A. ORGANISATION & PLANNING
Different groups of students will move at different paces. To prepare for various groups, focus the organization of your seminar on flexibility.
1. Set time loosely. Decide what information is absolutely vital, and prepare extra content in case the seminar moves more quickly than you expect. It will take more or less time clarifying and discussing each point depending on the group.
2. If students have particular interest in a topic within your seminar, consider exploring that in greater depth instead of moving to the next point.
3. To maintain structure, set a goal for each lesson, and share it with your Seminar Partner (SP). Your SP should be aware of your seminar content in order to be able to sufficiently translate and support your teaching.
Different groups of students will move at different paces. To prepare for various groups, focus the organization of your seminar on flexibility.
1. Set time loosely. Decide what information is absolutely vital, and prepare extra content in case the seminar moves more quickly than you expect. It will take more or less time clarifying and discussing each point depending on the group.
2. If students have particular interest in a topic within your seminar, consider exploring that in greater depth instead of moving to the next point.
3. To maintain structure, set a goal for each lesson, and share it with your Seminar Partner (SP). Your SP should be aware of your seminar content in order to be able to sufficiently translate and support your teaching.
B. CLARITY & UNDERSTANDING
Keep in mind that students may be hesitant to communicate their level of understanding to you without encouragement.
1. Teach some simple hand gestures to provide them with a way of communicating their understanding silently (without any worry of interrupting you). For example:
Making a T symbol with their hands to ask you to TRANSLATE.
Making a C symbol with their hands to ask you to CLARIFY.
Waving their hands to ask you to SLOW DOWN.
2. Check in regularly. Ask them questions or have them summarise what they have learned at key points during your seminar to have them demonstrate their understanding to you - most will nod even if they haven't understood. Although questions along the lines of 'Okay so far?' can be helpful with an outspoken group, shy students may not speak up.
3. Actively encourage them to ask questions. Give the option to write down a question at the end of a lesson that you can answer at the beginning of the following one. Be available to students outside of class to offer one-on-one help. Give them options to participate which don't necessitate speaking up/stopping the class.
5. If possible, become aware of students’ English levels beforehand. Prior to the summer school students submit introduction sheets which should be available to you to look at - this may give you a better idea of their English level.
Keep in mind that students may be hesitant to communicate their level of understanding to you without encouragement.
1. Teach some simple hand gestures to provide them with a way of communicating their understanding silently (without any worry of interrupting you). For example:
Making a T symbol with their hands to ask you to TRANSLATE.
Making a C symbol with their hands to ask you to CLARIFY.
Waving their hands to ask you to SLOW DOWN.
2. Check in regularly. Ask them questions or have them summarise what they have learned at key points during your seminar to have them demonstrate their understanding to you - most will nod even if they haven't understood. Although questions along the lines of 'Okay so far?' can be helpful with an outspoken group, shy students may not speak up.
3. Actively encourage them to ask questions. Give the option to write down a question at the end of a lesson that you can answer at the beginning of the following one. Be available to students outside of class to offer one-on-one help. Give them options to participate which don't necessitate speaking up/stopping the class.
5. If possible, become aware of students’ English levels beforehand. Prior to the summer school students submit introduction sheets which should be available to you to look at - this may give you a better idea of their English level.
C. LANGUAGE & TRANSLATION
1. Be very aware of your language use. Do not patronize the students (ex. don't speak too slowly or simply) but also do not set the target too high. Use common words where possible, and explain any terms which are necessary but unfamiliar (ex. specialized jargon).
2. Involving pair-work between students which are less/more fluent may help get everyone involved and bonding more.
3. Decide together with your Seminar Partner (SP) how much you want to push your students to speak English while also supporting them. Plan how you will go about translations - only when asked for? Summary every now and then? Whisper translation for those who ask for it? Allow SPs to stop you if they notice someone is not following.
4. Run through a mock seminar with you SP and ask them to identify hard vocabulary you use.
1. Be very aware of your language use. Do not patronize the students (ex. don't speak too slowly or simply) but also do not set the target too high. Use common words where possible, and explain any terms which are necessary but unfamiliar (ex. specialized jargon).
