So much work...
Luckily, I've got some support and help! ;-)
Two new courses just began (last week, to be precise). So far so good. Very pleased to be able to say this.
I am thinking perhaps I should stick to teaching only lower beginners. Apparently I was feeling much more self-confident when the learning goal of my students isn't too high...
Something new! Teaching TOEIC... Not very exciting, I know, I know... but, it is new to me! Hopefully my students find my teaching useful....
Showing posts with label work. Show all posts
Showing posts with label work. Show all posts
6.4.09
7.1.09
15.11.08
being a tutor (12)
Alright, so I went through a turbulent time...
...and survived...
I still enjoy my work. In fact, today's class went pretty well :)
Thursday, Friday, Saturday, three stressful days in a row (ace...), all the classes went well, and I'm left with a happy mood because I received some positive responses from students.
Plus, on my desk now: piles of papers waiting for me to grade...
...and survived...
I still enjoy my work. In fact, today's class went pretty well :)
Thursday, Friday, Saturday, three stressful days in a row (ace...), all the classes went well, and I'm left with a happy mood because I received some positive responses from students.
Plus, on my desk now: piles of papers waiting for me to grade...
13.10.08
being a tutor (11)
I'm loving what I do so far this term.
On Thursday mornings I teach a group of graduate students, who are not only intelligent but highly motivated to learn as well. Interacting with them in class has been pretty rewarding. I thought I would only feel this way when teaching literature.
From this Saturday my fiction class starts again. This term I will try to work on how to help my students enjoy reading fiction. The previous two terms I put too much focus on developing students' reading skills and ended up pushing them way too much.
It's just that sometimes teaching is really a stressful job, and I've been having to look for an outlet...
On Thursday mornings I teach a group of graduate students, who are not only intelligent but highly motivated to learn as well. Interacting with them in class has been pretty rewarding. I thought I would only feel this way when teaching literature.
From this Saturday my fiction class starts again. This term I will try to work on how to help my students enjoy reading fiction. The previous two terms I put too much focus on developing students' reading skills and ended up pushing them way too much.
It's just that sometimes teaching is really a stressful job, and I've been having to look for an outlet...
21.9.08
being a tutor (10)
Several problems emerged during last Friday's class. Reasons for some of them could be traced but others occurred totally by accident.
Bit miserable... life goes on, of course.
Bit miserable... life goes on, of course.
17.9.08
being a tutor (9)
What does one really do when this person teaches writing?
I ask myself that question because I've been practising that. Academic writing is what I teach, to be precise.
Writing is always writing something, right? Isn't it problematic to divide it into two halves and just study about the format without any discussion of the content? However, at most I could do now is to introduce rules and recommended structures.
OK. I'd probably be better off to stop right there: think no more.
---
My Blueberry Nights shows a distinctive style and carries WKW's signature during almost every single second of it. A teacher of film-making can introduce one interpretation of how WKW does this, together with some theories and examples of such a style. They probably don't talk about the story/plot/narration, and it's fine.
Is that right?
Do you think that's fine?
I ask myself that question because I've been practising that. Academic writing is what I teach, to be precise.
Writing is always writing something, right? Isn't it problematic to divide it into two halves and just study about the format without any discussion of the content? However, at most I could do now is to introduce rules and recommended structures.
OK. I'd probably be better off to stop right there: think no more.
---
My Blueberry Nights shows a distinctive style and carries WKW's signature during almost every single second of it. A teacher of film-making can introduce one interpretation of how WKW does this, together with some theories and examples of such a style. They probably don't talk about the story/plot/narration, and it's fine.
Is that right?
Do you think that's fine?
2.9.08
being a tutor (8)
Week 8 of an 8-week course... A shame that today in class I did kind of poorly: somehow my classroom management went out of order for the first time in ages, a group of students were unusually noisy, and, just when I thought nothing could get worse, a couple of students failed to communicate with me properly so I kind of lost patience... How lame...
