Online Teaching for Class 1837 (Composition) on April.3, 2020

Date: April 3rd 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: 24 out of 28

90 minutes attendance: 17 students

Shorter participation: 85, 80, 72, 72, 70, 58, 10 minutes

completely absence: 4 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But of the 26, two students were recorded as “Completely Absent” on the system.

Quiz 1 through 5: Students were asked to submit 5 answers in the form of text right after the class. Only 18 students sent me the answers.

5 point ; 2 students, 4 point; 15 students, and 3 points by one student. Many students made an error by over-generalizing of “Wa-ga construction”. That’s why I wrote the issue of “Wa-ga construction” on post on Tuesday for class 1836.

Teaching:

The same as composition class for 1836 on Tuesday. However, I changed some slides.  I replaced 1836 students composition to 1837’s in the feedback session.

Homework:

The same as composition class for 1836 on Tuesday.

Issues and Problems:

The same problem of over generalizing of “Wa-ga construction” was even worse in this class 1837.

When I prepared for a question for this composition class, I found that auxiliary verb “-souda” could be used in the past tense sentence. Last week I told 1837 students in conversation class, that guessing “-souda” was used for present and future. To be exact, I should have told that guessing “-souda” was for future side from talking point on the time sequence. And talking point could be in past.  This matter necessitated some additional slides for conversation class in the afternoon.

Online Teaching for Class 1939 (Listening) on Apr.1, 2020

Date: April 1st on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint (86 slides)

Numbers of Students: 27

All 27 students stayed with me from start to the end.

Students’ Responses:

– Attendance Check : All the 27 students typed “Shusskei” on BBS

– Quiz 1 : 25 students typed their answers. Actually 21 answers were incorrect. 4 students revised their answers to correct.

– Quiz 2 at the End: 26 students typed the correct answer “-ni”. This was to ask a particle that fill blanks of three sentences. “-Ni’ is the answer for those three for functions of;

1: Time of action, 2: Destination that the movement is heading toward, and 3: Place of existence.

Teaching:

1: Review of the last class;

– How to use two adjectives

– Types of verbs:  Transitive v.s Intransitive verbs, Combination of a verb and particles, and especially putting emphasis on combination between transitive verbs and particle”-o”.

2: Listening Mondai3

I introduced a double meanings of “Iidesu”

3: Listening of conversation

Students memorization was promoted by increasing blanks on the script. Additional rote training of particles that fit into between objects and verb.

Homework Assignment:

Reading aloud conversation script twenty times, although there would be no evidence whether a student did or did not do this homework.

Issues and Problems:

It may be too early to teach the first grade students at this moment about how to connect two adjectives.

Online Teaching for Class 1836 (Composition) on Mar.31, 2020

Date: March 31th 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 55 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

3 students exhibited short attendances: 81, 52, 25 minutes

1 students was totally absent.

Responses to my requests like Quiz answers onto BBS:

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

Five quiz were assigned during class. Students sent the answers to me right after the class. Only 18 of 27 students did so.

Teaching:

1st half: Feedback of proofreading and corrections of the second draft of “My Winter Break”

2nd half: Feedback of quiz that was done in the last class. The quiz was mainly focused on Tense/Aspect issue of Japanese sentences. One of ways for draft correction was also taught in the class. That focused on inconsistency between start and ending of a sentence.

Homework:

300 letters advertisement for a new product of electric appliance for family use. A sample as below was shown to the students.

Issues and Problems:

I found a huge issue about “Wa-ga construction”. Students always over-generalize “Wa-ga construction” for the sentences which are actually not suitable for using this particular construction. This is because Japanese textbooks in this country always impress learners as if “Wa-ga construction” were an important basic of Japanese.

There is a simple reason why “Wa-ga construction” is thought to be important. “Wa-ga construction” is, as indicated by the name, structural. It has the structure of word order with the theme, a subject, and predicate. It is simple and easy to understand because there is no need to analyze words functions that are specified by several kinds of particles. There are only two particles in “Wa-ga construction”; “-wa” and “-ga”. Since these two are used for theme and subject, it is not necessary for a learner to think about what function each word has in a sentence. For other sentences that are not “Wa-ga construction”, students need to analyze words’ functions through several particles in conjunction with verb.

It is easy to understand, so students stick to “Wa-ga construction” and then come to think it is important. But I think it is more important for Japanese learner to learn particles and their functions. I think I need to stop students’ over-generalization of “Wa-ga construction” and to teach use of other particles and their functions.

