OK God, I’m writing to you because Neil Walsche has demonstrated what wonderful communion he has had with you via the CWG series, et al, so I want to, I guess feel that for myself, as I did when I was staying in Japan, talking to Lazza and writing to you there.
I guess the process is such that by opening this dialogue I can focus on our relationship, which has been so fraught with my forgetfulness; that we are One, that I am one with all of Creation and that I can find for myself the answers to questions that I desire answers to. I also understand that it’s not necessary for me to feel like there’s a burning bush or anything talking to me, that your answers will flow out from this keyboard even as I type and that this exercise can serve to help me focus on keeping You paramount in my life, which is the course that I unequivocally choose for myself….so, to the questions:
Blow all that theory BS, how can I ensure that my teaching at LSHS will be the best I can offer my students?
The act of paying attention to what you are doing is the best way to maximize your ability to give it your best. Focus first on the outcomes you desire from the courses you offer, write them down so as to specify the behavioural outcomes you’re looking for and then work backwards to develop activities that will best achieve those outcomes.
How best do I engage students, in that almost none of them appear to be intrinsically motivated to study Japanese?
Everybody likes to do things that are enjoyable. Design activities that allow your students to enjoy what they are doing, that can hook into their own areas of interest as the engine that moves you forward.
How can I best determine what they like?
Have you asked them?
“What do you like?” is such a broad thing to ask, tho. I’d have to be more specific. Almost stealthy.
Liking what you do is another way. Design activities that get your message across, but in a way that allows students to externalise their own likes and dislikes.
OK, let’s get specific: We’re embarking at present upon basic information exchanges of vital personal information, such as names, birthdays, birthplaces, family info and the like.
You’re kind of locking into tried and true activities like info exchanges, interviews and the like…what do you then do with the information collected?
…Maybe if there was some kind of ultimate reason for gathering such information?
Good. Such as…?
Maybe if students were to then compile, as an assignment, the information gathered to make some kind of collage, a ‘people’s wall’ out of individual paper ‘bricks,’ or something…?
Uh-huh…
Or, maybe if their assignment was to table a survey, collating the information gathered from a questionnaire they themselves prepare…?
Do you like doing those kind of things?
Well, not especially, but I can because I am intrinsically motivated to study.
Since when?
OK, I haven’t of late, at all, but if I was studying Italian, then these kind of exercises are useful, I know, and I would happily do them, if I was a student.
But here you aren’t. The question assumes a lack of such interest or motivation. Why are these kids studying Japanese?
They have to? It was more interesting to them or their parents than Chinese or French?
Is that an assumption?
Yes. And I’m not comfortable with the notion of tabling that, for fear of students bitching openly about what they’re doing with me. I’d like it to remain unvoiced, at least until I’ve had a chance to help them become at least a little intrinsically motivated.
So, you might be talking about a two-pronged assault upon them, then?
Yes. One prong needs to accumulate capital with them, that will see them cutting me enough slack with the more arduous aspects of language learning.
I’d like to give them activities that allow them to accumulate knowledge and develop their abilities, that can then be unleashed upon more dynamic avenues of learning. Have fun giving them the tools they need, so that when it comes time to put it to use they surprise themselves with what they can do, with what they can pull together.
I’d like to dazzle them with their own brilliance and beauty.
So how can you do that?
I can start by establishing positive anchors to learning.
How?
By reward for achievement, no matter how small. Even turning a head in the required direction is a step forward.
Yes, it is. How can you reward them?
I think candy is a great one.
Kids love candy, don’t they?
Who doesn’t? But it’s important to make sure that they’re not being rewarded for, for example, sleazing their way to reward.
How do you think you’ve been going with the renraku-cho thing?
Good. Excellent, in fact, but it’s important that they understand that the renraku-cho is about demonstrating to them and their parents how good they can be, not ratting on them for negative behaviour.
But it’s not always easy catching them being good, is it?
True, but so far, so good, I reckon. Their suspicions seem to be abating somewhat, even the yr 10s. Crowd control need not be so emphasized, now that we’ve established the system.
So how’s your prep coming along? Have you got clearly worded and set out programs with clearly defined outcomes and lists of materials and activities for achieving them?
…No. Not finished yet. I know! I know! …Will you help me to finish them?
Of course! You have only to ask, my son, and all will be given to you. There’s nothing that you and I cannot achieve together. You could, of course, do it all alone – as you have been with your OLA programs – but are you availing yourself of all the resources available to make your classes at LSHS the best possible expression of the highest vision of what you’re capable?
I’m yet to utilize you…until now, that is!…Gotta run! Love you!
Ditto!
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