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Post by Jollyjunklass on May 1, 2005 15:34:21 GMT 7
Hi guys, I found a pretty decent website, with a variety of lesson plans. Some can be used , some probably not. Anyway, check it out: www.emediawire.com/releases/2005/4/emw232268.htm If you are unable to get to the above website, try www.BreakingNewsEnglish.comCan you guys give a general idea, as to, what might be expected when you get there. How many of you received textbooks, how many had to wing it, on their own, how prepared is prepared enough? I would like to get together as much info as possible, in case, I run into internet problems or a slow internet. How many of you have access to photo copiers or projectors? What type of things, if any, are at your disposal? Thanks, any info. or good ideas will help.
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Juggler
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Post by Juggler on May 3, 2005 8:06:05 GMT 7
hi
here in china i have always gotten materials from the schools but I always find that the students usually get bored with the them quickly and need extra material created by the teacher to keep them active.
This has been my experience in middle schools, high schools and in training centers in beijing.
I always prepare something extra for my students because I prefer to have more than not enough.
The web is a great source of info , for example, the history channel is always a great source of a quick daily dose of history.
beijing news, world news etc.
however when it comes to 5 year olds I can only think of games for them to play.
When are you going to come here?
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woza17
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Post by woza17 on May 4, 2005 18:07:41 GMT 7
Hi Millana, What age group are you teaching? I am sorry if yu have already posted this but I am a bit of a lazy girl and haven't checked. You cn't just teach the textbook, but as I have mentioned in another post you cna use it as a guidline and try and inject more interesting stuff. Cheers
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Post by MK on May 4, 2005 19:23:45 GMT 7
Ummm...well, these are questions that only your prospective school can answer. Every situation here is different. However, having said that...likely scenarios are: 1) You will get nowt in terms of teaching materials from your school. Or: 2) You will get a textbook, but it will be 'Chinese' style and therefore poo and about as much fun to to use as poking yerself in the eye with a sharp stick. Access to a photocopier is most likley to be restricted. You may have to request copies up to three days in advance. So, it wont hurt to find out what your school expects you to teach (Conversation? Reading? Writing?) and at what level (Beginner? Advanced?) and what age, and bring a few textbooks from home with you. And yeah, the Internet is a great source of materials too - don't forget the TESOL links section we have here: chinateachers.proboards17.com/index.cgi?board=library&action=display&thread=1092569218
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roaming kiwi
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Post by roaming kiwi on May 4, 2005 21:11:26 GMT 7
Good thinking re internet problems Mil. We came armed with Practical English Usage and other slim resource books with grammar/speaking etc. games. As to finding out what the school expects you teach prior to actually starting - of course you can ask. However in the time I've been here I've discovered that you can't find out what's happening for the semester the day before, no matter how much asking, pleading, demanding. It's the same for the locals usually. In these cases it's best to have a vague plan made up in advance about what YOU want to do that actually helps the person use English for communication rather English for filling in exam papers. With 99% of non-Chinese ESL teachers I've spoken to none have had specific qualifications for their students to work towards - just "exams" that, in my case, I've managed to write myself - therefore I've had some sort of control over what is to be taught. Local Chinese seem to have the burden of preparing them for national exams. (Of course I'm talking from the viewpoint of someone at a government school, not private thingee.) As to "winging it" those times happened when something unexpected happened - such as random school visits that ended up being not what they were meant to be. Yes, I can be accused of winging it due to my own fault, but I always make sure I have a clear objective before I let the kids in the room. Probably the biggest thing I remember from my first teaching mentor was asking yourself, "what do they need to know?" Not cramming too much into a lesson is helpful. To be able to answer this question you have to know the kids! So, the first lesson is vital - I try to test the kids and mentally note what they suck at and are good at. Usually most of my planning for the following semester is done after this first lesson - not before. You need to know what you're dealing with. Also, to give yourself ideas when you get to China is have Chinese lessons yourself and at the same time analyse the teacher and their methodology - could it work in your own class with bigger groups? I could rant more - but this is already incoherent. I've just eaten "oil explode icecream".
