☆～ Iris' Wonderland ～☆

Happy Ending

2006-06-14T18:38:00.000+08:00

( Iris, Alice, and Shirley)

Wow, we called this class an end yesterday (6/13), the day I'd been looking forward to. First of all, I would like to thank Alice who has been working hard as a responsible teacher and mentor as well. It's truly my first time to set up this blog seriously. It works as my reflective tool and becomes my e-portfolio recording my learning process step by step, from which I can know how ripe and strong I've been. Reflecting what I've been done, I am a bit proud of myself, though this blog is "incomplete" still. However, I cannot deny I've spent tons of hours writing down my findings and feelings since I've tried to make it worth-reading and -sharing. Here, each comment and posting is my gift/treasure. Either good or bad, I need to think what this blog means to me. I know it's just a beginning, and I know I have more to improve. As long as I have passion, I believe I can make it better always, and all ways.

"Diligence, perseverance, and curiosity" are words for my attitude toward this blog-building. Here, I would like to share a couple of supportive spiritual sentences happening to me this semester.

- Be movable.
- If I care, I will go far.
- Never work for money, work for passion.
- Stay strong, and fight it through.
- Show my respect and honest.
- I belong to the moment on the stage.
- Don't be an "opaque" face in the crowds.

Again and again, many THANKS to Alice who has brought me up here! It's an honor and a pleasure to be your student. You MAGIC my life!! ^^

More reflection on ICT

2006-06-14T18:01:00.000+08:00

The function of ICT (Information Communication Technology) is teachers firstly organize relevant online resources and guide students to conduct the topic, discover and realize what they are going to learn. Under the purposeful design and arrangement, this technology can help students analyze, integrate, evaluate, and critically think their handy information. Meanwhile, ICT can stimulate learners to be active and creative, and cultivate the spirit of research and discovery.

When I prepared for the final exam, some thoughts related to ICT came to me.
1. ICT is not a "new" teaching approach, not a "show", and using ICT is not learning "technology".
2. The key/focus of ICT is "teaching" itself, not information technology. It doesn't substitute traditional teaching/learning approach, but provide another access to work with, and reinforce/emphasize related contents.
3. Technology cannot completely prove learning results, because inappropriate use of technology might become learning obstacles.
4. Computers can never replace teachers. Computers can free teachers to do what we do best--teaching. There is a large space for technology to reinforce teachers' and students' achievements, but it should be used carefully.
5. The new technology offers a good deal. However, it can waste enormous amounts of time and resources. Remember, the key to success is not hardware and not software, but FLESHWARE (from Alice's PPT). IT doesn't do the magic, but teachers do!!!

There are some worth-thinking questions as follows.
1. All the online information is 100% correct?
2. Watching and/or staring on the screens means interactive learning?
3. Teachers need to learn and apply all kinds of software to lecture?
4. Students' achievements will be successfully fulfilled as long as ICT is highly promoted in schools?
5. The money schools spend on and/or the time students spend on the technology is not worth at all?

All in all, ICT is not an "all-you-can-solve" media, but just a teaching aid. Teaching/learning are always main characters in the education, but not technology. ICT, this creative teaching/learning media, needs teachers carefully to design instructions and teaching strategies, and hereby guide students to think, discuss, and interact.

Happy graduation

2006-06-02T00:27:00.000+08:00

This coming Saturday (6/3) is Tamkangians' graduation ceremony. I remember the line in the movie, The Motorcycle Diaries, says "我們越過邊境時拋下什麼？毎一刻似乎一分為二，爲拋下的事物感傷，爲進入新的境界興奮". In English, I will probably say "when we are heading for another phase of life, what can we bring over? At this moment, two feelings are cross inside our minds--we are sad about the past, and, meanwhile, excited about the future." Currently, I am seriously thinking what "capitals" I have owned and what I can be sooo ready for in the near future. Graduation is a happy ending, and it's also a brand new start. I believe when the future thing comes to us, we will learn how to fly and grow.

Hope everything goes well and smoothly. Cheers!

Teacher Interview Report

2006-05-25T12:50:00.000+08:00

Part I~Introduction
1. Who the teacher is:
范玲老師 / Tamshui Junior High School

2. How I found her:
Last November, I applied Tamshui Junior High School as my internship school. This August, I am going to be a student teacher in her class.

3. When and where the interview took place:
Wednesday, May third, 2006 / in a coffee shop, Tamshui

4. How long the interview was:
90 minutes or so

Part II~Questions and Answers
This informational interview is one of the important approaches to "close up" the teaching occupation. In order to help me follow up, I asked Teacher Fahn a couple of questions as follows.

1. Would you please talk about your learning and teaching background?
Twenty something years ago, I graduated from the English Department of 靜宜 University and then was teaching in junior high school for two years, during which I was a substitute teacher and also in the class of education courses (at that time, it's not a must to get a teaching certificate if people were wanna-be teachers). After finishing the education courses, I attended the graduate school in 政治 University, majoring in Education. Later, I became a formal teacher in junior high school. Speaking of my teaching background, I actually have taught in three schools over these 17 years. Tamshui Junior High School is where I am working and it's the second year now. Before, I taught in 自強 and 五峰 Junior High Schools, for eleven years and one year, respectively.

What's the big difference among these three schools?
Tamshui Junior High School is my mother school. Honestly speaking, I have pressure from the teachers who had taught me(人情壓力). However, compared with the previous two schools, the atmosphere among co-workers or students is much more relaxing and pleasing.

What grade are you teaching right now? Is it ranked one of the top three?
I am teaching three classes of ninth grade and am also a ninth-grade homeroom teacher. The classes are all regular classes, no honored ones. Usually, my school takes "S-shap" strategy to classify students, which means one class has both good and bad students in terms of learning condition.

Which grade do you often teach?
Whom I teach is all ninth graders these two years.

What grade do you want to teach instead? Why?
I prefer to teach a class from the very beginning, seventh grade. Better interaction and relationship is what I want to create. Not only can I understand and handle students' learning condition through the following three years, but also they can cooperate with my teaching styles.

2. What led to your choice of this occupation?
The reason I have been a teacher is because of strong interest and enthusiasm. I like to talk to people and also like the school environment. Besides, I was an English major, so I think teaching is an appropriate choice. Most important of all, "chance" is another indispensable factor. If I don't have any chance, I might not be what I am.

3. What's your belief and philosophy of teaching?
Well, my belief is not that philosophic, but simple. I like to help people, from which I can be helped as well. This belief makes me consider teaching is not just an occupation, but a job I'm in love with (志業), a calling, in other words.