I wasn't thinking properly when I promised to bring my guitar to class next time (final class for this term...) gee.. what am I gonna do about it.... how's that gonna look like... as if I were to force them to be my audience... (in a way this is true, urg... whatever...)
I am the queen of complicating things, nice. What a mess. (Never mind...)
I wasn't thinking properly when I promised to bring my guitar to class next time (final class for this term...) gee.. what am I gonna do about it.... how's that gonna look like... as if I were to force them to be my audience... (in a way this is true, urg... whatever...)
I am the queen of complicating things, nice. What a mess. (Never mind...)
18.8.08
being a tutor (7)
From today on I have a teaching assistant J...
Never ever had any assistants before...
Never ever had any assistants before...
13.8.08
being a tutor (6)
I'm very pleased to announce that today I actually enjoyed the time with the kid!
I was seriously dreading going to work this morning, but by 1pm I came home with a smile on my face.
Thinking that we would start with a game of numbers, I patiently read out the rules of the game. He did not understand well, and refused to play it. But then he suggested that we make a paper dice. I thought that was better than not feeling like anything so I said OK.
It turned out that we spent most of today's 90 minutes together folding boats (he taught me), stars, and birds (3 each, I taught him)... On my way home on the metro, I was thinking actually we did not just waste time folding scraps of paper.
What we covered:
1. names of shapes (triangle, square, diamond)
2. following steps
3. willingness to concentrate
4. willingness to solve problems
5. procedures (first, and then, finally)
He's in fact really into learning new things and learns quickly too. All he needs is some challenges.
And he still believes that I speak no Chinese (!)
The kid carefully put all the things we made together in his bag to take home. I almost burst into tears feeling so moved. Alright, I should not read too much into this. I just had a good day at work, that's it.
I was seriously dreading going to work this morning, but by 1pm I came home with a smile on my face.
Thinking that we would start with a game of numbers, I patiently read out the rules of the game. He did not understand well, and refused to play it. But then he suggested that we make a paper dice. I thought that was better than not feeling like anything so I said OK.
It turned out that we spent most of today's 90 minutes together folding boats (he taught me), stars, and birds (3 each, I taught him)... On my way home on the metro, I was thinking actually we did not just waste time folding scraps of paper.
What we covered:
1. names of shapes (triangle, square, diamond)
2. following steps
3. willingness to concentrate
4. willingness to solve problems
5. procedures (first, and then, finally)
He's in fact really into learning new things and learns quickly too. All he needs is some challenges.
And he still believes that I speak no Chinese (!)
The kid carefully put all the things we made together in his bag to take home. I almost burst into tears feeling so moved. Alright, I should not read too much into this. I just had a good day at work, that's it.
7.8.08
being a tutor (5)
Since Monday I've been teaching two little boys science, but, basically, 1) they think that I am from a country where people speak only English, and 2) they kinda like me but not the subject I teach...oops...they're only 6 and 7, you know, being so young, kids learn quickly but they are also just exploring and therefore I do not feel like sticking to some dead answers with my teaching. Today we actually spent most of the time reading stories (in English) about wild animals and creatures living in the ocean... quite enjoyable but it was really hard work getting them to calm down... It's actually pretty amazing to spend time with the boys observing them learn. I wish I had more time to prepare their lessons but sadly this is such a short-term.
At the moment I am also preparing myself for teaching academic English to postgrads here at the university I teach in. POSTGRADS, YES!! I also just got told this a week ago (and am still in shock).
At the moment I am also preparing myself for teaching academic English to postgrads here at the university I teach in. POSTGRADS, YES!! I also just got told this a week ago (and am still in shock).
18.6.08
being a tutor (4)
A few times in class when I was asked questions that I did not know how to answer, a lot of self doubt began to emerge. I know a foreign language tutor is not a living dictionary, but situations like those were simply so embarrassing that it could affect my teaching.
I belong not to the intellectual elite, no, but I am certainly one of those who love to teach. I hope this is not too problematic.
