アーネストスタッフブログ


 みなさん、こんにちは。英語講師の宮下靖史です。
 4月から、新年度は始まり、ようやく一息つけそうなところではないでしょうか。そんな折、先日、毎年恒例の「花見」に行ってきました。

 新年度を迎えて、今年は新たに4人のスタッフが加わりました。このメンバーをお迎えして、今年は果たしてどんな会になるのだろうか、不安と期待が入り混じっていたというのが、始まる前の気持ちでした。しかしながら、どちらかと言えば期待の方が多かったように感じています。(笑) というのは以前にも、幹事として参加させて頂き、行った実績があったから、経験することって大きくて、財産になるなと感じています。


DSC06325

 会が始まってしまえば、僅かながらにあった不安は吹き飛んでしまいました。それは、参加して下さった皆さんが、どこからとなく、会話が生まれ、それぞれ盛り上がっているように感じました。ここに集うスタッフはなんと他県出身者が約半分います。そんな私も長野出身以外の一人です。What is Hanamigoya?と思ったのが約6年前。(私が知る限り花見小屋は長野だけのようです。)他県の出身の皆さんから、いろんな文化などを聞いたり、その人の経験談を聞いたりなどあっという間に時間が過ぎてしましました。楽しいときって、ほんと時間が過ぎるのが速いですね。

 「お互いがお互いを知る」には、「会話」が一番。「以心伝心する」と言う考えもありますが、その前には、必ず会話=コミュニケーションがあったはずだと感じています。人は皆、性格も性質も考え方も異なります。だからこそ、「理解しあって、尊重する」、これが生き方として求められると思っています。

 アーネストは「英会話スクールとも学習塾とも違う、Communication Society」です。実際にレッスンを受けて下さっている生徒さんだけでなく、他の先生と生徒さんとも会話が弾めば、よりよい関係が築けると思っています。ですので、皆さん積極的に会話をしていきましょう。


DSC06326


          Hello! This is Rob, your veteran Canadian of Earnest English Academy.

Spring is in full swing, and the cherry blossoms are in full bloom. Did everyone get the chance to relax and appreciate the blossoms with family and friends? The burst of colour and beauty that comes with the sakura seems to perfectly mirror the atmosphere here at our humble academy. The new school year has begun, and staff and students alike are aglow with the optimism and enthusiasm of new beginnings.

In the spirit of the renewing season, our third-year junior highschool students are being treated to a revised curriculum from our Native Teachers; we’ve redesigned our course with a focus on practical application to natural conversation and useful practice for upcoming exams. I’m delighted with the effectiveness of the course, and the bright and talkative attitude with which our students are tackling the material. I hope our third-years out there will continue to look forward to these new lessons!

It’s also a real pleasure to welcome so many new high school students to their classes this year; our high school curriculum—which we’ve been diligently refining over the last two years—puts a heavy focus on student fluency and communication, so seeing so many new groups of students meet each other and form new friendships is both rewarding and exciting as a teacher. I hope that the warm classroom dynamics become even brighter and more amicable as the weeks progress.

Finally, the transition of our International students into their first-year elementary classes really ringstrue the coming of a new year. Most of them are taking well to the sudden leap in expectations and maturity, and it’s a privilege to be able to guide them in this significant step in their development towards becoming the exceptional adults they will one day be.

And so it’s a busy but lively season here at Earnest! I look forward to watching the budding skills and minds of our young charge blossom into the summer.

010-1


It is the end of March and it is the end ofschool year in Japan. Students had a finish their courses at their school. Here at Earnest also, students had finish their courses.

 

Couple weeks ago, international courses students had a perform where they had to show their English abilities by performing and make a speech depending on their English abilities. We had practiced about a month before the perform.

128

All students practiced very hard, teachers also had to use many different strategies to get the most out of the students.Students have different characteristics, so the teachers had to find the way to encourage each student and keep practicing with them until they were ready for the performing day.


I could see that many students have improved a lot and they tried their best on the performing day. Some students did not do well last year but they had changed a lot this year. Some students did not do well on this year perform yet, but I hope they will be better next year.