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Online Teaching for Class 1837 (Conversation) on Mar.30, 2020

Date: March 30th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST). This is the first class on 5th week in second semester

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 64 slides

Numbers of Students: 28

Fully attendant for 90min : 20, Completely Absent : 2,

Late sign-in and/or early sign-out: 74, 71, 42, 32minutes, 35seconds, and the shortest 3 seconds.

Responses onto the BBS:

– Attendance check: 28, all the students wrote “Shusseki” on BBS, however, it is obvious that some students left the class immediately.

– 1st Quiz: 17 responses. Quiz is to tell the difference of speech levels between auxiliary verbs “youda”and “mitaida”.

– Attendance check at the end: 18 responses. This is to ask the meaning of “Kambyou-suru” whose Kanji(s)  have different meaning in Chinese.

Teaching: 

– Auxiliary verb “Mitaida”

– “Noun + rashii” for expressing a typical trait

Homework Assignment: Making a Japanese conversation script by listening to Chinese conversation to see a doctor in a hospital.

Issues and Problems: A lot, but I don’t have time to write them down now.

 

Online Teaching for Class 1837 (Conversation) on Mar.27, 2020

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

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 76 slides

Numbers of Students: 28

Fully attendant for 90min : 19,    Completely Absent : 4,

Shorter signing-in: 59, 37, 36, 22minutes, and the shortest was 18seconds.

Responses onto the BBS:

– Attendance check: 25

– 1st Quiz: 18   Quiz is to find the sentence that uses auxiliary verb “Souda” for hearsay among other sentences that use “Souda” for guess.

– 2nd Quiz: 19  Quiz is to tell the similarity of conjugation between “Youda” and “Na-adjectives”

– Attendance check at the end: 18     This was also done in the form of quiz that requires to select the right combination for connections between (1) Adjective”Ii” and “Souda” for guess, and (2) Adjective “Ii” and “Youda”.

Teaching: 

– Auxiliary verb “Youda”

Homework Assignment: No homework at this time

Issues and Problems:

The number of PPT slides were more than what I could use in a class of 90 minutes. That meant I wasted hours for preparation for those slides. I should have predict how many slides could be used in 90 minutes class. In order to make prediction accurate, I should have measured how many minutes and seconds each slide would take and calculated total number of slides.

 

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

Date: March 27th 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 73 slides

Numbers of Students: 28

19 students signed in whole of the 90 minutes class. 9 students had been signed in shorter than 90 minutes: 75, 74, 66, 50, 32, 7, 3minutes, 37seconds, and amazingly the shortest was 5seconds.

Responses to my requests like Quiz answers onto BBS:

Attendance check: 27. But of the 27, one student signed in late.

Q1: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 18

Q2: Questions about Tense consistency in Japanese : 18 (they are all wrong answers)

Attendance Check at the End: 19

Teaching:

Feedback of proofreading and corrections

Tense-Aspect of verb predicate sentences of Japanese

Homework:

Rewriting a Composition about how the student was spending this winter break within 300 characters.

Issues and Problems:

Students are just inputting the same answer that the top student has input. If the top student input a wrong answer, all the students will make the same mistake. This was the case for the second quiz. The right  answer was 2 out of 1, 2, and 3. In the class 1836, the first student input “1”, then all the following students input the wrong answer 1″. In this class 1837, the first student input “3”, then all the following students input the wrong answer “3”.  I want each student to think about the answer by his/herself.

Online Teaching for Class 1836 (Composition) on Mar.24, 2020

Date: March 24th 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 74 slides

Numbers of Students: 28

24 students stayed whole of the class which lasted 90 minutes. Four students indicate their late sign in and/or early leave (57, 65, 77, 78 minutes, respectively).

Responses to my requests like Quiz answers onto BBS:

Attendance check: 23.

Q1: Whether or not they used MS-Mincho: 17

Q2: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 20

Q3: Questions about Tense consistency in Japanese : 14 (they are all wrong answers)

Attendance Check at the End: 27

Teaching:

Feedback of proofreading and corrections

Tense-Aspect of verb predicate sentences of Japanese

Homework:

Rewriting a Composition about how the student was spending this winter break within 300 characters.

Issues and Problems:

 

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

Date: March 20th 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 (74 slides)

Numbers of Students: Class 1837 has 28 students

24 at the beginning,  22 at the end. 28 is total. One student was completely absent from the class.Therefore 27 students participated the class. 22 students stayed for whole 90minutes, 5 students were recorded with their shorter duration; 1min!, 12min, 58min,71min, and 79min.