I belong not to the intellectual elite, no, but I am certainly one of those who love to teach. I hope this is not too problematic.
11.6.08
Taking a deep breath
All too often we forget to stop, take a deep breath, before carrying on.
Working, working, working, thinking about work, or looking for work, looking, looking, looking, non-stop. This is quite a rubbish condition, anyone who experiences this is destined to collapse any second, without having accomplished much, if any.
Sometimes one just has to take it easy. A decision is not going to destroy everything. A new direction is no big deal. Saying yes to this and no to that is not going to offend all parties.
Not being sure about what one really wants is not a fatal error... but it's just that it takes more time to really get anywhere...
'Chin up!' I tell myself that.
Working, working, working, thinking about work, or looking for work, looking, looking, looking, non-stop. This is quite a rubbish condition, anyone who experiences this is destined to collapse any second, without having accomplished much, if any.
Sometimes one just has to take it easy. A decision is not going to destroy everything. A new direction is no big deal. Saying yes to this and no to that is not going to offend all parties.
Not being sure about what one really wants is not a fatal error... but it's just that it takes more time to really get anywhere...
'Chin up!' I tell myself that.
7.6.08
30.5.08
Becoming a tutor (5)
Why Writing Can Be Taught
Writing, especially creative writing, is viewed by some as an art, and therefore, the teaching of it might appear to be almost out of the question. Yet it is not necessarily so. The teacher's role is that of a stimulator, and acts as a 'learning environment provider'. In this teacher's classroom, what is done is not instilling in students the contents of their articles, nor limiting them within some set framework. Rather, students are encouraged to interact with others in classroom, via a series of meaningful activities. Thus they are given opportunities to communicate with others using what they write, and can later make corrections according to advice and comments offered by others.
Writing is also a science. Certain styles and structures simply need to be introduced to students, so that they learn, for example, what a formal letter or e-mail message consists of, and how to write a self introductory statement to better represent oneself to his/her future employer or supervisor, etc. Concerning this aspect, I have observed that students are extremely motivated to learn such transferable skills, and very often they only need sufficient demonstrations of sample writings. A good teacher for this kind of class would need to be a good reviewer too, because effective teaching here means a good selection of teaching materials, according to an understanding of students' needs. It is essential that teachers do not bury students back in the writing patterns of the past examples, but students are learning to equip themselves for the future.
Writing is also a science. Certain styles and structures simply need to be introduced to students, so that they learn, for example, what a formal letter or e-mail message consists of, and how to write a self introductory statement to better represent oneself to his/her future employer or supervisor, etc. Concerning this aspect, I have observed that students are extremely motivated to learn such transferable skills, and very often they only need sufficient demonstrations of sample writings. A good teacher for this kind of class would need to be a good reviewer too, because effective teaching here means a good selection of teaching materials, according to an understanding of students' needs. It is essential that teachers do not bury students back in the writing patterns of the past examples, but students are learning to equip themselves for the future.
26.5.08
being a tutor (2)
When I'm not teaching, I'm in the swimming pool.
Swimming has been doing me good. It's not the issue of pressure release I am thinking about. It's more the consistency/perseverance, balance, and enjoyment from achieving a certain goal, which I think are important for learners to know, in order for them to carry on learning by themselves. One can only enjoy swim after making efforts on the basics.
Ha. I sound a bit like that butler in the book who constantly contemplates what a great butler is. Only that he's more to the point, whereas I am still searching for my words.
--
I was thrilled. Today, a student wrote to thank me for being inspiring. I could not stop smiling the rest of the day. (And I am not showing off.) So, at least my experimental method works on someone!
I won't go 'teaching is rewarding' here. I'm more grateful than feeling any other way. I thank my students for listening to me, for having faith in me and therefore follow me, etc.
Swimming has been doing me good. It's not the issue of pressure release I am thinking about. It's more the consistency/perseverance, balance, and enjoyment from achieving a certain goal, which I think are important for learners to know, in order for them to carry on learning by themselves. One can only enjoy swim after making efforts on the basics.