Has it changed since you were a teacher?
As we know, the education circle has changed over these years. And what I know is I am
teaching e-generation students and their parents are averagely well educated. So, I keep
adjusting my mind, my views, and my thoughts. The principle (bottom line) is, dedicating to education, I am still with my belief all the way--help others and I will be helped.

4. What skills do you need for this work? (ability, personality…)
A sound knowledge of what I teach is a must. You know, language is changing, thus I need to improve myself all the time to upskill and enhance my language competence. Of course, I need to be organized. This is very important. Time management both inside and outside the classroom is also important. Being flexible and approachable are needs, too. In terms of personality, it's partially related to "inherency". Sometimes, I am thinking I was born to be a teacher! Well, the main principle is I can accept this job and am willing to contribute myself into education. Also, I have to know how to be sensitive to observe and react, know how to deal with interrelationship, and know how to communicate with people around me.

5. What are your major work responsibilities?
What I am doing is I am a homeroom teacher of ninth grade and teach three senior classes. At the moment, my responsibilities are essentially towards my students, helping them to learn and making sure no one is left behind. For my homeroom students, future study is currently concerned. What I do is to deeply realize their learning backgrounds, conference them twice a semester, and provide them information about multi-enrollment.

If you are a homeroom teacher of seventh or eighth grade, what will be different?
Seventh graders' thinking is simple since they just graduated from elementary schools. So what teachers have to concern are their familiarity with the new environment, and also the adaptation to teaching and learning. As for eighth graders, teachers will try to notice their characteristics and behavior discipline. You know, after fitting in the school, their behavior might be deviant, which ought to be concerned carefully.

6. What is a typical day like in your work?
I am teaching seniors right now. Besides intensive teaching from Tuesday to Friday, I need to attend the conference held by twelve English teachers in Monday afternoon (once a month). Besides, I have to take care of my class and deal with class business. Also, class meeting is included.

What's the function of the conference?
It's an English research based on teaching and learning. There are two main purposes for the conference: one is to share teaching reflections and the other is to reach common goals, like how many lessons to teach, what activities to hold, and what suggestions to solve students' learning obstacles. It's generally an idea exchange conference.

7. How do you prepare for your job?
I think about what will interest the students. I try to be creative to keep them interested. I talk to other teachers about what they've done in class and what has worked or not. I have three classes to go. The lesson plan is in between, neither easy nor hard. We five English teachers in ninth grade frequently exchange experiences, discuss problems, and share resources. As you can see, teachers' teamwork is crucial here.

8. What are the working conditions on your job?(coworkers, school culture, school equipment…)
The atmosphere among coworkers is harmonic and interactive. We have good time when working and helping each other. We share the work burden, like material-designing and class-catering. We are not only colleagues but also friends. Since the school is not "enrollment-oriented", the system is not that tight; that is teachers get more freedom and respect. Working in a low competitive school is not that serious; instead, we can take it easy to teach under less pressure. Speaking of equipment, we used to be trained how to make clever use of it, but the pity thing is to integrate technology into teaching is not an easy-to-implement task in junior high school. Instead, I use a radio oftentimes.

9. How do you like your job? What makes you have passion to teach? Students' performance, school's feedback, personal interest, or winter/summer vacation?
Sometimes I like my job; sometimes I don't. I was in low spirits, hated teaching, and even wanted to retire. But, when I recall my very beginning's state of mind toward teaching, I tell myself not to give up because enthusiasm still works! Whenever I consider teaching is nothing fresh at all, I usually spend one semester reframing my mood and will feel refreshed after. Praying calms me; students' positive feedback supports me and warms my heart. One thing I want to point out here is I like teaching not because of winter/summer vacation; however, I do need long vacation to rest the head and recharge my mind. After, everything is so fresh-- new semester, new students, new me.

10. Would you like to talk about the barriers and supports you face in the teaching context? (slower learners, school pressure…)
The workload is heavy sometimes. My working hour is basically from 7:30am to 5:00pm. At nights, I might have special students' cases to deal with, such as not-coming-to-school or escaping-from-home students. Their parents mostly talk to (or discuss with) me on the phone. Such students make me introspect--why they are not interested in study and/or don't want to stay home. Sometimes, these problematic students will affect my teaching and students' learning. I am not disappointed with them, but try to discover the problems. As what I mentioned above, teaching is not just teaching, I still have to pay attention to students' behavior. For English competence, the gap between the good and the bad is wide for many reasons. I try to take care of both overachievers and underachievers, giving them extra instruction when needed. On the other hand, students' positive feedback, family's and co-workers' encouragement support me spiritually. They are truly my backups.

How do you overcome the difficulties?
When annoying things come to me, I will read books and relax, mentally and physically. I came to realize not to take things seriously but consider different aspects of the cases, and everything will be alright.

Have you ever compromised with the real environment?
In terms of Tamshui Junior High School, I am comfortable with where I am. As far as teaching is concerned, I am estimable to demonstrate my personal style. So far, no big conflicts occur between my belief and working environment. But, the school has to intervene with "class management". In this case, I will compromise and listen to what they order.

Why or how can you "survive" for many years?
Interestingly, you used the word "survive" here. Learn how to protect myself, save some ideas/thoughts inside my mind, try not to endeavor with all my heart, or I will get hurt and be frustrated.

11. As far as your career cycle is concerned, which stage do you think you are in? (pre-service, induction, competency building, enthusiastic and growing, career frustration, career stability, career wind-down, career exit)
I am kind of in the career stability stage, but still pursue the professional growth and excellence. At the moment, I know how to manage the class efficiently, how to manage time well, how to self-realize and reinforce my professional skills. But in some cases, I am in the stage between enthusiastic and frustration. The mood of teaching changes over and over. Sometimes, I am satisfied with my job and am willing to update myself, but sometimes, I just get tired of it and don't want to apply new ideas at all. As you can see, the career cycle is circulated.

Do you have any plans in the near future? If possible, will you study further? What field do you think interest you most? Will you study in Taiwan or abroad? Why?
Though I got a master degree, I've planned to go to England to get another master degree on TESOL in the next two or three years. What I heard about this program is I can spend four summer vacations (two months each year) to get the diploma. Considering about my family, I think this program suits me. There are two reasons for oversea study: my sisters were studying abroad and it seems like a chance for an English teacher to seize (what I care is horizon-widening, instead of salary-raising). I believe the more I learn, the more I can give.