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woza17
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Post by woza17 on May 6, 2005 12:16:12 GMT 7
After coming back from the Suzhou trip and feeling relaxed and inspired. I went crazy on lesson plans and am really feeling good about the next weeks lessons. I got some good stuff off bogglesworld. Advanced banking. The lesson plans are great check it out. There is so much on the internet it's just finding out what will suit your class and if you have the printers and so on to back it up. Cut to the chase you won't really know what to do until you get here.
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Post by Jollyjunklass on May 7, 2005 1:55:52 GMT 7
Hi Guys, Thanks for all the great info. I have been trying to put some things together, allowing for all age groups, however, it sure can get overwhelming. There is a lot of awesome stuff out there, but, it doesn't seem to end, maybe, too many choices. And, your probably right, I could be wasting my time, because once I get there, it may all be for naught. I am going to try to get there for September. I have a question I would like to put out there and could use some advice. I don't know how it works in all countries, with respect to University diplomas, but, in my country you need to apply to graduate in order to receive your actual Diploma; before you have that diploma, in hand, they do not consider you a graduate. For years now, I have just assumed I had my BA, however, when I called the University to ask for a copy of my diploma, I was informed that I had not graduated yet. I was told that, in order to graduate, I must to put in an application to graduate. Furthermore, I had just missed the spring graduation, and was informed that the next opportunity to graduate was to be in November. Also, a little footnote here, my year of graduation will be 2005, instead of the many years ago, that it was. I found this interesting, as there are certain opportunities afforded to new graduates, opportunities, that are not offered to people who have graduated years ago, ie. internships. Anyway, the university has sent me a formal letter stating that I meet all the requirements for a BA, and I am also able in possession of my transcript. I am concerned about this, will it affect my chances of getting a job. I have been looking at applications and they are asking for a copy of my diploma. Is this a government or school stipulation, in some cases, to abtain a Z visa. I do not know how to go about this. Should I still try to apply and simply add in the information that I just gave you guys. Will they consider the transcript and the letter sufficient? I need some advice on this. I would hate to have to sit around, idly, waiting for a stupid piece of paper, meanwhile, missing the boat for September's hiring season. How would I go about incorporating this into my CV, or would it matter anyway. I have tried to contact some resume writers with this question and they don't know what I should do. I do not have a TESL certificate, but I do have a diploma of applied arts (3 year) from a college here in Ontario. Could that help my chances at all? Any thoughts on this, I'm getting a little worried that I may not be able to come before I have that diploma. Thanks millana
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Newbs
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Post by Newbs on May 8, 2005 13:14:10 GMT 7
Milana, as I understand your posts you've completed the course, and have the academic transcript, but not the actual degree, correct?
Perhaps you can say this on your resume. Something like "Completed BA, academic transcript supplied, anticipated graduation date November, 2005."
I did a similar thing with my Grad Dip in TESOL. The differences were that I had an Australian school backing me up, so I wasn't on my own, and I also had all the other teaching qualifications already. Still it may be an idea worth considering.
You probably realise this already, but no one rule applies to all the schools over here. What is set in concrete in one school is totally open to debate or of no consequence in another school in a different city, a different province, or maybe just down the road. We tend to make it up as we go along here.
They will want to see ORIGINALS of everything, such as academic transcripts. At the risk of contradicting what I just wrote, this rule is a kind of universal rule here, sort of.
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Post by Jollyjunklass on May 8, 2005 13:40:40 GMT 7
Thanks Newbs,
Your right, I have completed the course, many years ago, and my transcript is on it's way, just waiting for the mail.
I'm sure my school will back me up, but do you mean with a letter or a phone call? They have already provided me with a letter, this is exactly how it reads, "This is to certify that Millana...has met the course requirements for a Bachelor of Arts (General) degree program with a concentration in Psychology and is eligible to graduate." It is signed the registrar and has an embossed type insignia. However, the embossment does not show up on the scanner, only on the original.
When you say they want to see the originals, you mean once I get there right? I don't have to mail them in advance do I? In the hiring process, can I show them scanned copies? I am not willing to hand over my original copies, nor am I willing to mail them out.
Where abouts did you add this comment into your CV or resume, in the beginning or as a post script, I don't want to turn someone off right away.