Ha. I sound a bit like that butler in the book who constantly contemplates what a great butler is. Only that he's more to the point, whereas I am still searching for my words.
--
I was thrilled. Today, a student wrote to thank me for being inspiring. I could not stop smiling the rest of the day. (And I am not showing off.) So, at least my experimental method works on someone!
I won't go 'teaching is rewarding' here. I'm more grateful than feeling any other way. I thank my students for listening to me, for having faith in me and therefore follow me, etc.
11.5.08
being a tutor (1)
it's genuinely great to be able to get super close to a novel that i have adored for ages...
How did I find the courage to think I could possibly be their teacher on this? I know not..
Out of my own blissful ignorance perhaps...
I must try harder to be a better conversation stimulator in class...
so far, alright... and the saga will go on...
How did I find the courage to think I could possibly be their teacher on this? I know not..
Out of my own blissful ignorance perhaps...
I must try harder to be a better conversation stimulator in class...
set up a goal... be realistic... think of some strategies for reaching it...
within how much time will what changes be made and seen...
what more support can I get, and from where...
so far, alright... and the saga will go on...
24.4.08
becoming a tutor (4)
It's gonna become a world full of literature, excellent!!
Yes, I told myself that, and I hope I will feel I create such an atmosphere, and so will the students.
Presumably my class advert attracted a group of people who like to read?? We'll be a book club. Everyone a member.
Then things will be fine.
OK. I'm currently feeling a bit stressed... I WILL START TEACHING THIS SATURDAY! so much reviewing will begin, and I am not sure I can cope with it. Can I?
Anxiety...
A good piece of advice I was given a while ago was that I better not do so much reviewing on things surrounding me. And not to look at others so much... but, what about that people will be judging me? they'll want to know 'who are you to be here and think you can teach me?'
stress, stress, go away... I'm hired by my boss so at least my boss thinks I am good, so, I guess I will be ok...
and I must be...
Yes, I told myself that, and I hope I will feel I create such an atmosphere, and so will the students.
Presumably my class advert attracted a group of people who like to read?? We'll be a book club. Everyone a member.
Then things will be fine.
OK. I'm currently feeling a bit stressed... I WILL START TEACHING THIS SATURDAY! so much reviewing will begin, and I am not sure I can cope with it. Can I?
Anxiety...
A good piece of advice I was given a while ago was that I better not do so much reviewing on things surrounding me. And not to look at others so much... but, what about that people will be judging me? they'll want to know 'who are you to be here and think you can teach me?'
stress, stress, go away... I'm hired by my boss so at least my boss thinks I am good, so, I guess I will be ok...
and I must be...
13.4.08
becoming a tutor (3)
What I did on Saturday made me ponder over the relationship between the action of learning and the awareness of having learned new things.
I think perhaps the focus of my class design is too much on the process of learning, but I have not considered enough about creating a certain measurement or scale to check whether the goals are reached.
The tricky thing is, at the same time, I do not want my class to be exam-orientated.
Such anxiety comes from the existence of exams. I mean, come on, you are good at the subject or you are good at answering exam questions? Both, I guess.
I think perhaps the focus of my class design is too much on the process of learning, but I have not considered enough about creating a certain measurement or scale to check whether the goals are reached.
The tricky thing is, at the same time, I do not want my class to be exam-orientated.
Such anxiety comes from the existence of exams. I mean, come on, you are good at the subject or you are good at answering exam questions? Both, I guess.
4.3.08
Becoming a tutor (2)
A girl wrote me an email after reading my last blog.