In terms of professional development, how often do you join seminars outside the school? What kind of activity do you participate in mostly? How do they help you?
Hmm, I usually attend seminars held in winter or summer vacation. Nowadays, textbooks are with enrichment and diversity. In order to make teaching more creative, I joined the activities held by Hess and Carve book publishers, form which I learned how to use storybooks or little novels to make my teaching animated. My school doesn't hold many English activities. School permitting, I would like to promote an "opera" activity, then students can sing and act in English. It must be fun and worth-trying.

12. What other occupations are closely related to this one? Would you like to try?
I used to teach in a cram school, but I didn't enjoy working there, though I made more money. Well, it's hard to imagine I am an office lady, whose working environment makes me afraid since I am not familiar with it. I think the occupation of tour guide might attract me. I like to talk to people and also like new things. So, I consider it as an interesting job. If possible, I will give it a try.

13. How many years have you taken care of student teachers? How did you feel toward this duty? Heavy, enjoyable, learnable? What were the good and bad points?
Last year was my first time to take over this duty. The good thing was, the student teacher, eight-year older than students, brought new concepts and the latest information to me (since I've been teaching for 17 years, my point of view is conventional). Sometimes, I had "blind spots"(盲點) in socializing with students; at this point, she had better understanding of students. It helped. However, the bad thing was we were not very much in sync, especially on the aspect of class-leading. I preferred to lead the class myself.

14. If you were hiring a person for your job, what qualifications would you look for? Let's say if you are one of the judges in the teacher-selection interview, and the interview is giving 20-minute lecture, what will you expect to see?
Creativity, interest, enthusiasm, and an ability to relate to students are necessary. Be active and enthusiastic is very much important. Without passion, teaching will be boring since you will get bored easily. If I am one of the judges, the first feeling and impression interviewees give me is important. The way of teaching is quite the same. The winning point is interviewees should be distinguished. A sweetly smiling face is very much welcome. Clear expression and good organization are also into consideration.

What advice would you give to someone who is thinking about pursuing this occupation? Or what suggestions will you give to a student teacher when he/she is going to have an interview in other schools?
Make sure he/she knows his/her stuff. Read a lot and be enthusiastic! Pray if he/she can. Take it easy, and be confident.

15. When the term "careerless" came to me, I found it interesting. Compared with working in a company (which mostly has promotion system), do you think teaching is "careerless"?
Undoubtedly, those who work in a company in higher position get higher pay. But, what I am wondering is if their ability and horizon will be widen in some extent, or the title is just like a "shell", poorly, nothing worth-sharing inside. I don't think teaching is careerless. I am not ambitious to achieve higher position, the reason of which is both Director and Principal are not at the "front line" to stay with students, which isn't included into my career goals. If I am not promoted, I will be a teacher all the way. Though the title has been "Teacher", I've kept enriching my experience and fulfilling my life. I am usually hungry with my satisfaction; in this case, I will make my world differently.

16. How does this occupation lead you to educate your children?
I have one son and one daughter, who are ten and eleven years old, respectively. My students' ages are closer to my children's. If some students are outstanding, I will ask their parents to share the raising experiences. In addition, since I spend time with students most of the time, I can know how to get along with my children and realize what they are thinking. This helps me get to know my children easily.

17. At the end, please describe your teaching career with one sentence.
It's really hard to conclude in one sentence. Though what I teach is English, but differently, whom I teach changes every year and the problems needed to be dealt with hence differ. So, I would say teaching is also a grow-up process. I do learn a lot from students. Like what I mentioned above, help others and I will be helped. I have't regretted of teaching. I am loving this job!

Part III~Reflection
When I was done with the interview, I found out realizing Teacher Fahn's career in only ninety minutes was limited, but I got a general picture of how she has been so far. I really appreciate Teacher Fahn's belief--help others and I will be helped. Her simple idea is clearly understood; in other words, teaching is not giving selfishly, but to help students with generosity. This open-minded attitude will lead to fruitful rewards spontaneously. Furthermore, Teacher Fahn's love toward teaching is so firm and assured that makes me meditate, in the near future, if I can handle this occupation well or not. As Fahn suggested creativity, interest, enthusiasm, and an ability to relate to students are qualifications for this occupation, I don't know how much I can demonstrate deep inside my heart. However, I do examine my attitude toward the future teaching carefully and seriously. Moreover, I am impressive with what Fahn said--learn how to protect yourself. In the process of settling into an occupation, it's not easy to make oneself secure and demonstrate their values at the same time. In this dilemma, how to be balanced with personal and organizational condition is a tough task needed to tackle.

In addition, there are some important information I gained form the interview. Being a teacher has to manage time well and organize a sound knowledge for each and every class. Be full-prepared and well-organized is important. Besides, how to design an instruction which interests students is crucial. In my view, it's better for teachers to recall what they were like when being students themselves; teachers hereby can think about how to present a successful lecture. Again, creativity and enthusiasm are key points here. Also, teachers have to be responsible, flexible, and approachable to help those who are left behind and further build up a good relationship. I do believe "conferencing students" is a good approach to have a better understanding of students. I think it's a great help for teaching and learning. When I was studying in the United States, I had six conferences with ENG 101 professor during one semester. She tried to know what's going on with my study and solved my learning problems. Hence, interaction between teachers and students is so indispensable that it can promote teaching and learning efficiency.

Before the interview, I consider the life of teaching can be exactly quite the same, such as teaching materials/goals/environment, and title/status/prestige. However, this interview presents the teaching job is diversity, flexibility, uncertainty. Like teacher Fahn said, teaching is more than teaching. Managing the class, consulting students, communicating with their parents, and socializing with coworkers are all in the list. In the 21st century, teachers are viewed as a primary rule for educational excellence. I agree teaching should be considered as a professional occupation since it belongs to public service. Due to the change of students, the improvement of technology and the variety of society, profession growth is the first thing needed to take care of to cope with the changeable education. In order to professionalize and make teaching a more rewarding experience, I came to realize that teachers have a need for a highly skilled and competent teaching enforcement. Thus, teachers should seek continual growth to cultivate themselves at various points during their career. I can see Teacher Fahn is voluntarily to join activities, to renew techniques and promote efficiency in terms of teaching and learning. Besides, advanced study will broaden her life circle and influence her attitude, thought, behavior and knowledge, by means of which cause a better teaching environment. Therefore, I think keeping abreast of changes and finding new ways of teaching are great professional maintenance. From this short interview, I give more consideration to how the teacher's awareness and understanding of the teaching environment. I understand how her profession and perceptions affect the career development. That's why teachers need to know more about the career cycle so that they can be supported and assisted in realizing their professional potential. Here, I found out how the career cycle and professional development are related.