Thanks Newbs, appreciate the advice.
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Newbs
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Post by Newbs on May 8, 2005 15:22:56 GMT 7
No, don't mail originals of anything. Hang on to everything!
If they want to look after your passport then tell them to forget the whole idea of hiring you.
I just listed my qualifications, in chronological order, and added an explanatory note after the Grad Dip in TESOL was listed.
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Post by Lotus Eater on May 8, 2005 15:31:26 GMT 7
I sent scanned copies of everything, and brought the originals with me, but no-one has seriously looked at them. They seem to believe everything I have written on my CV (well it is all true!) but they don't seem to want to actually check. All I have said is I have them here if you want to look. Oh thank you, later.
When you get here you will have to hand over your pssport for a couple of days to get the residents visa. But apart from that - keep everything you have. Make half a dozen copies of everything as well.
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Ruth
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Post by Ruth on May 8, 2005 15:44:55 GMT 7
My school wanted to see my original diploma (once I arrived) and kept a copy (which I provided - bring a few copies with you).
If I create a lesson I want the students to have copies of, I turn them in a week in advance and the school gets the copies made. There is a copy shop across the street from the school and they make copies for 2 jiao each, 3 jiao for 2-sided copies. I use this copy shop for my personal copy needs (ie private student lessons). My hubby and I brought our own laptop with us. There are computers in the lab at school, but not in our flat or offices. Most inconvenient to use the computers at school; glad we have our own. Other schools do provide computers and others can speak to this better than I can.
Our school is in a small city and funds are evidently limited. However, last June, in a flurry of noisy activity, TV sets were installed in each classroom. The technology exists to project an image and sound to each, or only one, classroom, but the TVs aren't used. They look impressive under the red velvet covers, hanging in the corners, though. The sound lab got 'broken' a year after it was installed, which is the year before we arrived, so it isn't used for listening English anymore. We purchased a second laptop and projector with our own money so we could do powerpoint lessons. The school installed a screen and dark curtains for us in the (unused) sound lab. Now they can brag about the hi-tech lessons the foreign teachers do.
We were not given any teaching materials by the school and were ill prepared for that. (Long story, but we had a change of location the night before we left Los Angeles, enroute to China. How could we change what we were bringing at that point?) I like the freedom we have been given. They leave us pretty much alone. We do try to piggy back onto the lessons the Chinese English teachers teach from the text book. For example, they just had a unit on disabilities. I did four lessons - one on Terry Fox, one on Joni Eareckson Tada, a powerpoint lesson with pictures of them both and a dolpin from Japan with an artificial tail, and a powerpoint lesson with other disability info showing accessibility, mobility, assist animals, etc.
Some schools are higher tech than ours. We have a chalkboard and chalk provided by the school. All else by us. Maybe you will be able to find out about this before you come, maybe not. It's best to discuss this with the school ahead of time. Likewise lesson material. Some want you to follow their textbook to the letter (there is a private school in town where this is the case) and others leave you to your own devices (like my school).
I wouldn't bring suitcases full of lesson plans. Maybe a few lessons to get you through the first few times until you get a feel for what the school expects from you.
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Post by Lotus Eater on May 8, 2005 15:56:08 GMT 7
Relax about the lesson plans. Even if you think you know what you are teaching, once you get here the institution can change them at will. I arrived thinking I would be teaching One set of subjects, but arrived and they wanted me to change to a different set of subjects. But I was allowed to make my own syllabus and structure (and write the book for the course as I went!)
Some of the Chinese teachers at the current school tell me I am teaching subjects they were advised I would be teaching - but to date I have not been told about these phantom classes, so am teaching different subjects to what I was originally told and what the rest of the faculty were told. Again I am for the most part writing the course as I go, but this time I at least have some text books as references.
And next semester, it is quite likely that I will be teaching different subjects again.
Relax and go with the flow. There is enough information on the internet, and from others around to help you out.
