of Japan. This was a task only in the first session.

 -2: To compose a description about 4-picture manga which was one of three that were drawn by the late Machiko Hasegawa. This was a task in the second session. Those compositions were sent in the form of JPEG to the teacher when the class was over. 

 -3: Each student was called by teacher one by one to video call. He/she was asked to read out part of his/her paper for 1 minutes and 30 seconds. The teacher gave a feedback for writing and/or speaking. Since these interview took time, this activity had been done all through the first and second sessions. So two activities were simultaneously ongoing; 3 and either of 1 or 2.  17 students could made interviews with me. 

Homework:

. – No HWA

Issues and Problems:

 On Tuesday 16th for class 1836 , I called each student one by one after I closed video conference. That took minutes only just to make a connection. So for this time, I was just keeping the video conference turned on, I called a student in that conference. This might have been a disturbance for other students to write their composition. However, I wanted to save the class time.   

Online Teaching for Class 1836 (Composition) on June 16, 2020

Date: June 16th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students: 28.

Students’ Responses:

 -1: Attendance check at the beginning: 26 students responded. One didn’t.

 -2: Submission of composition at the end of the class: 25 students sent me photographs of their composition on sheet of paper. Two students didn’t. 

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of suggestion in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three mangas that were shown on BBS. The students were required to take a photo of their hand writing and send it to me.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

I sent comments on their composition to describe a manga one by one after the class.

Online Teaching for Class 1836 (Composition) on June 9, 2020

Date: June 9th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 58 slides

Numbers of Students: 28.

– 90 minutes attendance: 24 students

– One student was recorded as complete absent through the class time by the system. However, the student sent me the answers of 5-question quiz. Three students were recorded their shorter participation; 84, 83, and 79 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 27 students responded. One came late.

 -2: Connection check in the middle of the class: 25 students responded to the question about stroke order of the kanji “必”.

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 25 students sent. 8 student got the perfect scores of 5. But of the eight, two students sent their answers more than 20 minutes late. 

Teaching:

Review of 5-question quiz of the last class. Writing a research paper about tourism, and some grammatical issues from the textbook.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

< no time to write them right now>

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”

Online Teaching for Class 1837 (Composition) on June 5, 2020

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.

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:

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.

Online Teaching for Class 1836 (Composition) on Jun. 2, 2020

Date: June 2nd on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 63 slides

Numbers of Students: 27. The class has 28 members. One student was absent today because of his?her? medical reason.

24 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 64 minutes, respectively. One student was recorded as absent by the system but this student sent me 5-question quiz. This is why I think there were 27 participants : 24+2+1

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. 26 students sent the answers to me.

– I would not have any responses from the students if the 5-question quiz were only thing that I assigned to them. In order to get responses, I asked the students to input the highest temperature of the day in each students city at the half way point of the 90 minutes class.  23 students responded. And the temperature varied from 20 to 37 Celsius degree.

Teaching:

1. Review for the 5-q quiz of the last class. The followings were topics; V-te miru for trying to do something, abstract nouns, especially “koto”, Ending point “-made”, and so on.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

A student needs to pay attention not to use “desu-masu style” for their writing. Font must be MS mincho, not Simsun. Introduction of a prefecture’s tourism has to focus on topic that a student wants to write a suggestion, and so on.

3. Some tips for writing a composition using the textbook.

Differences on usages between “hazu” and “beki”.

Homework:

To write the suggestion to the tourism on the Prefecture.

Issues and Problems:

I was confused verbs’ forms of potential, honorable, and passive.

I implicitly gave a caution to a student who recently have not sent me homework. The student sent a message to me after the class.