Responses to the “During-the-Class_Quiz”:

Q1: 18 students responded.

Q2: Correction of short sentences: 8 students suggested their corrections.

Q3: 20 responded.

Q4: A series of 5 questions at the end of class in order to check if a student had been with class through the class. 22 submitted. Some got 3 points. Class 1836 performed better than 1837.

Teaching: (it was the same as 1836 class on Tuesday)

Homework:(it was the same as 1836 class on Tuesday)

Issues and Problems:

It was obvious that PPT slides that I prepared were short for 90 minutes. So I introduced a Japanese painter Mr. Ikuo HIRAYAMA in the middle of the class. I spent more minutes for this introduction of him than in the class 1836.

Online Teaching for Class 1836 (Composition) on Mar.17, 2020

Date: March 17th 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 (74 slides)

Numbers of Students: 28

One student stayed 41 minutes but he left the online class. Other 27 students had been stayed whole through 90 minutes.

Responses to the “During-the-Class_Quiz”:

Q1: Of 28, 25 answered, 3 were silent.

Q2: Correction of sentences written by one particular student. Only 13 suggested his/her correction.

Q3: This was to ask types of  conjunctive particles. 23 students answered and all correct.

Q4: A series of 5 questions at the end of class in order to check if a student had been with class through the class. 26 submitted. Some got 4 points, some 5.

Teaching:

How can a composition class be done online? Actually my concern is just how to kill the time during an online composition class. Writing takes time. So if I made students write compositions in class, it would  be so easy to spend 90 minutes. But a big question arises; Isn’t it the same as homework? Is there any benefits to do it online?

So I had to think of how I teach during 90 minutes composition class. What I did was to show everybody how I correct one student’s composition. So the first half of time and slides were used for this activity. Corrections were a lot;

Verb Te-form, Inconsistency between a subject and a predicate, error on choice of conjunctive particles, speech style with spouse, Particles’ -wa/-ga problem, correlation between some type of adverb and sentence ending, better use of -teiru/tekuru, and so on.

In the last half of the time, I used the textbook which I don’t like much. Using it, I taught choices ko-so-a words and tense-aspect issue.

Homework:

Writing a Composition about how the student was spending this winter break within 300 characters. And the Word file must be sent by email to the teacher.

Issues and Problems:

It was obvious that PPT slides that I prepared were short for 90 minutes. So I introduced a Japanese painter Mr. Ikuo HIRAYAMA in the middle of the class.

Weekly Logs: Jan.13-19, 2020

I meant that my weekly logs were to be a record how I worked as a Japanese teacher. However, I haven’t worked much last week. So the following is not a work log but just a dairy of the week.

 

Monday:

I wanted to work for preparing the conversation class of the second semester. But I didn’t have time to do so. I packed my suite case to back to Japan and cleaned my room a little bit. I went to outside of university for lunch. After the lunch I went to supermarket to buy some spices. Those spices were souvenirs to my sister because they were very much cheaper than spices sold in Japan.

 

Tuesday:

I left my residence by taxi at 8:30 in the morning. My flight was one-stop in the major city and then went to Narita. The lunch in the domestic flight was not so good, so I didn’t show the photo of it in the post “Lunches in this Week”. Landing on Narita airport was delayed a little; at 9:30 p.m. Keisei trains were also delayed. Then I got on a JR train and I walked 30 minutes from railway station to my apartment. It was 1 a.m. when I got there.

 

Wednesday:

I got up at 10 a.m. and went outside just before noon. I bought a new business notebook of 2020, ate lunch in an Italian restaurant, and got on a train to go to Tokyo. I borrowed a rental Wifi rooter in the central Tokyo. When I got to the rental shop, it was almost the end of business hours. So When I got back to the apartment, it already got dark.

 

Thursday:

Comparing money and time, I decided to save money and to use my time. I mean I didn’t use Shinkansen (Bullet train/High speed railway) to come to Niigata. I got up at 4:20 a.m. and got on a local train at 6:10. I arrived at small rural town in Niigata at 2 p.m.

 

Friday and Saturday:

I had been in my parents’ house in both days to take a rest. I tried to work for the preparation of conversation class, but I couldn’t do it well.

 

Sunday:

I went to Niigata by local train. I bought three books in the big book store at south of JR Niigata station. The photo below is the view at Bandai side of the Niigata station. The big book store is on the opposit side; Minamiguchi side of Niigata station.

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Even in the record-warm winter, the sky is dark in Niigata.