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Post by burlives on May 8, 2005 22:55:40 GMT 7
The really tough part of lesson planning is not knowing, I mean really not knowing, what the students study in other classes. Right now I am "teaching" listening and extensive reading. The reading is kind of easy because the school has produced a text of (disparate, strangely spelled) extracts from western texts (of an alarming range of styles and media). Each week is something new. Fine. Sure. Try planning a new show each week, needing a new format every three weeks because with these "students" familiarity breeds a limpid contempt, recognised by the downturn of the speaking hole and a kind of desparate hope with suicidal sighing that the instructions they just heard weren't real. But Listening is the real chore. What should they be listening too? What have they learned elsewhere that can profitably be reinforced in class? What level of reinforcement? What detail escapes them that should be focused on? And when they look up from their nifty language lab desks with puppy dog eyes and mewl "Can't we just watch movies?" Well, what do you do?
I'm going to show Tommy Boy. There's lots of walking into doors and falling over. Chinese like that. I'll say it's a documentary about factory labour.
A distressing insight was offered me the other day. I was talking about a kid in class who has the maturity of a twelve year old but the energy of a five year old who found a can of Jolt. That he is in physical fact 22 makes him something of a trial. I complained that he was an idiot who dominated the class with a kind of irrepresible kiddie English, but everyone loved him, smiling at his antics. I was told that Chinese like to let fools be fools because it's easier to "be above them."
Struck a chord, that. A chord of "just tell them about your culture." "Oh, English classes must be the best ones because they have so many girls." And the permanent favourite, "Oral English is so easy for you."
Being a foreign teacher truly is a job of having fun. You do make friends. It is exciting. The breadth and occasionally the depth of human contact is enriching. But we all usually end up saying that we are teaching them something that they wouldn't normally get, something from outside their loop, we are broadening their horizons... We all end up saying it. We have to. A teacher in a curriculum vacuum has to say something.
The best advice I can give to someone new is turn your critical eyes on. You have to find for yourself what the kids need and how to pass it to them, though there will be a considerable fog of bullpoo surrounding your presence here.
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Wolf
Charter Member and Old Chum
Though this be madness, yet there is method in it.
Posts: 1,150
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Post by Wolf on May 10, 2005 12:08:10 GMT 7
Proper curriculum planning, with a collaboration between the you and the school where you learn everything you would normally need to know re: students actual ability,goals for the course, goals for previous courses students have completed, etc; well you can't bet on getting that.
I always planned my curriuclum after the first class or two. I'd try to learn as much as I could about the classes before hand, and I'd come with a few ideas that I could adapt as best I could. After I had an idea of proposed goals, actual student ability, and realistic goals, I'd try to cook something up on my own.
That might sound like a crazy, inefficient and impossible to operate. It is. But let's move on.
I'd recommend books along the lines of 100 activities/games/methods of ritual sacrifce/whatever for (instert target age group here.) It's usually pretty easy to adapt activities to specific purposes and levels of student ability, espeically with a little practice and experience.
Don't sweat it if you stumble a bit along the way. Given that FEs (myself included) often report not being told everything they really need to know to run their classes properly, that will probably be unaviodable until you settle in to your place of work and get a feel for what's going on.
The learning curve is a bit steep at first, but don't let it daunt you. Things you might pull your hair out at in your first semester you probably will be able to take in stride without missing a beat by your third.
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Post by Jollyjunklass on May 10, 2005 23:07:45 GMT 7
Thanks,
Hey Wolf, your first couple of classes, how do you spend your time, introductions, and what else? Are these the most difficult, I think they may be for me.
The groups you teach, is the level of intellect close together in average, or is it spread out, within any certain group, I mean. What are the things you do, to get a feel for where they are at, do you have your own set of guidelines, or do you go on instinct, alone. Do you ever speak to their prior teachers? I have never taught, in this manner before, so I need a bit of advice on what to look for, and how to look for it. Do you have some type of general handout in the beginning, that you use, to give yourself a feel for where they're at. Do you catagorize it, say beginners, intermediates, advanced. If so, are there many that will stray from the generalizations?
I don't know if I am sounding absurd here, but I am not really clear, in my head, how one would go about generalizing, without prior knowlege to their backgrounds and what they have learned in the past. Maybe, that just comes with experience. But, yikes, I don't have that.
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Wolf
Charter Member and Old Chum
Though this be madness, yet there is method in it.