2. Involving pair-work between students which are less/more fluent may help get everyone involved and bonding more.
3. Decide together with your Seminar Partner (SP) how much you want to push your students to speak English while also supporting them. Plan how you will go about translations - only when asked for? Summary every now and then? Whisper translation for those who ask for it? Allow SPs to stop you if they notice someone is not following.
4. Run through a mock seminar with you SP and ask them to identify hard vocabulary you use.
D. ENGAGEMENT & INTERACTIVITY
1. Use icebreakers to help students become more comfortable with you and each other. The more students feel comfortable with each other, the more they will feel comfortable asking questions.
2. Give a small break part-way through and/or get students moving now and then to keep them awake and focused.
3. Have students discuss content with one another, in pairs or in groups.
4. Begin each lesson with a recap of the day before, to help students tune in to the topic.
5. Provide alternative means of participating to involve students with different learning styles and personalities. Some may find listening to be the most helpful, while others prefer discussion, visual learning, or writing things down. Using a varied approach, and adapting to your different groups, will help each student feel engaged and included.
6. Include content relevant to Japan and Japanese culture. If students can relate to the content you are talking about, they are more likely to be interested. However, be conscious of how you are explaining things and the content you are covering. Remember that you are a visitor and do not know more about the students' culture and experience than they do.
1. Use icebreakers to help students become more comfortable with you and each other. The more students feel comfortable with each other, the more they will feel comfortable asking questions.
2. Give a small break part-way through and/or get students moving now and then to keep them awake and focused.
3. Have students discuss content with one another, in pairs or in groups.
- Guide discussions with a question or activity
- Consider allowing them to discuss with one another in Japanese, and then get back to you in English
- If possible, pair more fluent/outgoing students with shy ones
4. Begin each lesson with a recap of the day before, to help students tune in to the topic.
5. Provide alternative means of participating to involve students with different learning styles and personalities. Some may find listening to be the most helpful, while others prefer discussion, visual learning, or writing things down. Using a varied approach, and adapting to your different groups, will help each student feel engaged and included.
6. Include content relevant to Japan and Japanese culture. If students can relate to the content you are talking about, they are more likely to be interested. However, be conscious of how you are explaining things and the content you are covering. Remember that you are a visitor and do not know more about the students' culture and experience than they do.
E. OTHER TIPS
1. Avoid giving homework. Students have limited time, so it is better to do exercises and activities during the seminar instead. They also won't have laptops with them, and possibly no smartphones either, so doing their own research outside the seminar is not possible.
2. Make pre-assignments and post-assignments manageable and accessible. Short videos with Japanese captions available, or short articles, are ideal. Students will likely not have a lot of time to prepare for the summer school - try not to give more than approx. a half hour's worth of work. Remember that they will have 3 - 4 seminars to prepare for.
3. Learn and remember names. It makes students feel more comfortable and willing to get your attention when necessary.
4. Visual aids are incredibly useful, be it pictures, videos,
written text or PowerPoint. Avoid relying on just one medium to get your message across.
5. It's a small thing, but consider bringing snacks or souvenirs for your class! Small treats always make students (university and high school alike) happy.
6. Ask for feedback: what do they like so far? What not so much? Any particular things they really want to learn about? Why did they pick this seminar? They may be too shy to do this directly, so you could ask for anonymous feedback.
1. Avoid giving homework. Students have limited time, so it is better to do exercises and activities during the seminar instead. They also won't have laptops with them, and possibly no smartphones either, so doing their own research outside the seminar is not possible.
2. Make pre-assignments and post-assignments manageable and accessible. Short videos with Japanese captions available, or short articles, are ideal. Students will likely not have a lot of time to prepare for the summer school - try not to give more than approx. a half hour's worth of work. Remember that they will have 3 - 4 seminars to prepare for.
3. Learn and remember names. It makes students feel more comfortable and willing to get your attention when necessary.
4. Visual aids are incredibly useful, be it pictures, videos,
written text or PowerPoint. Avoid relying on just one medium to get your message across.
5. It's a small thing, but consider bringing snacks or souvenirs for your class! Small treats always make students (university and high school alike) happy.
6. Ask for feedback: what do they like so far? What not so much? Any particular things they really want to learn about? Why did they pick this seminar? They may be too shy to do this directly, so you could ask for anonymous feedback.
