Certificate Program 参加者様のコメントご紹介

今年もまた、2014年IIEEC-OUP Certificate Program夏セッション の申し込みが始まりました。 2013年秋セッションの参加者様からいただいた嬉しいコメントから、一部ご紹介いたします。

— Workshop 1 教えることの土台: MATメソッド より —
I was surprised when I first heard that 80% of the class time should be used by the students’ talk, “No, that’s impossible…” was my impression at that time. But as I learned about the method, I gradually found out that MAT way of teaching was so fun (in the students’ point of view) that there was no doubt they would start learning English.

I was surprised with the striking difference between the MAT Method and the English learning experience I have had at schools in Japan. At the same time, I was convinced with the note that the MAT is the proven way of teaching English. In my personal experience, the teachers liked calling on individual students. The problem is that as the number of participating students increases, the rest of the students wait longer and longer just for the answer by the student the teacher asked the question. I recall it was just a waste of time and money. Moreover, the long waiting time for someone else’s answer in silence not only broke the smooth flow of the lesson but also easily discouraged motivated students. Unlike the traditional type of English lesson provided in Japan, the MAT Method ensures all the students to speak English throughout the lesson. I also realized the importance of actions while learning for retention and recall. With the MAT Method, I am extremely thrilled to teach Living English to my future students who will be little ambassadors at the Tokyo Olympic Games in 2020.

Using Japanese for key words meant a lot. I don’t have to expect homeroom teachers to explain the meanings or grammatical points in Japanese any more, which sometimes ends up in a failure. Now, most of the class immediately understand the key point. This really saves time.
日本語をつかってKey words の説明をすることが大変よかったです。今後は担任の先生に、意味や文法を説明してもらう必要がなくなります。時には間違っていたこともあるので。今ではほとんどのクラスがすぐに要点を理解してくれます。時間の節約にもなります。

I made flashcards (B5 size) for the lessons. On my first attempt to use the MAT METHOD, I went only as far as the step 3: S-T in Introductory Exercise. Even though I was too clumsy to go beyond that, my students (college) seemed to enjoy pronouncing the words. I asked them to comment on the lesson at the end of the class. Surprisingly, the majority of them commented very favorably on my feeble attempt at encouraging them to pronounce more, and they thought it would help them with their English.
B5サイズのカードを作ってみました。初めてMAT METHOD に挑戦した時は、ステップ3:Introductory Exercise のS-Tまでしか進めませんでした。私はもたついてしまったのですが、大学生たちは楽しんで単語を言っているようでした。授業の終わりにコメントしてもらうと、驚いたことに大多数が私の、発話を多く促そうとするつたない試みに好意的でした。そして、英語の学習のためになる、と考えてくれました。

One day, I made the children work in pairs. They helped each other and worked hard to win the game. These games could give lots of practice, help students concentrate, build up confidence to speak. They had lots of fun while learning. I recognized the importance of student-centered lesson.
ある日、子どもたちにペアを組ませることにしました。ペアの子たちはお互い助け合い、一生懸命ゲームに取り組みました。ゲームは、たくさん練習になるし、子どもたちは集中するし、発話する自信を作り上げます。彼らはとても楽しそうに学習していました。Student-centered lesson の大切さを認識しました。

— Workshop 2 右脳と左脳の活性化 より —
The most important thing that I have learned is that to say the word or sentences while doing the actions or gestures. The students can easily remember and understand what we teach in the lesson. (…) The program was very interesting all throughout from the beginning until the end.

In a class with a junior high school girl, I used clapping during the lesson to keep a rhythm…I asked her to tap the table when she read, (…) at the end of these reading practice she said it was fun an easy to understand (…) since then she seems to be more motivated in trying to do her best, in writing as well.

Using MAT, I was amazed how easy it was for me, because I wasn’t trying to control the class but rather lay out a good example of speaking English at first and then focus on their lips and action to see if they have acquired the words and sentences by then.

In my class, I showed my kids the picture cards and taught “go to school” etc. As I did the drill, they were all doing the gestures with lots of fun and no one was bored or sleepy anymore. Usually in my class, there are a few kids with wondering eyes looking outside or picking their nose. However, on the first day I used the cards with gestures, they were active and speaking out loud. Parents who were waiting outside came to see what was going on in the classroom. I see, without exception, that my kids would love to see more cards and learn gestures for that activity.

Before taking the MAT training, I was the teacher who relies on games and music in order to have attentions by younger students whose concentration is so limited. Now that I learned the 6-second DRILL and gestures, the class relation got easier and smoother. (…) I learned that gestures activate the right side of the brain, “visual” part, causing to remember the information better.
MATを学ぶ前は、集中力の続かない小さい子たちの注意を引くためにゲームと歌に頼っている教師でした。6-second DRILL とジェスチャーを学んだ今では、レッスンはスムーズになりました。(…)ジェスチャーが右脳のビジュアル機能を活性させ、よりよく学習できるということを学びました。

— Workshop 3 あなた自身を知ること、あなたの生徒を知ること より–
I tried exact same thing that I learned at this workshop in my classes. That was fun. I introduced the sentence “I sing a song on Halloween night.” Then students started to make sentences using other verbs. I kept asking them what they do on Halloween night. Next, I asked them “What did I say?” They soon answered. They said the sentence very rhythmical and natural. And then, students do the pair practice using janken shouting “What do you do on Halloween night?” Their happy faces and clear natural sound make me so glad and confident.
ワークショップで習ったとおりクラスでもやってみました。とても楽しかったです。 I sing a song on Halloween night. の文を教えました。生徒は他の同士でも同様の文章をいうことができました。次に質問文を教えました。生徒たちはとても良いテンポと自然な発音でQAすることができました。その姿を見てとても嬉しく思うと同時に私の自身につながりました。

All the ideas and games I learned are really useful and made my students feel comfortable learning English. And I realized that to be confident about what you are doing in every class is very important for teachers.

I found it an eye opener to hear that the best visual aid in the classroom is the teacher. My facial expressions, also my tone of voice, relay the importance of what I have to say. Therefore the teacher is a role model, an example of what the teacher expects his students to be. In other words an exciting teacher who portrays excitement will encourage the students to become excited, too.


2014年度(5月18日スタート)の詳細とお申込み:  IIEEC-OUP Teacher Training Certificate Program 2014

IIEEC Teacher Training Center