Posts: 1,150
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Post by Wolf on May 11, 2005 5:57:02 GMT 7
I often open the first class with a wee bit about myself, but not a lot. The students often eat it up, but it does nothing for their language ability.
If the group doesn't know each other, I might have them do a sort of "get to know your classmates" activity; where students brainstorm for questions to ask, and then compile answers from a few of their classmates.
If they already know each other, I might have them introduce other members of the class to me. Then I get a taste of their ability and get to know my students a little.
If the class was a writing class, I might assign a first assignment (write about your hopes for the class, what you did over xxx vacation, etc.) Then I'd give them class time to start writing. I'd take those assignments in during the next class, and correct them. Chinese students often have writing difficulties that range from poor sentence structure to not backing up essay arguments with evidence; but rather relying on emitional rhetoric.
I also lay down a few ground rules (about cheating, class attendance, probable method of evaluation, etc.) But my first semester I didn't do much of that.
My students were university students at a not-quite-so-well thought of university. Some were brilliant and others were not. A few had good language skills in English, a few more didn't and many fell into the "false beginner" level that describes most "English speakers" in east Asia.
It's hard to give advice as to what to look for. To begin with, find out what the students can do, and what they can't do. Basically, get the students to talk (or write, depending on the focus of the class) and note any grammatical and discoursive weaknesses you can (take notes if it helps.) It wouldn't be out of line to have studetns give an impromptu speech, and then take notes during each student's speech. Or you could bring a few conversation topics if the class is believed to be advanced (warning: Chinese students might feel intimidatd in participating in natural dialogue in a classroom with Junior Party Members monitoring what is said, a foreinger present, in English, and with about 30 - 70 of their peers watching.)
Or you could bring to class a communicative game from a good book, and monitor how well the students can handle the activity.
A lot of this will come with experience. A few weeks of teaching will help you get a perspective.
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Post by Jollyjunklass on May 11, 2005 6:22:32 GMT 7
Thanks Wolf,
Are you sincere about the monitors, you never know what to believe around here. What is their role, how do they operate. Do they just sit and watch, over to the side like. Do they come everyday, do they ever pull out the guns. Has George put you up to this? Seriously, what's up here?
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Wolf
Charter Member and Old Chum
Though this be madness, yet there is method in it.
Posts: 1,150
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Post by Wolf on May 11, 2005 6:33:19 GMT 7
The monitors will be one or two of the students. The students on the Party track, usually. Each class has one monitor.
Actually, they can be useful. I made my monitors take attendance for me (as they knew everyone's Chinese names.) And I'd have them make class lists with "English" name, real name, student #, etc (my uni never gave me lists.)
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Post by Mr Nobody on May 11, 2005 6:38:58 GMT 7
How do you know who they are? They wear a badge, like Class Captain or something? sounds like a good use for them, before warping their brains around into jelly.
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Post by Lotus Eater on May 11, 2005 7:17:35 GMT 7
The class monitor will usually identify him/herself. They are the class organisers and are generally quite useful. Their's is the phone number you call when you want to change things or have stuff collected for the class etc. They don't wear identifiers - the class knows them - has even sometimes elected them (depending on the university). I get class lists from the faculty, but the monitor translates them into pinyin for me (I don't use English names) - and will note male and female for you if asked!! Very important as you cannot tell from the names what gender people are.
There are pins for party members, but they are tiny and not frequently worn.
The first lesson with my classes is a getting to know you. First half they ask me questions (notably - tell us about your love life!). 2nd half they either introduce themselves or I ask their deskmate to introduce them. Asking the deskmate will invariably give you: "She is a wonderful girl, very kind and thoughtful. She likes music and helping her friends." But at least you can hear the English level.
If they are more than first year students they know each other well, as once they are placed in a class that is the class they stay with for the rest of their university career. They all study exactly the same subjects in each class. They also live together in dorms of 6-9 depending on gender and age of university dormitories.
You will generally not get to talk to their previous teachers - a. because they are Chinese and will tell you weird stuff, or speak Chinese to you, or b. because the foreigners have left. It's your judgement.
Don't panic - they will be very forgiving, particularly if you are their first foreign teacher.
