\ A Way to Success in a Large Class by YAMAGISHI, K.
Probably, most university teachers,
Japanese and non-Japanese alike, don't want
to teach large classes. Many people say that
it's easier for them to teach students in
small classes. I can understand their feelings
very well.
As long as they are university teachers,
however, they have to teach large classes
from time to time. And one of the most important
things in teaching large classes for the
teachers is to try to instill or maintain
learning motivation. Without student motivation,
large classes won't be successful.
Helping students feel confident
Whenever I have to teach a large class,
I always explain to my students why they
have to study a foreign language (this explanation
is inevitable since quite a few Japanese
students have already lost interest in English
by the time they come to the univeristy or
their desire to learn a foreign language
has already become very vague), my teaching
goal (i.e. to produce students who won't
be afraid of making mistakes and who don't
hesitate to speak up in English and who pay
respect to the target language and culture
as well as their own language and culture),
and my plan and procedure of the classwork.
Unless the class was intended for improving
students' writing ability, I seldom correct
their grammatical mistakes (honestly, since
I'm not a "native" speaker, I still
have difficulty checking up on their English).
Rather, I always try to encourage them to
speak up and praise them for speaking up.
An advantage of being a Japanese English
teacher is that I almost always can guess
my students' Japanese English(ness) correctly. So, I can also be patient with
them. Very often they speak amusing English, clearly influenced by their way
of thinking. The following examples are among
the many which I collected during class.
(J= Japanese English / E: English)
1-1. J: Mr. Hirota is wide-[broad-] faced./ J: Mr. Hirota has a wide
[broad] face.
1-2. E: Mr. Hirota knows a lot of people./ J: Mr. Hirota has many contacts.
2-1. J: Our garden is as small as a
cat's forehead.
2-2. E: Our garden is as small as a
postage stamp.
3-1. J: My father narrowed his eyes
as he saw my little sister singing.
3-2. E: My father beamed with delight
as he saw my little sister singing.
4-1. J: I've heard that story so many
times that I got calluses on my ears.
4-2. E: I've heard that story so many
times that I'm sick and tired of hearing
it.
5-1. J: My grandfather is soft-headed
for his age.
5-2. E: My grandfather is pretty open-minded
for someone his age.
6-1. J: My mother told me to boil the
dirt from my friend's nails and drink it.
6-2. E: My mother told me to go to
my friend and ask him how to learn.
7-1. J: He has hair on his heart.
7-2. E: He's a smart aleck.
8-1. J: I'm still chewing my father's
shin.
8-2. E: I'm still dependent on my father./
I'm still living off my father. / I'm still
sponging on my father.
As I wrote above, I'm a Japanese English
teacher and it's an advantage for me to be
able to guess what my students are talking
about with their "Japanese English."
Non-Japanese teachers or "native"
English speakers who can't understand this
sort of English will have to lose a good
opportunity to encourage Japanese students
to speak up. They will also have to miss
an opportunity to tell them that foreigners
will learn to speak by speaking it and that
it's not necessary to speak English like
a "native" speaker (the need is
merely to communicate effectively).
Some years ago, I taught a large class of 121 students. Fortunately and happily, however, all the students evaluated my class (my university has introduced an evaluation system and asks students to assess their teacher's ability to teach). 97 students out of 121 (80.2%) gave me Point 5 (the highest point which means "very interesting class"), 23 students (19.0%) gave me Point 4 (the second highest point which means "interesting class") and only one student gave me Point 3 (so-so). As to easiness to follow, 96 out of 121 (79.3%) gave me Point 5 (very easy to follow), 24 (19.8%) Point 4 (easy to follow), 1 (0.8%) Point 3 (so-so). As to the instructor's preparation for class, 95 out of 121 (78.5%) gave me Point 5 (very well prapared), 22 (18.2%) Point 4 (well prepared) and 4 (3.3%) Point 3 (so-so). As to my "enthusiasm" and "confidence, " 114 out of 121 (94.2%) gave me Point 5 (very enthusiastic), and 7 (5.8%) Point 4 (enthusiastic). And as to their satisfaction, 94out of 121 (77.7%) gave me Point 5 (very satisfied), 22 (18.2%) Point 4 (satisfied), 5 (4.1%) Point 3 (so-so).
As a result, I got 4.63 (average point)
out of 5 (highest average point). I'm certain
this is a very high score and a good result
of evaluation and I think I should be very
proud of it. I have an American colleague
who has gotten a very close result to mine.
He taught a large class fo 86 students (though
not as large as mine). Most of his students
evaluated that his course was very useful,
that they were lucky to join it, and that
he taught them how to change from "Japanese
English " into "natural English."
The American colleague understands spoken
Japanese very well (an advantage for a foreigner
who teaches in Japan), and he is always very
friendly, helpful and cheerful; he's, however,
very tough with his students when his students
behave very badly in class and tells them
firmly their do's and don'ts in class; that's
the reason he's very much loved by his students.
Although there seems no royal road
to successful teaching in Japanese large
classes, one of the surest things is, as
I mentioned above, instilling or maintaining
students' learning motivation. Another sure
thing is encouragement: always try to encourage
your students to express their feelings without
being afraid of making mistakes. Teachers
should first of all be enthusiastic because
enthusiasm is catching in class. Each class
should be carried out with enough enthusiasm.