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.

Weekly Logs: Jan.6-12, 2020

Monday;

I got up at 6:30 and uploaded last week’s log. It is good to upload in the morning because the internet connection is very weak and slow in daytime and evening. I had to summarize students’ scores of the final exam. Since my eyes were tired very much, so not by computer but by my hand, I drew several tables on sheet of paper. I made those tables as check sheets in order to input scores correctly onto the intranet of the university. In the afternoon, I went to the teachers’ room to learn how to input students’ scores. Some people helped me, but we realized that university had not prepared for me to input. I could input only two students’ scores. I got back to my residence without finishing the input. That meant I still had not completed my first semester.

 

Tuesday:

I took a rest on the bed in the morning. In the afternoon, I went to the university office and asked whether or not the input screen was ready for me. The person told me to use another ID and password. I thought that if it were ready in the morning, the person should have contact with me by phone, email, or something. But anyway, I left the university office because it was chilly to work for inputting scores. I wanted to do it in my room.

 

Wednesday:

I checked two times the screen of score input. And clicked the submit button. I also printed the score sheet on paper, signed on it, and brought it to the university office in the early afternoon. So that is the end of my first semester. I barely got through it. I came back to my room and took three hours of nap. Since I will teach a conversation class for 2nd grade in the second semester, I started preparing for teaching in the evening. The first thing that I need to do is to analyze the textbook.

 

Thursday:

I got up at 7:00, had a breakfast, took shower, and resumed preparation for conversation class. But I was so tired that I could not concentrate on my task. I often went to bed and slept. It was not effective by any means.

 

Friday:

I went to the teachers’ restaurant for my lunch. It was the last day for the restaurant. The university was almost empty. I tried working to analyze the conversation textbook, but I couldn’t do it well. I just slept on the bed, or just wasting my time to look at internet things.

 

Saturday and Sunday:

Both days were just like Friday. I am sure that coming second semester will be tougher than the first. There are two classes in Japanese course. If I could teach two classes of 1st grade for listening, it would be much easier for me. But the university assigned me to one class of 2nd grade for conversation and one class of 1st grade for listening. This simply means that my preparation workload increases as much as twice. Plus I have to continue my composition class.

Lying on a bed, I thought about two situations. One: I have to prepare hard for the second semester during this winter break. In this case, I will not be able to get rid of my fatigue accumulated in the first semester. Without curing from the fatigue, I will be devastated in the middle of the second semester. Second: I need to take a rest first in order to recover from the fatigue. Probably I will not be able to prepare well during this break. Not ready for the second semester, I will have to work very hard once the semester starts. In this case also, I will be devastated in the middle of the semester. Ouch, in either case, the conclusion is the same.

 

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