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.

Online Teaching for Class 1837 (Composition) on May 29, 2020

Date: May 29th 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 59 slides

Numbers of Students: 25 out of 28

90 minutes attendance: 22 students

Shorter attendances: 76, 18, and one student was recorded as completely absent by the system.

completely absent: 3 students. The system record says that four students didn’t watch the streaming at all. However, one student sent me 5-questions quiz which means he listened to my class. It is possible that someone helps him, but a guy who is likely to help him was completely absent today. Therefore, I guess this student listened to my class and sent 5-question quiz answer by himself.

Responses to my requests like Quiz answers onto BBS:

Attendance check: 27. Of the 27, three students were recorded that they didn’t watch the streaming. One student sent me the 5-question quiz answer, while two sent nothing. This is why I think there were 25 students in today’s class.

5-question quiz took a place of quiz by answering on BBS. What I call 5-question quiz is  that I ask the students to write their answers onto a sheet of paper during the class and then, right after the class, the students sent 5 answers to me.

Today too, I did this 5-question quiz. However, I wanted to confirm if the students were really connected or not, I asked the students to input A, B, or C onto BBS in the middle of the class once. A meant “I live in a city”, B meant “I live in a countryside”, and C meant “I live in a remote area”.

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 have got a problem with this composition class for sophomore students. Actually I don’t have enough resource to teach under current circumstance. Even I don’t have the designated textbook. I think I can continue the class with writing a paper for tourism. But other than that, how I continue to teach until the end of semester? This is a quite serious issue.

Online Teaching for Class 1836 (Composition) on May 26, 2020

Date: May 26th 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

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: two students were with me for 85 minutes, and one students left the shortest record of 1 minute.

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Use of “-made” that indicates the end of continuity of something.

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

A caution was given to the students. They shall not make an unauthorized reproduction of photograph when writing a paper.

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

Intransitive verbs “mieru” and “kikoeru”.

Homework:

Style corrections on their draft and proofreading themselves.

Issues and Problems:

This class starts at 4:30 p.m. in J.S.T. every Tuesday. I started preparing for the class in the morning and tried making enough PPT slide without having a break until 4:30 p.m. I didn’t think of what to teach to the students until the last minutes. As a result, my 58 PPT slides were neither short nor too many. So I could somehow teach 90 minutes composition class with hodge-podge topics. However, this time was surely an embarrassing and regretful experience to me because of my ill-preparedness, not having a good idea for what to teach.

Online Teaching for Class 1837 (Composition) on May 22, 2020

Date: May 22th 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: 25 out of 28

90 minutes attendance: 16 students

Shorter attendances: 86, 86, 85, 84, 76, 57, 44, 37 and almost 0 minutes.

completely absent: 3 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 25. One student sent the message of his?her attendance, but the system recorded that student as “Completely Absent”. One student came late.

BBS was not used for quiz in this class as class 1836 on Tuesday. A student wrote 5 answers on his/her note or memo whatever, and then he/she was asked to send five answers right after the class.

Teaching:

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

1. Review for the 5-q quiz of the last class.

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

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

– Differences between particles “-wa” and “-ga”.

– A sentence that could avoid being “Wa-ga construction” for a Na-adjective “Yuumei-na” by particle “-de”.

– Intransitive verbs for perception ;”mieru” and “kikoeru”

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

– Enhancement for the document style.

– Shading your prefecture on the map of Japan.

– Making a table to introduce your prefecture with basic information

– Pasting these figure and map on the draft.

– Start writing the chapters for the introduction of the prefecture and its tourism.

Issues and Problems:

Perhaps it could be questionable as to what I am doing now. The question is whether or not it would be appropriate to teach how to make document style for a research paper in a composition class. There are two reasons why I do this. One is that I was actually criticized by another teacher for what I have done for composition class in the first semester. In order to avoid duplication or “encroachment on other teacher’s territory”, I chose this task. I don’t think any other teachers teach how to write a research paper. The other reason is that this is the only thing that I can deal with right now. I am less experienced to teach composition, but have some experience of technical writings.

Online Teaching for Class 1836 (Composition) on May 19, 2020

Date: May 19th 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 57 slides

Numbers of Students: 28

26 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 11 minutes

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. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Five questions and their answers were explained because many students answered incorrectly for that quiz. 1) the intransitive verb “-naru” uses not the particle “-o” but “-ni”. 2) In “wa-ga construction”, a thing with the particle “-wa” is containing, while a thing with the particle “-ga” is contained. 3) A sentence with “-ga” and “-ni” for an intransitive verb “kuwawaru”. Many students chose the particles “-o” instead of “-ni” because they thought the verb “kuwawaru” was a transitive verb. 4) Issue on the difference between “-made” and “-demo”. “-made” means the end of a period, while “-demo” means that something is still valid. 5) Particle “-de” placed directly after the age functions to indicates he/she did something at the age.