In brief, this interview is just like a "check-in" step , helping me approach what teacher's career is basically like. I found out being a teacher isn't an easy job, since he/she plays an important role in educating children. As we know, what teachers perform is expected in the whole society and education system. If school reform is to be successful, teachers must pay extra efforts to maintain the quality of teaching and learning. Thus, I strongly believe teaching needs professional knowledge and special skills, which must be maintained with contentious endeavor and research. On the exploration of teaching road, I think about narrowing down the choices of the specific teaching role--what kind of teacher I want to be to create my own value. How to use the language in the real life context, how to integrate media and technology into instruction, and how to apply theoretic knowledge and skills into action are three aspects I need to think about. Still, I am very much impressive with what Fahn said--help others and I will be helped. Teaching is an interpersonal process. As long as teachers are confident with this job, I'm convinced the more effort they make, the more rewards they will receive. Thank for Teacher Fahn's rich experience sharing. I do appreciate her great help; it means a lot. All in all, this interview highlights my personal awareness. It not only gives me a basic acknowledgment of this occupation, but also helps me have a better understanding of how to follow up.

To test or not to test, that's the question

2006-05-23T23:59:00.000+08:00

During today's one-hour speech in Tamkang, Professor Kenneth Goodman and Professor Yetta Goodman talked about "tests" a lot. I strongly agree with what Professor Kenneth said-- "the test score doesn't show how children are valuable", and "teachers get judges from test scores". There is no doubt Taiwan's education emphasizes on tests heavily, but how do they work out? Tests nowadays become reading/writing themselves, thus making students be specialized in reading and picking answers from multiple choices, which is not really learning a language. As we know, English is something we've been always pursuing. Teachers are neither testers nor correctors, but still have to think how to construct tests and further evoke student's leaning competence. Honestly speaking, I don't like tests at all, but they seems to be "pushers" to make students study. "No tests, no study" hence become students' slogan and attitude. I don't think tests will be abolished at all. But, if abolishing tests, what else can be substituted instead? Maybe, teachers can converse with students, listen to students, and observe students to find out what they know in class. Plus, teachers have the responsibility to make students be curious about the world. Teachers have to talk about the language situation; that it, they should try to communicate with students instead of constantly telling them what is wrong. That's what I gained from this speech. I think it's a good reference.

Most important of all, today's speech awakens me to meditate: what makes me become a successful language user and following realize if I am a successful language learner or not. When and how can I realize I am a successful English learner? That's an interesting question and guides me to self-evaluate how far I've been so far. I remember Professor Kenneth mentioned: "development is not a slide going straight up, but curves". How good is good? I have no idea. However, when I am getting closer and feel comfortable with the language, I think I am changing and getting there gradually. I would say recording the learning process is a good way to reflect what goals I've reached. Of course, this blog I've been working on since this February is like my e-portfolio, recording how I grew step by step.

Welcome to my Home Box Office

2006-05-23T02:15:00.000+08:00

Recently, my soul is almost dying due to all routines. Nothing special happens. Though I have schoolwork to go on, I don't feel like doing anything. Here is what I did instead. I watched four movies, two of which are from Hollywood, and the others aren't. Well, if you ask me to rank these four movies, I would say they are worth-watching with different aspects, since they all inspired my mind and awakened my soul. Please keep reading, you will know why sooner.

1. Movie: The Notebook (手札情緣)
Country: America
Genre: Drama, Romance

Actually, I bought the novel of The Notebook six years ago, but didn't watch the movie until last Wednesday. The movie was deeply touching and made me meditate whether love is eternity. If two people can love each other like both main characters, I believe true love can be everlasting, since "death ends up lives, but not a relationship".

2. Movie: Secondhand Lions (盛夏獅王)
Country: America
Genre: Drama

The reason Secondhand Lions happened to me is because one teacher in Fanghe Junior High School (the first school we visited) strongly recommended. Honestly, I was almost forgetting it. However, when I was browsing what to watch in the store, the movie's title just came into my sight. How lucky I watched this enlightening movie. I was truly impressive with how the two old men cherish and maintain their friendship. They lead an amazingly simple rural life without either a telephone or a television, but a farm and dogs. They are true friends with same interest and thoughts. Sometimes they drive the hand glider, sometimes they go hunting, and still sometimes they buy animals (like the lion named Julie). The little boy's unexpected short stay leads them to another phrase of life. You know what happened in the end? The two men died in a hand-glider accident in their 90s. They have fun when driving the hand glider; interestingly, they end up their lives together when enjoying their favorite activity(死得其所). Maybe it's a good thing for this couple of old friends. Hmm, friendship is one of important things we have to build up, but how many people can be our "backup friends"? I think this movie vividly maps out how true friends understand and cherish each other(相知相惜).

3. Movie: Butterfly (蝴蝶)
Country: Hong Kong
Genre: Drama

As for Butterfly, my brain is still thinking this impressive sentence: "The journey of life has already been arranged, but we don't know what will be happening next"(人生都已經被寫好，只是我們不知道). I question this interesting saying, but have no answers still. Well, this movie describes a lesbian story. I have strong feelings toward this issue since one of my good friends is kind of in this situation. Now, I am getting to be open-minded to judge the homo relationship and have a new concept-- once two people love and cherish each other, their love should be blessed. In the process of socialization, I have to admit there are many points of view having been already constructed, like women should take care of children at home and men should work outside to support the family ect. However, in the 21st century, we civilized people need to re-think, re-organize, and re-structure these traditional thoughts.

4. Movie: Diarios de motocicleta (革命前夕的摩托車日記) more
Country: Argentina
Genre: Drama, Adventure, Biography

Thank my friend strongly recommended me this unique movie, in which the two "heroes", with their dreams and goals, insist to head for the South America by a nearly-dead motorcycle (interestingly, they call it "屌車" in the movie). These two future doctors have stayed in many countries and realized their customs and cultures. Most important of all, they think countries (Peru, Chile, Argentina...) should unite together to make it better. In this one-year journey, they keep helping those who are seriouly sick. You know, they could be dead in their unbelievable journey (hunger, thirst, and coldness), but they create a miracle in their lives. This challenging adventure spirit lets me want to be a traveler, not a tourist. Being a backpacker is my dream. I don't know when I can make it, but it's definitely a must-try. ^^

School Visit III-- Taipei Fuhsing Private School (台北復興中小學)

2006-05-21T00:26:00.000+08:00

Finally, we moved on to the third school visit on May 16th. This school is far different from the previous two. It's a private school, the classes of which are divided into boys and girls, and it has three education systems from kindergarten, elementary school, to junior high school. That's right! Taipei Fuhsing Private School is the last step in the visiting list.

