Hello. I'm Yuki Sakuma. I am 20 years old. I am from Furukawa, and I've lived in Morioka since 2001. I go to university from home. I have a younger brother, but I don't resemble him.
My major is English, and I want to be an English teacher. I like to teach anything and see a face,"I got it!" I believe that I need more studying to increase my English skill and to get knowledge concerned with education. I am also interested in studying abroad, giving good experiences and wide way of thinking.
So, I like my time spending with my friends the best. In this summer, I went to Tokyo Disney Land, Tokyo Disney Sea, some artist's concerts, and Yamagata with friends. That was very nice summer vacation for me!
My Teaching Philosophy(February,12 2016)
My Development Goals(February 12, 2016)
My ultimate goal is to find the own meaning of studying and teaching English. It is essential for me to do it because it will encourage me. I want to make my ideal more concrete, and I believe that I'll be proud of being an English teacher more with own thinking.
Then, I have some sub-goals to accomplish my finally goal. First, I will exchange a lot of ways of thinking with my classmates to make my ideas deeper. Second, I go to junior high schools and see many classes whenever I can go to learn professional skills. Third, I keep the study of teaching materials.
I want to make classes students can use knowledge which they have already known or studied and they can notice lots of connections with them strongly. My hope is that my students grow as English learners and they feel it. I should give them many opportunities they can do that naturally.
Through my teaching pructicum, I thought that students should know what are essential points when they show their own ideas to others. English classes can create many opportunities to communicate with other students or give their presentation, so if all students have a consciousness that "I am a speaker" and "I am a listener," their communication and presentation will be better. So I'd like to give all my students a sense as a group. I think I should show essential points to them for making better communicative classes.
My Development in 2014 - 2016
Fisrt, I studied what an English teacher should be. I read the Guidelines for Course of Study and TKT, and checked important things. I learned that English class in junior high school plays a role as the subject aims for self-expression. Through ETM class, I thought there is no limit of the device of making the class better and that is the reason why I need research for a good one every day.
Second, I went to Miyako and participated in a special lecture. I learned how to make a class with some practice and it reminded me importance of enjoying studying. I also realized the difference between "to understand it" and "to practice it".
Finally, I went to Nakano elementary school and taught English there. It was first time for me to give a class. I was nervous a litte, but I enjoyed it. I was so glad to see children enjoying our class. I noticed that I should make a teaching plan with having a image of students, too.
Critical Incident 1 (At Nakano elementary school)
We read a book “Hats!” because we wanted to teach how to use “I like〜.” We were models of reading, and children repeated our words. It was maybe difficult for them to understand the story with only English, so we took a long time to read it. We used many gestures and tones of voice. We also gave much imformation, not “I like〜,” to them, so we emphasized “I like〜” sentences.
Critical Incident 2(At Nakano elementary school)
We wanted students to be interested in the expression "What time do you~?" and use it, so we made the chance in the class. Students walked around, found their pair, and asked a question like "What time do you go to school?" But in actually, it was not easy for them to do it. Some students forgot how they should say, and the others used Japanese instead of English.
Critical Incident 3(At Fuzoku JHS)
In Activity 2, it was a freer activity, it took longer time than our imagination for students to fill in the blanks and make their dialogue. We thought it would take two or three minutes for them to do it because it was not a difficult work. In actually, students checked some words and pronunciations of them before doing that, but we couldn't notice it.
Critical Incident 4(At Fuzoku JHS)
After making their dialogues, students practiced them with their pairs. Next, we introduced them to practice them without looking at their worksheets. Students looked a little bored because they only practiced same dialogues. We couldn't make our lesson from a controlled, a freer, and a free activity. We should have made a free activity which helps their imagination skills' improvement.
Critical Incident 5(In my teaching pructicum)
When I instruct or explain something, I use English. But when my explanation is long, most of students couldn’t understand it. Then I tried to change how to explain. I tried demonstrations with my partner before my explanations. In our demonstrations, we used some gestures which help their understanding, and they made most of activities easier. I learned that demonstrating what I want students to do is much better than only telling it.
Critical Incident 6(In my teaching pructicum)
I often called on a student to answer a question because I wanted to give the chances to many students. But in a certain class, a student who was called on by me didn’t know some words’ pronunciation and couldn’t read his answer. I was very sorry for him and thought that I should have supported him before he answered. I learned that teacher’s sufficient support is important for their own confidence.
Critical Incident 7(In my teaching pructicum)
The students couldn’t read some words with correct pronunciation. For example, they read “stadium” by their katakana English “sutajiamu”. When I only told the misunderstanding, their mistake wasn’t corrected. But when I let them practicing the correct pronunciation on the spot, it was corrected. I learned that practicing and doing are more effective for students’ understanding and English skills.
Critical Incident 8(In my teaching pructicum)
When the students read textbook sentences, they looked a little bored. Then I noticed that introducing some patterns in their reading practice is good. For example, I introduced practicing with some gestures, reading without looking at the textbook, practicing with their partner, and so on. I learned that when the students practice reading many times, the quality of the practice is the best point.