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Post by Jollyjunklass on May 11, 2005 10:37:41 GMT 7
Thanks Lotus,
What age do the start University at, what age middle school? If they are in University, isn't it almost a for sure thing that they have taken English classes from a foriegn teacher prior to this. Or maybe, they have taken English from a Chinese teacher? Is it ever mandatory for them to take English?
You say you use their Chinese names, I think that's a good idea. But if the class size is large, do you find that difficult? Or did you in the beginning? I am also curious about the foriegn names. Once they receive a name, do they keep that name, or can a new teacher change it on them. Do they get assigned names, it all seems so impersonal, what do they think about it?
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Wolf
Charter Member and Old Chum
Though this be madness, yet there is method in it.
Posts: 1,150
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Post by Wolf on May 11, 2005 11:40:04 GMT 7
University freshmen tend to be between 16 - 18 as far as I could tell. Mature/returning students are relatively unheard of in China as of yet.
Going through middle school does not guarantee that student would have had EFL lessons taught by foreign nationals. Plan on being the first foreign national that your students will ever have talked to. They would have learned English from local teachers, who vary in quality from great to legally dead.
If you can get your tounge around the Chinese names, then by all means use them. I had about 350 students, and had trouble getting the tones right so I found this rough, but I'm the villiage idiot here when it comes to the local lingo. Students get their "English" names from various sources. Some get them from insane previous FEs. Others from teachers. But most, it seems, just randomly grab words from a dictionary. There are a few "wierd name" threads on this site, but here's a brief recap of "English" names I have seen:
Gandalf Shakespeare (failed him because he couldn't write a sentence.) Bunny Giggle Sasaki (This is the name of a renowned JAPANESE warrior. Sasaki kept her name even after I told her what nation her namesake came from, and thus she gained much respect from me.) Rose Jack (Titaic. James Cameron, I hate you.) Andy (after Hong Kong's Andy Lou) Stalin (sigh...) Win Turbo Yvette (a good name, but I think it's French, not English.) Frodo (NORSE! YAY!)
Well, you get the idea.
You can give them names, but I felt odd doing that. Personally I just gave out website URLs of name-your-baby websites and called it a day.
I have no idea what they think of their names. Some names indicate that no thought at all went into their selection (I would never name myself the Chinese word for "giggle". Although "Wolf" is my Chinese name... .)
I say just learn their Chinese names, if you can. Personally I had so many students that I only learned a handful of names anyway. Handle it the way you feel is best for your situation.
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Post by Lotus Eater on May 12, 2005 1:11:29 GMT 7
They will change their English names at random, and frequently forget them anyway. No other teacher they have calls them by an English name - even in their Chinese run English classes. Therefore if you want to discuss a student with other teachers, you will still have to find out their Chinese names.
There are some weird and wonderful names out there - Eleven, Seven, Sandpiper, Kobesniper, Snowflake, etc etc.
So I find it easier to use their Chinese names - and yes it takes a while. With large classes, seeing them only once a week makes it difficult to learn - but like all classes, you will soon learn the class clown, the pain in the neck, and the super good kids names. I call a roll - not for attendance, but to help me learn the names. They are happy to help with tones.
The students call me by my first name.
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Post by George61 on May 12, 2005 3:44:20 GMT 7
My first class with this particular group yesterday morning at 8 am...... "Good Morning" silence "Good Morning" silence "Did you have a good holiday?" silence "Did you have a good holiday?" silence. I looked around the room at the ones reading the newspaper, fiddling with their mobiles, staring at their desks, etc, picked up my stuff and walked out. Not a single peep from them. Spent the rest of the 90 minutes in my office, preparing next weeks lesson, reading, etc. That afternoon, the classroom across the hall... "Good afternoon" silence "Good afternoon" silence "Good afternoon, window" silence "Good afternoon, blackboard" silence "Fine, Goodbye." Picked up my stuff and walked out. 5 minutes later, a knock at the door...."Come in" Obviously the class monitor.."Are you angry with us?" Anyway, she apologised and asked for a last chance, so I went back and completed a very normal lesson....which they enjoyed! My other two classes for the day were normal! I do not take poo!
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