She wrote:
Hey, how was your lesson plan going? Good to hear that you've got a teaching job! It sounds really good for you. I actually couldn't have a good teacher for reading English novels at uni and I felt quite boring at that time. However, when i read your blog, i realised the teacher should have wanted us to know something as you think. Do you know what i mean? I didn't understand not only the contents of novels but also how the teacher wanted to tell us. Although i have taken the teacher training course, i couldn't even try to understand the teacher... Bad student me.... As you wrote in your blog, some students have already discouraged in reading English novels. It's sometimes more than just boring: quite painful for students who don't like foreign languages. Hopefully, you'll show how English novels are interesting... (Do you think what i wrote is pressure?? If so, sorry about that...)
I heard that it's not that the book is boring but that the reader is bored. If what I can do is to show students why I find something interesting then it shall not be too hard for me to do. Through interesting works of art they get engrossed in the world of words (in English) and from there they pick up useful phrases and expressions which later transform into their own and stored in their minds to be used in occasions.
This is not to be accounted in the syllabus, but to be kept in my mind only and shown in my teaching.
I want to remind myself that students are not going to immediately improve their language skills through my course. No tutor is as influential as that, and a course, no matter how significant, is just a tiny part of a student's entire process of learning. If they ever are so clear about what they genuinely want to learn, that is.
I suppose I find it important to share with students how to become a learner, or reader in this case. With enough support, they will be able to learn/read things on their own, rather than always being in need of instructions. I am not saying I can do this systematically myself, though.
She wrote:
Hey, how was your lesson plan going? Good to hear that you've got a teaching job! It sounds really good for you. I actually couldn't have a good teacher for reading English novels at uni and I felt quite boring at that time. However, when i read your blog, i realised the teacher should have wanted us to know something as you think. Do you know what i mean? I didn't understand not only the contents of novels but also how the teacher wanted to tell us. Although i have taken the teacher training course, i couldn't even try to understand the teacher... Bad student me.... As you wrote in your blog, some students have already discouraged in reading English novels. It's sometimes more than just boring: quite painful for students who don't like foreign languages. Hopefully, you'll show how English novels are interesting... (Do you think what i wrote is pressure?? If so, sorry about that...)
I heard that it's not that the book is boring but that the reader is bored. If what I can do is to show students why I find something interesting then it shall not be too hard for me to do. Through interesting works of art they get engrossed in the world of words (in English) and from there they pick up useful phrases and expressions which later transform into their own and stored in their minds to be used in occasions.
This is not to be accounted in the syllabus, but to be kept in my mind only and shown in my teaching.
I want to remind myself that students are not going to immediately improve their language skills through my course. No tutor is as influential as that, and a course, no matter how significant, is just a tiny part of a student's entire process of learning. If they ever are so clear about what they genuinely want to learn, that is.
I suppose I find it important to share with students how to become a learner, or reader in this case. With enough support, they will be able to learn/read things on their own, rather than always being in need of instructions. I am not saying I can do this systematically myself, though.
1.3.08
Becoming a tutor (1)
I am given an opportunity to plan a class.
Having done quite a lot of analyses on how professors in England design their classes, now I feel super self-conscious as a person who is making a plan to meet a certain target: what can I offer my students? how do I show that my teaching, plus their hard work, is effective? and what do students really want to learn??
Do they even know what they want to learn?
My supervisor here hopes that I use English novels in my lessons. In other words, my students will be reading some novels, in order to help improve their reading skills using English. I think my role is really just to help students become interested in reading (if they aren't already, how will I make them so? tricky...) and reduce their fear of a foreign language. It's a student's job to decide what one may find intriguing as a good read, I suppose.
Having done quite a lot of analyses on how professors in England design their classes, now I feel super self-conscious as a person who is making a plan to meet a certain target: what can I offer my students? how do I show that my teaching, plus their hard work, is effective? and what do students really want to learn??
Do they even know what they want to learn?
My supervisor here hopes that I use English novels in my lessons. In other words, my students will be reading some novels, in order to help improve their reading skills using English. I think my role is really just to help students become interested in reading (if they aren't already, how will I make them so? tricky...) and reduce their fear of a foreign language. It's a student's job to decide what one may find intriguing as a good read, I suppose.
