会場での開催が中止となった 2020年秋に開催された、初のオンラインによるCertificate ProgramのWorkshop 1とWorkshop 2のフィードバックを一部ご紹介します。（ご受講者25名）
Lecture： Fundamentals of Teaching / 教えることの土台
Practicum：Teaching singular nouns & noun sentences / 単数名詞・名詞文の教え方
■This is my first time to join the Certificate Program. I worried about taking online workshop because I was not sure if I could concentrate on the workshop alone. But the video provided was very clear and rich in content, so I could focus on it much more than I thought. Especially it was wonderful for me to watch Ritsuko sensei’s lecture.
■Even it takes a while to get used to this new way of teaching I think the introduction of new words and phrases using the MAT METHOD® is very simple, easy to do, and effective.
Drilling is also very effective, and developing a good pace seems to be a key component to an effective review component of the lesson.
Finally, I would say that the results speak for themselves. Students clearly engage with this teaching method.
■Through Workshop 1, I was most impressed by the word “professional.” Once I start teaching English and get some fees from students, I am a “professional teacher.” As an professional teacher, I want to learn much more about MAT METHOD® through the workshops.
■Before this workshop, I was not familiar with the MAT METHOD®.
Therefore, it was easy to make dramatic changes shortly after the first workshop.
■I must say that the MAT Method® is an excellent method. I have yet to watch the rest of the recordings but the effectiveness of the method is clear.
■The recording was clearer than I expected. And I would love to send my gratitude to all the teachers and staff who made this online learning possible. Thank you.
■Attempting to use the flash cards to introduce the vocabulary was a bit challenging at first, but it was effective.
Quickly I became comfortable with flipping through the cards from the back of the stack to the front. … Students are engaged as I introduce the words, and it was clearly observed with my 2nd grade students.
■Having read ”Koshite-oshieru Kodomono Eigo,’ I couldn’t agree more with Ms. Nakata’s realistic point that the MAT METHOD® is meant to teach children English on a one-hour-a-week basis. This is how I became interested in learning more about the MAT Method and acquiring skills through the Teacher Training Workshop.
■Ms. Nakata accepted the reality of English education in Japan and has successfully created a scientific, efficient, and practical teaching method. Big applause. With the MAT METHOD®, I would not be lamenting that I do not have enough teaching hours. I look forward to finding more to learn from the workshops that follow. (End of the report)
■As for the MAT METHOD® I think it’s a very effective approach to learn new vocabulary, especially with students at a young age.
■Since I began watching the recordings for Workshop 1 of the IIEEC Teacher Training Workshop, I have immediately replaced the current vocabulary and sentence teaching methods with the MAT METHOD®.
■What I was missing was the systematic approach and the organized method, along with the effective and consistent instructions to create a better flow. Instructions where the words and expressions are selected with a clear purpose and kept to the minimum was like an enlightenment.
■I immediately applied what I’ve learned in the workshop video. I started using The MAT Pie Chart and I became much more prepared for every minute of details. Currently I am trying to keep their motivation up without wasting any seconds.
■I’ve been already using The MAT METHOD® with Picture Cards but now I’m using them more with the gestures and making sure every students are doing the gestures. I can tell that the students focus on teacher more so I believe that that’s because I became more prepared and intensive.
■ Mainly I have been using The MAT Method in elementary school classes, however I use it for adult classes sometimes, especially when students English level is beginner, and it works for them as well.
■It is extremely important not only to teach but also to think from the students point of view. I have struggled with the way I teach English to my students. The Workshop 1 video reminded me how important to make my lessons intensive. I focused on every other element that I can apply such as rhythmical, fun, vocal and games in my classes but I reassured that the class needs to be not only fun but also intensive.
■I have thought that “muscle” is very related to speak a language so I have used “Tongue Twister” in my classes. It was fascinating to hear how you have to develop muscle to speak English from Mrs. Nakata. When we speak Japanese, we’re using different muscles. I want to remember and apply that in my classes.
■To be honest, I was wondering if The MAT METHOD® is effective for 6 grades students. However, this workshop completely changed my mind and learned that they still like to do actions even with small gestures. “Teacher” can change the students. Not from teacher’s point of view but thinking from student’s point of view is the key.
■Thanks to this workshop, I’ll be more confident of how I teach. I believe that it can be used for any age groups, any levels or no matter how large or small classes it is. It was great to know that Mrs. Nakata had taught Junior High School students in the past. I appreciate she shared that.
■It was amazing to learn the fundamental of The MAT METHOD®, and how and why it works.
■Mrs. Nakata ‘s sense of humor made it more enjoyable to learn in the workshop 1!
■It was easy to control students to speak more than they used to. By this method students can listen the words and repeat it quickly and they can speak rhythmically a lot, and I felt that the students could learn the language with confidence.
■It is helpful to learn how to use the flashcards in detail. I would like to set the cards beside my face, which is students’ eye level or above. In addition, I look at students’ eyes and mouths and check whether they look at the cards and move their mouths correctly.
■I think, the MAT METHOD is an ideal method of teaching English to young students. It provides the following in a natural way: increased class participation, students’ thinking in English for themselves, students’ asking and answering questions among themselves, and motivation to learn English. Also, we teachers can get immediate results from our students in all of the four skills of listening, speaking, reading and writing. This method is the best one for young students in an EFL environment in Japan.
■I enjoyed watching video and I got a lot of ideas for activity through WS1. I also learned about what I need and what is important in teaching English. How to teach and what to teach is very important.
Lecture：Activation the Right and the Left Sides of the Brain / 右脳と左脳の活性化
Practicum：Verb Sentence Patterns 動詞文/ What can you do? I can 〜.
■I practiced flipping cards and doing gestures and fortunately some of my students already know the gestures, especially the 3rd graders, so it was easy for them to recall the gestures for the vocabulary. Not all my students use the gestures, and some of them required that I remind them continuously.
But after a few times most of them got used to it in a proper way!
I also incorporated the short drills in my lessons. I am continuously working to improve my flow with drilling, trying to keep short, well-paced, with a good rhythm. I have witnessed that when it’s done properly, it works effectively with students.
■I am most surprised and pleased with the way the students have learned to handle the skills in asking questions. It is amazing that students are now asking questions to each other.
■I have taught my 3-6 grade students “The Future Tense – I’m going to…”, doing stand up and sit down activities with the gestures. They focused on it and finally I achieved to teach the future tense! I also believe younger children should and can speak it. Native speakers use the Future Tense so many times a day, as Japanese do. So I’ve always wanted to teach it.
■The Rock, Scissors, Paper activity has been a great hit in the class. As it was presented in the first two skills sessions, the activity can be modified in many ways. The activity has definitely increase speaking time for the students in my classes. The repetition of the target language/vocabulary is one thing, but the act of speaking out (shouting out) the language has added energy to the classroom atmosphere. The activity is simple and quick, and students are capable of understanding the tasks which surely saves time.
■By taking this workshop, I have become able to give meaning to each steps. This has made me possible to teach students more politely. I’ve gradually come to understand the significance of each step in the MAT METHOD and the need to carry out that process.
IIEEC Teacher Training Center