The class I observed was seventh grade. When I walked into the classroom, I deeply felt these girls were so lucky to have such an excellent learning environment, like great lighting/air conditioning, complete technology equipment, and an approachable water fountain. Well-discipline and good manner were my first impression. Let me tell you a small episode happening as the class just started. When I returned the class schedule I borrowed from the student sitting in front of me, she said "thank you" to me at the very short moment. Her nature and immediate response truly amazed me, since she thanked me without hesitating before getting her schedule back. In this case, I should have said "thank you" to her, but the person whom was thanked was me instead. This little story led me to think how many thirteen-year-old children could have this good manner like her. Though what she expressed was just two simple words "thank you", it made me feel I was respectable.

Speaking of teaching, it was nearly student-centered. Listening and speaking were preceding emphasized skills. From the warm-up activity, I found out the motivated students' English competence was far behind my imagination. They knew the words like Sphinx, the Statue of Liberty, and Forbidden City. Students actively raised their hands to fully participate and also applauded with generosity as a free prize to the volunteers. In the class, students did seize chances to speak up and the teacher spot-checked to make sure if anyone was left behind. However, one thing worries me now is there are still few students whose English ability is inferior to the rest at the current level. Under the peer pressure, I consider the teacher has to pay extra effort to encourage them to learn and further build up their self-confidence. Of course, how others "judge" the slow-learners is what the teacher needs to notice. In my opinion, one thing always has two sides, either good or bad. Though most of the people will "spotlight" the stronger side, they cannot ignore the vulnerable, since, in terms of teaching, taking good care of both sides can make a class whole.

Like the teacher said in the discussion, as long as we choose the right materials, select the right teachers, and take the right strategies, learning should be fun and easy! In this prestigious school, teachers are mainly information-providers and assist students to self-construct knowledge. I am impressive with the way Fuhsing's teachers cooperate to design textbooks themselves. They can discuss, revise, and test if both teaching materials and activities work out or not. How to connect all curriculums and make them run smoothly and effectively is how important the teamwork is. Good organization, logical sequence, and coherent structure are points here. Besides, I agree that learning a language should be repetitive (what I heard is grammar rules will be reviewed over and over), since the second or third time learning will recall and reinforce what students have learned. One more thing impresses me is the school has made more efforts to cultivate English teachers in the summer vacation. They, in turn, go abroad for taking on-job training and bring fresh teaching approaches back to the team. Teamwork is nowadays actually emphasized. Thus, teachers have to be professionals in the team. Here is how they have endeavored to be experts--producing innovative ideas in the changing English-teaching road.

As for as teaching and learning is concerned, one teaching approach can only make one type of students successful. That's why the school works other ways out. Here in Fuhsing, great importance is given to students' interest. Obviously, the school creates students' performance stages. Though everyone, at the very beginning, is just like an inexperienced model being trained with all kinds of well-designed methods, they have their own stretch-outs (伸展台) to be applauded and affirmed. As we know, they got started in a highly evaluated school and have been strictly educated from the very baby age. I am sure there are many "eyes and cameras" to observe what they will be in the future. No pain, no gain. I think holding extra curricula is a good access to motivating children with interest and leading them to a fruitful result.

Here is my thought. If parents can afford children with this good education, children will be given the good chance reasonably. However, not everyone is in this lucky situation. The reality is "no much money, no better education". Compared with Fuhsing' students, those mountain schools’ native children are not educated this way. It's lucky enough if their parents can afford them to study in a "very common" school, let alone cultivate them with this "all-you-can-learn-and-enjoy" environment! When I was in the college, I had a couple of native classmates. I remember my best native friend said if she was not educated in urban Taichung, she would finish studying and work in her earlier age, which has happened to most of the children in her hometown--Taitong. Actually, I feel a little sad about how children can be treated with such extreme difference! In terms of English education, what I cannot deny is different family backgrounds result in different education environments and then maybe the great gap of children's English competence. This phenomenon exactly exists and seems like inevitable.

On my way back on the MRT, I mindlessly watched office ladies browsing English magazines and students reading English textbooks, suddenly realizing time for English-learning was being such cherished. Surely, there is no exception for teachers and students in Taipei Fuhsing Private School. They are on their way!

Did you yoga today?

2006-05-21T00:25:00.002+08:00

Yoga, a low-impact aerobics, which I started to pick up two years ago. Why? I should thank my backache problem, since it brought me to get to know yoga! Actually, I've been suffering from the serious backache condition more than ten years, truly half of my life! Though my backache problem reduces, my yoga class is ongoing still. Why? That's mainly because of the experienced teachers, whom I actually have a good relationship with. My teachers, from past to now, are different from the age, gender, and professional field. They are kind, passionate, and thoughtful. That's why I love yogaing!

"You are not competing with others, but yourself", one of the teachers told us. Yes, I am almost beating the "previous me" down. My perseverance proves "slow and steady wins the race". I've spent much time realizing my body condition, getting used to teachers, and discovering the mystery of yoga. Now, I am 70% on the right track. Here, I want to thank all my teachers who have been encouraging and supporting me all the way. Did you yoga today? If not, why not give it a try?

Welcome Japanese friends in Iwate

2006-05-12T19:27:00.000+08:00

I read Alice's message and realized how Professor Hall in Japan promotes the interaction between the two groups of students. He encourages his students to read at least two Taiwanese students' posts and also give comments. Here in Taiwan, Alice has been trying to give us more chances to contact people in a foreign country. It's good that our blogs can work out like this, making teaching and learning more useful and meaningful. Being a Taiwanese student, I sincerely welcome new friends from Japan.

p.s. Click the following links to see more. ^^
1. http://www.blogger.com/comment.g?blogID=26565535&postID=114732101467147786
2. http://www.blogger.com/comment.g?blogID=23223305&postID=114313266931800801

Feedback on group seven presentation (Media & Computer)

2006-05-12T14:12:00.000+08:00

The three websites, Virginia, Miranda, and Lisa introduced this Tuesday, have their strengths in different aspects. Thank you all here! Well, Yahoo Group is just like "birds of a feather flock together". On the platform, people belong to the same tribe sharing ideas and thoughts in common. I like this Yahoo system because of multiple choices and functions, some of which my blogger doesn't have, such as File and Calendar. So, I can neither categorize my posts nor get the reminders. Speaking of Hot Potatoes, it highlighted me most because I can design several kinds of exercises in the short time, like jumbled sentences, crossword puzzles, matching, question-based quizzes, and gap-fill exercises. I believe most of teachers will definitely love this software since it really helps in terms of e-learning. As for I Will, since I took Dr. Wible's composition class in the second year, this learning system luckily happened to me few years ago. Basically, we students both did the online writing and got Dr. Wible's comments/suggestions as well. The interaction was completely on the platform. We had a discussion board for sure, which assisted teaching and learning a lot! By the way, I was quite impressive with "Mining Movies". Though the majority of movies are out of fashion, it's good students can learn sentences they are eager to know from various movies.

