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 1939 (Listening) on June 24, 2020

Date: June 24th on Wednesday, 2020

– 1st and 2nd sessions from 8:00 to 9:30 (9:00 – 10:30 in JST)

– 3rd and 4th sessions from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Powerpoint were also used only on the teacher’s computer display. 13 slides for 1-2session, 19 slides for 3-4 session. Some of these PPT slides were converted to be PNG image files and uploaded to the class BBS so that the students could refer to during the video conference style online class.

Numbers of Students: 27

–  All the 27 students participated the class. This was confirmed by both self-claiming attendance on BBS and the display on Video conference window. However one student didn’t input “Shusseki” for the self-claiming attendance onto BBS.

Class Activities:

1-2 session:

– Explanation about the alternative measures for the final examination.

– Redo of textbook exercise Mondai I and II of the section 25, that were using “V-ta houga ii”

3-4 session:

– Textbook exercise Mondai III and IV in the section 25.

– Introduction of the construction “V1-u toki, V2” and “V1-ta toki, V2” using the section 23 of Minnano Nihongo I

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The textbook is not designed for systematic learning. Especially it is lacking consideration for tense-aspect expressions. Each section deals with some major constructions, though, they are lacking a good organization for the better learning process of a huge structure of Japanese language. I think one thing I have to do is to teach from the important and also basic constructions. And then I will move onto a less important, less basic construction for the next. The textbook now we are using is missing such considerations. It seems to be more obvious for tense-aspect expressions. So I taught “V1-u toki/V1-ta toki, V2 shimasu” using Min’nano Nihongo I.

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 1939 (Listening) on June 22, 2020

Date: June 22nd on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Eight images were used supplementary  on BBS so that a student could look at the images on smartphone simultaneously when watching the video conference. I was also looking at PPT slides during the class on my computer screen. These PPT slides were not shown to the students, but showed me the scripts and were used to play the audio by the embedded mp3 files onto the slides.

Numbers of Students:

– At the beginning:

– Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

– Attendance check using the video conference monitor: 27

– At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

– “V-ta hou-ga ii” and “V-nai hou-ga ii”.

– Exercise I and II of the section 25 in the textbook

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>

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 1939 (Listening) on June 18, 2020

Date: June 18th on Thursday, 2020

in 7th and 8th sessions from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. One image file was used supplementary  on BBS. I was looking at PPT slides during the class. The PPT slides were not shown to the students, shown only on my computer screen. Those PPT slides read the scripts and have embedded mp3 files to make it easy for me to play the audio.

Numbers of Students: 26: One student was absent.

Students’ Responses:

– Attendance Check : 24 students typed his/her attendance on BBS. One was absent through the class, and two came a little late.

– There was one incident in which a student didn’t answer to my calling. This resulted in reducing the score for grading.

Teaching:

– Redo of Exercise IV of the section in the textbook. The exercise includes the construction of  [Subject]-wa [Place]-ni arimasu/imasu which means an existence of someone/something.

– Rote exercise of Ta-form of verbs.

– Exercise I of section 24 in the textbook, which includes the use of abstract noun “tokoro” for two aspects on time sequence; one is just before, the other is right after.

– Introduction of “Tari, tari” construction.

– Exercise II, III, and IV

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>