 

As a teacher, I am very happy to see the improvement from the students and I am happy for all teachers involving in this International Courses Parents Week. I could see that if we tried hard to find the way to get the most out of the students, we will be happy no matter the result is. But I am so sure that most students are improved by practicing really hard.

I and all teachers here will not give up on any students to get the most out of them. We will find the way suitable for each student to make sure they are able to success. As a parent also, do not give up finding the way to get the most out of the kids. All of them are smart but how can we get the most out of them.


Let’s do it together. Finding the way to get the most out of the kids.





 こんにちは、鹿島学園高等学校通信制長野キャンパスの宮原です。


 暦の上では春ですが、まだ寒い日が続いていますね。
 こんな陽気は「花冷え」と言って、桜の花が咲くころに、去ったはずの寒さがもう一度ぶり返してくる季節です。そんな季節の真っただ中の
313日、ToiGoにて2017年度鹿島学園高等学校長野キャンパスの卒業式が行われました。それは厳かでとても感動的な式でした。

かしま


今年は3年生総勢26名が卒業して行きました。誰一人欠けることなく、全員が卒業です。卒業の判定が下されるまでは、本当にドキドキしていましたが、判定が下り全員の卒業が決まってひとしきり喜んだのもつかの間、今後は送り出す寂しさが胸に迫ってきました。


 通信制というこの場所は、やはり普通の高校とは違います。この高校を選んだ背景がそれぞれにあり、また目指す目標も、就職をしたい生徒、大学や専門学校への進学をしたい生徒、とにかく高校卒業の資格が取りたい生徒など様々です。


 私が担当したのはこの一年だけでしたが、彼らの歩んで来た道が決して平たんではなかったことは容易に想像がつき、笑顔で接してはいても、心のどこかで、彼らに対する態度はこれでよかったのだろうかと自問自答をする日々でした。今もそれには答えが出ないままなのですが、卒業式を終えてひとつだけ私の心に浮かんだことは、どうか自分だけの幸せを見つけてこの先を歩んで欲しいという強い思いでした。幸せのかたちは本当に人それぞれで、他者からの物差しでは計ることが出来ません。生きていれば迷うことはたくさんあるけれど、その時に世間体だとか他人の意見ではなく、自らが選択できる中で一番幸せだと感じることを選べるように祈るばかりです。でも私なんかが祈らずとも、ちゃんと卒業を迎えることが出来た彼らならば、この先きっと自分だけの幸せを見つけて歩んでくれると確信しています。


 まだ少し寒い日が続くようですが、春はすぐそこ。新しい季節へのワクワクする気持ちと不安な気持ちが混同するこの季節、体調に気を付けながら、来る春を思い日々大切に生活していこうと思います。



STUDY SKILLS

The ability of any learner to study successfully depends to a great extent on his
fundamental study skills, i.e. his ability to concentrate, to perceive correctly and
accurately, as well as the ability to remember what has been perceived.

Study skills should not be confused with study techniques and study methods. The
difference between these can be explained by using the game of soccer as example. In
order to be a soccer player, a person first has to master the fundamental soccer skills,
e.g. passing, heading, and dribbling the ball. Only after that can he be taught techniques
and methods. In the same way, in order to be a good student, a learner first has to
master the fundamental study skills.

Mnemonics training is often done without keeping this sequential fashion of learning in
mind. A mnemonic is a specific reconstruction of target content intended to tie new
information more closely to the learner’s existing knowledge base and, therefore,
facilitate retrieval. There are a variety of mnemonic techniques, including keywords,
pegwords, acronyms, loci methods, spelling mnemonics, phonetic mnemonics, numbersound
mnemonics, and Japanese “Yodai” methods. An example of an acronym is to
remember the word HOMES to recall the names of the Great Lakes: Huron, Ontario,
Michigan, Erie, and Superior. The purpose of number-sound mnemonics is to recall
strings of numbers, such as telephone numbers, addresses, locker combinations or
historical dates. To use them, learners must first learn the number-sound relationships:
0=s; 1=t; 2=n; 3=m; 4=r; 5=l; 6=sh, ch, or soft g, 7=k, hard c, or hard g; 8=f or v;
and 9=p. To remember the date 1439, for example, the learner uses the associated
consonant sounds, t, r, m and p, and will insert vowels to create a meaningful word or
words. In this case, the word “tramp” can be used.