In the 21st century, technology really matters in the education field. Today's presentation made me remind of "Ladder Digital Institute". This international learning center includes rich media curriculums and creates long-life learning. As long as you can get online, you can learn languages anytime everywhere. That's how technology works. It sounds cool, doesn't it?

p.s. You can refer to the following list to approach the three websites.
1. Yahoo: http://groups.yahoo.com
2. Hot Potatoes: http://web.uvic.ca/hrd/hotpot/index.htm
3. I Will: http://www.iwillnow.org

The most powerful Hit FM DJ Dennis

2006-05-12T00:52:00.000+08:00

(This picture was taken in Dennis' party on 6/4.)

This Wednesday night (5/10), my favorite DJ Dennis was invited to Tamkang University. I was sooo excited to see him. Actually, I've listened to his "midnight broadcast program" for almost two years. What has been attracting me is his distinguished program style. Being a long-term listener, I can tell he is such a(n) unique and excellent DJ with strong passion toward R&B music. Last night, Dennis' two-hour DJ career sharing made me further understand how he has become one of the popular DJs in Taiwan. What makes him today is not good luck, but his perseverance. So far, he owns thirty thousand pieces of CDs and regularly spends ten thousand NT dollars on music products each month. Report-gathering and note-taking are how he seriously categorizes mountains of CDs. Interestingly, he inserts pieces of small notes into the CDs he has listened and highlights the songs impressing him. Whenever he selects songs, all he does is take a look at the notes and quickly get the idea of how and why the music is strongly recommended. Surprisingly, every day, he reads six versions of newspapers and/or magazines to get the latest information. He said he has to know everything people have already known, and also has to know things people don't know. "If not doing so, I will be out in this broadcast circle", he emphasized. Though his working hours are three hours at midnight, he has to get each and every step done in advance, including the songs he wants to broadcast, the words he wants to say, and the advertisements he wants to put in. The preparation lasts six hours or so. I don't know how hard-working a responsible DJ is until yesterday. Now, I am getting realizing him, and of course, I like him more and cannot take my ears off his program. Hehe. Well, that's just a very tiny part of the speech; actually, there are more interesting stories included.

During the speech, laughter was up and down. His passion completely "hooked" audiences' eyes, his sociability overturned the generalized speech, and his charm was madly overwhelming. Well, it's truly an honor and a pleasure to realizing him with another aspect. As usual, I stayed tuned on Wednesday night. The thing completely touched me was Dennis, on air, thanked Tamkangians. How sweet he was!! Still, I am impressive with the three sentences he shared: "if you care, you will go far", "follow you heart", and "never work for money". Briefly, I really appreciate his positive working attitude. He mentioned that he is so ready for his job since he started to collect R&B CDs when he was a teenager. Now, it's R&B's world, so he creates his own stage. He cherishes every chance bosses gave him, he makes extra efforts to get the job done, and he insists to do the job he is in love with. Being a DJ is his dream, a dream being realized. All the way up to the eighth year, he is still enthusiastic with his job. He is so far beyond my imagination...such a powerful Californian big boy. I will definitely root for him all the time. I did, I am, and I will.

p.s. DJ Dennis' program is from 00:00 to 3:00 midnight (Hit FM 91.7 Taipei area), if you would like to listen. Wanna know more about Dennis? Go click HERE or the title. ^^

M-O-T-H-E-R

2006-05-11T00:08:00.000+08:00

Dear all,
This coming Sunday is Mother's Day. How are you going to "rock" the day? Try to show your love, and your mothers will be smiling all day long. Here is a poem for you guys.

M-O-T-H-E-R

"M" is for the million things she gave me
"O" means only that she's growing old
"T" is for the tears she shed to save me
"H" is for her heart of purest gold
"E" is for her eyes, with love-lighting shining
"R" means right, and right she'll always be

Put them all together, they spell "MOTHER"
A word that means the world tome

Howard Johnson (1915)

Feedback on group six presentation (writing)

2006-05-02T23:03:00.001+08:00

The lecture Tim and Paulin presented was both useful and enjoyable, since they created a "real and natural invitation card writing" class. The focus was simple and concrete, helping students get a clear picture of how to write step by step. I think the three models, including how to write an invitation card and how to accept or refuse the invitation, were so well-structured that students could follow up easily. In other words, students did the "parallel writing", just like an example of the postcard activity given in the textbook. Thus, they could stick closely to the provided models and learn basic writing skill quickly and correctly. I would say students were really "engaged" in the writing task. That's where the presentation was successful.

As for the prize thing Alice mentioned, in my opinion, the more doesn't mean the better. I don't think "fake money" is that bad (like Grace said it's negotiable), but if teachers give the prize over and over, students' interests will decrease because of lower attraction. Maybe not to praise students all the way in class would be better. Appropriate reward should be considered carefully here.

By the way, thank Olivia for providing a series of useful links. They will be good helpers in my future writing. ^^

School Visit II-- Zhongshan Girls High School (中山女高)

2006-05-01T21:32:00.000+08:00

On the 25th of April, it rained cats and dogs. I'd been uncomfortable with my wet shoes all day long. Spending one and a half hours, I arrived Zhongshan Girls High School, the second scheduled school. Differently, that's a girls school, of course, one of the prestigious schools in Taiwan. Before the visit, I didn't have any idea of how a high school is like at all, since I was a college student. On the 25th, it's truly my first time to realize how a class nowadays is going through. Compared with last visit (Fanghe Junior High School), I come to realize there are so many differences in between. Frankly speaking, conflicts and doubts occur in my mind.

