Undoubtedly the best way to engage students is to get them to enjoy themselves. However, despite all efforts, at all levels of education, there are times when some student plays up, messes with a cell phone, or overdosed on karaoke the night before and is sleepy in class. As teachers, how should we deal with such situations?
Matthew Jenkins will briefly discuss current theories to help teachers deal with inappropriate behavior. He will then elaborate on his own techniques at a university and a high school, and lead into a discussion of how others in the group deal with behavior in their own contexts.
Matthew Jenkins has an MA in applied linguistics, a business degree, and is currently completing his second MA in Teaching. He has taught at university, and currently teaches junior high school and elementary school children in the Kitakyushu area. He has more than ten years teaching experience. His hobbies include surfing, camping, martial arts, and travel.
We can motivate students to stay focused in the classroom through student response systems (SRS) that require all students to respond simultaneously. Low-tech SRS include giving students "batsu-maru"
paddles to show the teacher. In more complex SRS, students use remote "clickers" to send in answers. Regardless of the level of technology, SRS improve student concentration, and encourage an active engagement with the material.
In this presentation, first, Paul Shimizu and Bill Pellowe will demonstrate a low-tech student response system they've developed using simple, 2-sided answer paddles. More information about this can be found at http://captur.me website, which contains downloadables and activity ideas.
Next, Bill Pellowe will demonstrate a high-tech response system that he developed. This free, open-source system is available for download from http://moars.com, and with it, teachers can easily create web-based quizzes and surveys for students to take on mobile devices such as iPod Touch, mobile phones, etc. Feel free to bring your iPhone or iPod Touch.
Want to improve your memory!? What about your students’ memory? Robert will discuss provocative new discoveries in brain research, memory, and learning. The content, stemming from his research at the Harvard Graduate School of Education, is cutting-edge yet highly practical! There will be a good balance between theory and fantastic hands-on applications. CREAME pedagogy and “Teaching for the DATC” will be thoroughly covered in the presentation.
This December, instead of our usual meeting format, we will be holding a social event to celebrate the end of the year. This will be a great opportunity to not only meet other members, but to also chat and share ideas and thoughts in an informal setting. We hope many of our members, and others, will attend this year's end of year party.
Meeting: Meet us at Kokura station in front of the Monorail station at 18:30, or at Tio Pepe at 19:00
Details: All you can eat and drink, Italian, 4200 yen
RSVP: Contact Gareth Steele by the 6th of December to reserve your place:
One question in the review section of a popular textbook widely used in conversation classes asks, ‘Can you tell a joke in English?’ but in the presenter’s experience students rarely, if ever, attempt this question. Why not? How can learners be encouraged to experiment with humour, and what materials can teachers provide to help them do so? Successfully telling, and even understanding, a joke in a foreign language is a challenging activity that demands linguistic skill, but also one that provides learners with valuable opportunities for language practice, access to cultural knowledge, and also to the cognitive and affective benefits of creative language play.
In the first part of the session, the presenter will outline the key pedagogical and cultural issues that need to be considered when introducing humorous materials in the EFL classroom, including insights both from humour theory, and from recent ELT research, which has begun to suggest broad guidelines for the selection and use of humorous input texts. The second half of the presentation will describe, and report results from, two recent research projects. In the first, students rated a series of thematically-linked newspaper cartoons, and wrote their own original captions, which were in turn rated both by their peers, and by a group of native speakers of English. In the second project, students were introduced to a series of jokes linked to everyday forms and functions found in typical communication classes and texts, which they rated and then used as the basis for their own experiments with English humour, by adapting, recreating, and expanding on the jokes provided.
The presenter is a lecturer in the Faculty of Global Communication at the University of Nagasaki, Siebold
This September, Kitakyushu JALT, Kitakyushu ETJ and MASH bring you a special afternoon event: Easy English for the Classroom & Scott Thornbury Tour.
The first half of this event will consider MEXT's proposal that Japanese teachers of English teach English in English. In the second half, we are honored to have our special guest speaker Scott Thornbury talk on "How to make grammar easy (by first making it difficult!)".
Scott Thornbury will be touring Japan this September as part of the MASH JALT Equinox 2010 (http://mashcollaboration.com/). This event will be a great opportunity to see Scott talk locally, as well as to share thoughts about an issue that will affect many teachers in the area, so we hope to see many faces, both old and new. Please pass on this information to any friends or colleagues who may be interested. You can see further details at the event website or the Kitakyushu JALT homepage .
See the event website for detailed information about each session. We hope to see you all there.
Essentially the presentation will be a case study/interim report on the rationale and interim results of Miyazaki Municipal University's PACS (Personal Assessment Checksheet System) Project.
Hugh Nicoll has been teaching in Japan for twenty-seven years. He is currently professor of English and American Studies at Miyazaki Kouritsu Daigaku. He has been active in JALT since 1994, and serves as coordinator of the Learner Development SIG. His primary research interests include literacy, literature studies, and learner autonomy in language education.
This month we're holding an open forum to share ideas on Internet-based teaching tools and aids. Come prepared to introduce your favorite teaching resources from the web, and pick up some ideas on useful resources from others. All welcome!
Mark Gibson has seen and used a number of dictionaries for young learners and found that for his purposes they are usually too in-depth or don't contain enough words. Because of this he made his own. He will explain what he thinks makes a good dictionary for young learners and how to use it.
Mark Gibson has taught in Pakistan and Thailand and has his own school in Kokura.
Students at Meiji Gakuen Junior High prepare for the school’s infamous vocabulary tests by creating their own dictionaries with accent, part of speech, and Japanese definitions. Eiki Hattori will report on his interview survey with third-year students about how to improve the usefulness of these homemade dictionaries.
Eiki Hattori, in his fifth year at Meiji, holds an MA in English Education from Hiroshima University and is interested in researching the effective teaching of writing and translation.
The tight high school curriculum doesn’t allow much instruction in dictionary use in the classroom. However, electronic dictionaries are potentially efficient tools for students. Go Yoshizawa will demonstrate some contrite usages of electronic dictionaries in his classes.
Go Yoshizawa, who holds an MA in TESL from Oklahoma City University and is an eleven-year veteran at Meiji, has a special interest in the linguistics of sign language.
David Latz will speak about a university vocabulary program aimed at increasing students’ vocabulary to better achieve on the TOEIC-Bridge test. The program used the Longman Eiwa-jiten dictionary, which identifies the 1000 most common spoken and written English words. This formed the basis of weekly vocabulary tests.
David Latz is an Australian, Brisbane-born university teacher whose professional interests include pragmatics and cultural codes of conversation.
In this workshop, the presenter will demonstrate how portfolio assessment plays an integral part in his communicative English courses at a Japanese women's university. Participants will experience tasks and activities that will enable them to successfully develop their own grading rubrics, coordinate peer assessment, and learn why shared accountability improves language acquisition based on interactional theories of language.
Creating portfolios provide students with the chance to learn the skills of reflection, self-evaluation, critical thinking and independent learning. Portfolios can be used in a variety of teaching situations to promote student generated experiential learning.
Steve Quasha teaches at Sugiyama Jogakuen University, Nagoya