There are, however, at least two problems in improving memory by means of mnemonic
instruction. The first problem is — as already stated — that it overlooks the sequential
fashion of learning. Mnemonics instruction is, to a large extent, instruction in memory
techniques, which should be taught only after the skill of memory has been learned. It
can be compared to a person being taught soccer tactics, such as the “wall pass,” while
he has not yet adequately mastered the skill of passing the ball. As stated in Know about
Soccer, “No matter how good your passing technique, if the quality of your passing is
poor, your technique will not be effective.” The second problem is that by teaching
memory crutches only, the result is, as stated by Scruggs and Mastropieri, “on more
complex applications, generalization attempts are less successful.” If the skill of memory
is taught, however, the learner can apply it in any situation.

STUDY TECHNIQUES

There are three learning techniques that can be employed to make study more
successful.

1. Association: This is probably the most important and most effective of all the
learning techniques, of which mnemonics is probably the most commonly used
association technique.
.
2. Thinking in pictures: One is able to remember much better what has been seen in
the mind’s eye than what has been thought in abstract terms. Therefore, one should
always consciously try to think in terms of pictures.
.
3. Reduce frequency of brain waves: The brain usually vibrates at 20 cycles per
second or higher. Dr. Georgi Lozanov was probably the first who discovered that, if
the frequency of the brain waves is reduced, more effective study becomes possible.
He found that playing slow Baroque music could reduce the frequency of brain
waves. José Silva was probably the first who discovered a method to reduce the
frequency of brain waves at will.
.
STUDY METHODS

Most learners have the bad habit of only studying the day before a test or exam. There
are two serious disadvantages attached to this method of study:

1. There is never any regular practice of study skills.

2. It has been found that within 24 hours — on an average — one forgets up to 80% of
what one has learned. If, however, the study material is reviewed after 24 hours, it
takes 7 days before 80% is forgotten again, and if another review is done at this
point, then it takes 30 days to forget 80% again.
.
Research has shown that, if the correct pattern or review of studied material is followed,
memory consolidation is enhanced significantly, and the overall time spent in learning is
slashed dramatically. The following pattern of initial study and subsequent review will
certainly deliver excellent results:

1. Set up a timetable that is divided in study periods of 30 minutes each. On
the first day on which this new timetable will be implemented, take the first study
period to learn some study material thoroughly. It must be brief enough so that it
can be absorbed in only about 15 minutes. Once the full study program is in
operation, as you will soon realize when you read further, one only has about 15
minutes in each study period of 30 minutes in which to study and absorb new
material. The rest of the time is spent on reviewing previously learned material. The
piece of work must be summarized and thoroughly studied in these 30 minutes.
Take a rest of 5 minutes at the end of the study period.
.
2. Review after 5 minutes. Take 3 minutes of the next study period to review the
study material of the previous study period, before new material is again
summarized and thoroughly studied.
.
3. Review after 24 hours. Take 3 minutes to review the material that was studied
the previous day. Then take 3 minutes to review the work that was studied 5
minutes ago, before again studying and summarizing new material.
.
4. Review after 7 days. Take 3 minutes to review the work that was reviewed 7 days
ago, before reviewing the work that was studied the day before, and then reviewing
the work that was studied 5 minutes ago.
.
5. Review after 30 days. Take 3 minutes to review the work that was already
reviewed 30 days ago, before reviewing the work of 7 days ago, then that of 24
hours ago, and then that of 5 minutes ago.
.
6. Review after 120 days. Take 3 minutes to review the work that was studied 120
days ago, then the work that was studied 30 days ago, before reviewing the work of
7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.
Hope these little tips can help with your studying. See you all in class.

127


このページのトップヘ