When I walked into Michelle's class, the interesting thing was students are all girls and co-seat. Well, Michelle's teaching basically could be divided into three parts: word-guessing, recipe-introduction, and idiom-exercising. Actually, I was kind of confused at the beginning of the class. Five minutes later, I realized what Michelle did was to give extra information related to food. The kick-off was word-guessing, cooking ways like "bake, roast, grill, boil, stew, simmer, steam, braise, deep-fry, and stir-fry". What students needed to do was to guess words' meanings from the provided definitions. Discussion was taken place here. From the interaction between teacher and students, I found out Michelle didn't pay extra efforts to explain words because students were nearly hundred percent correct. Word-guessing looked like easy enough since students' English competence is averagely good! In the second stage, Michelle showed the recipes on the screen. Taco and polenta were the dishes. What Michelle did was to introduce how and what to make dishes (steps and ingredients), and at the same time, asked students to guess at some certain words according to the context. Students could learn other words like "beef chili, avocado, cheddar cheese, corn tortillas, whisker, porridge, braised meet" and so on. Obviously, girls scanned many words in this part, but what I was curious (maybe I should say surprised) was seldom of them wrote them down. Could they remember the words immediately? (Or they didn't have to?) Would Michelle test them about the extra information? (Or the information was just a motivator?) When the activity was switched to idiom-exercising, I was puzzled, still. Each student got one worksheet with idiom and expression related to food, such as "stew in her own juice, bread and butter, a pie in the sky, forbidden fruits" ect. Hmm, idiom thing is like we know each and every word, but don't know the whole meaning ("culture" might be considered here). That's really frustrating. I could tell students tried, but not many got the points. In my view, Michelle put an aim on learning either words' rhyme or alliteration. Within fifty-minute class, what I felt was Michelle played the guider/stimulator role most of the time. The way she gave students input was not to tell them answers, but asked them to "discuss and guess". In class, Michelle used English only; however, most of the students answered in Mandarin instead. I am wondering if other teachers will encourage students to speak English out. Though few games or competition included, students' participation were highly praised. Due to the first time to experience how a class proceeded, I have a few questions as follows.
1. To my knowledge, most of the teachers provide extra information for students. How teachers' input can help them reach a certain extent? How will students look at the type of learning? (Bored or excited?) What kind of attitude will students hold to learn? (Just glance and know what's it about and/or as a "boarding" for another extensive learning?)
2. I do believe the majority of students in Zhongshan are active learners and well-disciplined. In this case, teachers might be in love with their teaching. However, do they have more (or less) pressure than other schools'? Furthermore, what leads to teachers' teaching styles? Zhongshan's culture/tradition or students' learning background? And how teachers' styles affect students' learning?
3. As far as I know, Zhongshan's students are highly evaluated. Compared with those honored students, if some are slower or passive English learners, will they be "out" easily in this competitive environment? How will they "survive" in the ecosystem? And what effective strategies will teachers take to popularize English competence?
4. Learning is no limit. But teaching is not giving endlessly. In other words, teachers cannot give students limitless input, there must be a standard based on the teaching and learning. If the school has criteria, then how much is enough and how good is good?

Alright, switch to the meeting part. From what Alice showed us, I was, truly, madly, and deeply, amazed at teachers' TEAMWORK. Just like what Alice said, learning should be "more than English". I cannot believe, under the pressure of Entrance Exam, Zhongshan's students show active participation outside classroom!! Tests cannot speak for anything. Hence, I am convinced variety and creativity of contests will help students exert their potential from several aspects, and also cultivate their multiple developments. Students thus have their own stages respectively. With English, they discipline how to debate, how to tell stories, and how to play dramas. The carry-out of contests makes learning more fun. Teachers' perseverance and innovation paid off. Besides, TECHONOLOGY is another crucial element boosting the deep learning quality. Integrating the Internet into active English teaching leads students to online resources and is an access to international exchange (like e-mails or far-distance teaching/learning). I would say not many schools have this kind of advantage. General speaking, Zhongshan's students' English standard wins a high mark. My thumbs are up for all teachers and students here!

Last, I want to appreciate the three student teachers' experience sharing. Interestingly, they all have different personality. "Socialization" is a grow-up process, sooner or later. Personal speaking, no matter where I load, "positive attitude" is the first thing to be noticed. Not only time but also myself should be managed well. Undoubtedly, everything will be tough at the beginning. How to build up interrelationship, how to enrich social experience, and how to sharpen self-ability are "musts" I have to learn. I believe in learning by doing (no pain, no gain). Be "movable" is what I expected myself as well. If I care, I will go far!

In brief, visiting the school can just notice a few parts. I cannot get the whole idea in one afternoon. What I saw and heard might be segments; however, without stepping into the school to practically experience, I will never know what's going on in the real education. Again, thank Alice, the big hostess!

The Road Not Taken

2006-04-24T17:09:00.000+08:00

This afternoon, I accidentally found one poem by Rober Foster. I have feelings when reading it. So, I'd like to share it with eveyone here.

The Road Not Taken

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference.

Rober Foster (1874-1963)

Hmm, I do have strong feelings toward this poem. In my life so far, I've faced many decision-making situations, small or big. Right now, it seems that I am just like a lonely traveler, standing on the interaction and thinking which way to go. The issue of how future holds sounds unimaginable and untouchable. However, it's such an important thing we need to take good care. Here, we are on the same boat, going to the destination called "teaching". I do believe some get off the boat in the half way (they might not return the boat), some are still on the road to arrive the "finish line". Well, life is just like a battle between "inside you" and "outside you"(一場"內在的自己與外在的自己"的戰鬥). How good is good? I have no ideas. But no matter where I am heading for, I always remind myself-- don't be an "opaque face" in the crowds. Yes! That's how I wake myself to stay on the right track. Hey, if you were the poet, would you save the road for another day? ^^

Interview with God

2006-04-18T00:45:00.000+08:00

Few days ago, one e-mail happened to me. Although it's written in Mandarin, it's funny and worth-thinking. That's just part of it, enjoy!

採訪上帝

上帝問道：你想採訪我嗎?
我　　說：我很想採訪你，但不知道你是否有時間。
上帝笑道：我的時間是永恆的。你有什麼問題嗎?
我　　說：你感到人類最奇怪的是什麼?
上帝答道：他們厭倦童年生活，急於長大，而後又渴望返老還童。
他們犧牲自己的健康來換取金錢，然後又犧牲金錢來恢復健康。
他們對未來充滿憂慮，但卻忘記現在；
於是，他們既不生活於現在之中，又不生活於未來之中。
他們活著的時候好像永不會死去，但死去以後又好像從未活過。
上帝握住我的手，我們沉默了片刻。

I laughed out when reading this conversation. Sometimes, we are not "being in the moment". Sometimes, we are hurried to pursue future. And still sometimes, we want time to stop! We are living with time. If time can stop, then people will not be existing. If people were not existing, then they could be dead. Interestingly, people are afraid of death, but eager to have time stopped. Human, such a contradictory animal.