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

Some tasks were given to the students as the homework assignment of this week. They are; corrections of the document style, pasting a figure and a table onto the draft, and start writing about the prefecture and its tourism.

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

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

Issues and Problems:

I prepared and distributed the template to the students so that the document style could be unified. However, so some of them don’t understand why the designated template is used to write a paper and have already started writing onto a document of their own styles.

Online Teaching for Class 1837 (Composition) on May 15, 2020

Date: May 15th 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 61 slides

Numbers of Students: 25 out of 28

90 minutes attendance: 21 students

Shorter attendances: 33, 14, 11, and 3 minutes.

completely absent: 3 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. One student sent the message of his?her attendance, but the system recorded that student as “Completely Absent”.

Quiz was done in other way. So far I have asked the students to input their quiz answer onto BBS. This gives me a quick response, but has a deficit that most of the students are just looking at other students’ answer at the top and inputting the same answer. In order to reduce chances to refer to other students’ answers, I made them answer on a sheet of paper during the class and made them send the answers immediately after the class.

Teaching:

– Basically the teaching was the same as another composition class on Tuesday for the class 1836. Several slides were added to help the student understand better.

– Review and explanations for two questions of 5-question quiz in the last class (it was the same as on Tuesday).

-1: Particle “-o” should not be used for the intransitive verb “Naru” .

-2: There is a difference between “V-te ita” and “V-te kita” in terms of tense-aspect.

– Writing a paper

The student were asked to start a new task to write with good formatting as a document. The topic was sightseeing of a particular prefecture in Japan. Students were asked to write a paper with internet research and to make a suggestion for the better sightseeing services of the prefecture. Each student chose his/her prefecture in the class.

– Learning using the textbook.

Explanations and exercises as to how to use particle “-ni” and other issues like the difference between “-made” and “-demo”.

Homework:

– The students were asked modifying the template for the paper by filling the chapter titles of our task.

Issues and Problems:

During the class, approximately the half of the students chose a prefecture that they wanted to write about. But 10 students were remaining undecided. Actually this class 1837 has got a big problem with part of students. Their attendance is bad, and they are reluctant to hard studying. In order to make those students choose their prefecture to write about, I had to send messages.  Some have replied t me, some not.

Online Teaching for Class 1836 (Composition) on May 12, 2020

Date: May 12th 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 59 slides

Numbers of Students: 28

22 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 83, 86, 42, 33, and 20 minutes

1 student was completely absent today

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. ( One sent a message to tell me his absence beforehand)

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 24 students sent the answers to me.

Teaching:

– Review and explanations for two questions of 5-question quiz in the last class.

-1: Particle “-o” should not be used for the intransitive verb “Naru”.

1st question of 5-q quiz was given for this issue. Still one student thought it was okay to use “-o” for the sentence of intransitive verb ” Naru”.

-2: There is a difference between “V-te ita” and “V-te kita” in terms of tense-aspect.

– A new task for the last half of the second semester

The student were asked to start a task to write with good formatting as a document. The topic was sightseeing of a particular prefecture in Japan. Students were asked to write a paper with internet research and to make a suggestion for the better sightseeing services of the prefecture. Each student chose his/her prefecture in the class.

– Learning using the textbook.

2nd question of 5-q quiz: Choosing the right combinations of particles. Over-generalization of “Wa-ga construction” is one issue. But there is another issue that even in the case that “Wa-ga construction” can be used, many students make error for uses of particles “wa” and “ga”. 10 students made this type of error.

< For time limitation, the rest of the teaching was suspended to be recorded here>

Homework:

– The students were asked modifying the template for the paper by filling the chapter titles of our task

Issues and Problems:

< No time to write now>

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

Date: May 9th on Saturday, 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 80 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: 57, 44, 32 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 1st Quiz: 26 students responded. This was to correct the erroneous sentence with over-generalization of “Wa-ga construction”.

– In the rest of the class, the students were given 5-question quiz. A student answered a question by taking a memo, and sent five answers right after the class. This also worked as an attendance check at the end of the class.

Teaching:

– Feedback about the students’ compositions about a health care worker from abroad.

– Review and summary of the first half of this semester.

Homework:

– Homework assignment was suspended. Although the second drafting for the essay about a health care worker must be assigned, I haven’t yet evaluated their first draft.

Issues and Problems:

The result of the quiz showed that some students didn’t understand the difference between “-teiru” and “-tekuru”. For other issues, however, I have no time to write them right now.