sensei online Digest Number 2716+
...I have been using the toban/ aisatsu system but with a few additions.
Namely, toban also checks the homework (they seem to enjoy the responsibility and they get to pick what stamp to use for the day!) She or he also collects the diaries of students who have not done the homework.
Other toban jobs include starting tha ball rolling for answers/ activities, giving out handouts etc, setting up the DVD/ data projector, wiping the board, running errands to the office e.g. to get another box of tisssues. THis way i avoid always asking a few trusted students to do those types of things.
The toban also gets to be the MC/ games master which includes using the blow up microphone for quick fire question time/ interviews etc and other fun jobs like picking out the bingo cards etc
The students take the toban role seriously, to the point where if a student is away or skipped they come up to me at the end of class to ensure i reschedule their turn!
Having the toban really helps me out with everyday systems, but also keeps everything fair because each student knows they will get their turn.
I am interested to hear of other ways teachers make toban an enjoyable and special job.
==follow-up to listreader's query:
yes, the toban changes every day. I do it in alphabetical order so the students know when their turn is coming. I also try to remind the next student that it will be their turn the following lesson.
The toban marks the roll with a 'T' when it is their turn so i can see who did it on what dates and correct any skipped students.
If the student is late, they miss their turn and have to catch up later.
With my older students i normally do something with technology e.g. Youtube/ music at the start (that is before the lesson offically begins) so that the late students miss the fun, but not the greetings and intro part of the lesson. I have invited students to make requests as a way of getting them to explore Japanese language and culture in their own time by surfing the net. I am always amazed what kind of Japanese things they find. Often the students are so much more on the pulse with what is 'in' than me because they have special interests that they like to pursue in their free time. e.g. Gazette etc!
==as well as,
...my former school required me to put the following information on the board for each class:
Do now:
Today:
Homework:
Learning outcome:
The L.O.T.E. department translated these and made funky board signs with magnets on the back.
The students seems to work well with knowing what to do when they came in and what the rest of the lesson would include.
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...I guess the most important thing is to simple have routines and structure. I don't think that it matters what the routine is. My class has a "Kanji Corner" with 2 sentences full of Kanji compounds that have to be copied and translated in the first 5 minutes.
Next, we look at a paragraph with the new vocabulary and grammar point for the day.
Then we practice using those in conversation.
Finally, they write using the new learnt information. (these are used in the next visit's warm up sentence and kanji practice). Next we do activities and play with the new information is there is time. I always end with a quick moment for culture stuff!
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-We have a "nicchoku"sign by the door with vinyl pockets to insert the student's name and the "weather" card/s of the day. 4x6 Cards are in a basket with all student names for each class, and another basket has 4x6 cards w/ weather pictures and the word in Japanese (kumori, hare, yuki, etc.)
-I am "nicchoku/toban" the first 6 wks of JPN1, then they take over. They LOVE it and look forward to their turn, checking the sign as they come in and reading the name (in katakana) to see who gets to do the job that day.
- The student leads the "kiritsu-kiwotsuke-rei-yoroshiku onegaishimasu-chakuseki", then answers my Q: kyou "no tenki wa dou desuka?" and puts the appropriate weather card in the vinyl pocket.
*Starting with JPN2, they also fill in the day and date on the board, and read the date to the class.
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Survey on what you say in class, http://www.research.nttnavi.co.jp/305clr/clr_078_01.html
Pr. Shigenobu Ujiie's Lecture Notes (Tohokugakuin U)
http://www.izcc.tohoku-gakuin.ac.jp/liberal/Sujiie/doutoku15.htm
(Prof. Ujiie's Website: http://www.izcc.tohoku-gakuin.ac.jp/liberal/Sujiie/)
Japan Academy for Municipal Personnel's Professional Development Workshop
Protocols, http://www.jamp.gr.jp/information/point.htm
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