One duck, three eats (一鴨三吃)

2006-04-18T00:41:00.000+08:00

Last Sunday night, I took MRT to Taipei, just for a dinner with my two friends, one is Swedish, and the other is Taiwanese. We three decided to go to 天廚烤鴨 near Zengshan Station. That restaurant was founded in the 70's, and has been attracting many Japanese to come (the pity thing was I couldn't reach my Japanese friend that night ><). Though what we ordered was all about duck, we had three different tastes-- duck wraps, duck soup and duck with veges. For sure, they were all made from duck; however, the flavors were not quite the same. We were full, but enjoyed the dinner! Interestingly, I think of teaching. Even one topic can be designed as diverse teaching approaches, composed of distinct elements or qualities. In spite of different projects, what teachers want to convey will be fixed on the same topic. However, students’ feelings vary.

School Visit I-- Fanghe Junior High School (芳和國中)

2006-04-17T21:19:00.000+08:00

The term, school visit, sounds interesting to me. Honestly speaking, I've been a student for almost 20 years. I've a tight relationship with schools, but what else role can I play except for being a student? On the 11th of April 2006, I got a chance to Fanghe Junior High School. Differently, I was a visitor there. How special I was-- a visitor! Hehe. ^^

Visiting the school was excited, but exhausted. Let me begin with Emily's class. Speaking of Emily, the first feeling comes into my mind is "RESPECT". It's always good to be respected, which I felt comfortable with when sitting in the back of the classroom. She not only gave us extra handouts, but also reminded us how she has been so far in the textbook. So, we were noticed. Emily, a young and energetic teacher, has two-year teaching experience in Fanghe. I was kind of surprised at the way she, efficiently and naturally, performed. Within forty minutes, she started the class from review, test, revise, grade register, new vocabulary teaching, to dialogue lecturing. Well, what I felt about Emily's lecture can be listed as follows.
1. It's good to start with the review thing, which actually aroused students' past memory (喚起舊經驗) and helped them connect what they were going to learn in the following.
2. Well, the test, students hate mostly, is always not welcome. But, I found something interesting and different. Emily made sentences with students' names, such as "陳危畫"覺得很冷 and "陳一百"看起來很餓. When translating the sentences into English, students would not feel that bored but funny.
3. From Emily, I've learned one more important thing-- the purpose of test is not to beat students down. She was not taking a rest when students were tested; however, she walked around to observe their situation and helped them out in a "good timing". "Sensibility" was a key here. That's why she wrote down the "adjectives" (delicious, famous, hungry…) on the blackboard. The "proper hints" not only could let students realize where they need to pay extra efforts with, but also enforce their impression on what they don't know. It's workable that if students cannot reach the expected level, a teacher should lower the standard a bit.
4. Based on "Linking Verbs", the main core of test was elementary-- translating ten sentences into English. They were not compound sentences, but simple ones. Just like what Emily said, the test should be step by step. Before going deeper, you have to make sure where students have been so far. In my view, that's how "task-based" strategy works out successfully.
5. When revising the testing paper, Emily didn't ask students to correct the wrongs for the others. I think it's a good way to let students learn from the wrongs by themselves (從錯誤中學習).
6. As registering grades, Emily gave feedbacks to those who improved or got high marks, such as praises, compliments, and encouragements. This kind of constructive oral enforcement (正向增強) would gradually build up students' confidence.
7. Emily is just like a big sister knowing how to have a better interaction with students. I can tell most of the students like her. In terms of class atmosphere, Emily seems to have a "common language" with her students. What I call "common language" is only known between Emily and her students. For me, an "outsider", will think Emily is humorous enough to "steal" students’ "liking", either sharing her life experience (the story of how she dated out with a man) or creating some funny terms (there might be other meanings behind the scene). I would say that's a very much important part, especially for slow-learners in class.
8. For the vocabulary teaching, Emily emphasized on pronunciation a lot. That's the way I am with--learning new words from sounds and students will remember how to spell and/or speak easily and quickly. Since students are still getting to know English, she didn't add extra information for each new word.
9. Moving on to the dialogue, Emily asked students to circle out the words they don't know. Few minutes later, she passed down the extra materials of English version followed with Mandarin translation to help them out. In this flow of warm-up, of course, students should be tortured at the beginning (unbalanced-失衡), and then with the provided materials, they could find the answers to the questions afterwards (balanced-平衡). Hmm, it's time-assuming, but obviously much more student-centered.

Though Emily didn't design a special lecture for the 11th class (that's what she called a "normal class"), I felt she was well-structured and well-organized. She had a general picture of what to do, how to do, and when to do in class. The time was controlled and focused. From the observation, I realize a teacher should be sensitive to notice and respect students' differences (尊重個別差異). Everyone doesn't have the same learning background, so that's how crucial a teacher should give students positive encouragements (給予正向鼓勵). Students should be cared, and not be given up. I remember Emily said the final goal of this class is to help students know "how to read". What I feel is she has to do it all the way up from the very baby stage. Sometimes, what you are teaching is not what you want students to go, but "pieces" will make things stronger and successful. Well, I have confidence with Emily. She is such a planned and animated teacher.

Let me switch to Principal Yang. Here, I want to thank her for providing us such a nice meeting room in the hot weather. She did give us a big welcome! From her talking, I was touched. She said the school always has a hope-- preventing a "vicious circle" among the vulnerables. Though some parents cannot offer their children good education, the school has been trying to create a better English environment. Besides, the implement of English education is stressed on how to reduce/avoid "double-mountain phenomenon"(雙峰現象). Students are divided into different levels; therefore, each and every student can be noticed. Two heads are stronger than one, so I'm convinced the five English teachers working together as an "impeccable" group is a good start. For the extensive learning, I can see Fanghe has made extra efforts, like English song and/or drama contests. The kind of teamwork can exert students' potentials and further build up their confidence outside the classroom. By the way, I am impressive with the E-Power Center. Combing technology into teaching should be strongly carried out in the digital era. Since knowledge is not limited on books, other medias or materials should be exposed properly. From Principal Yang's introduction of school changes and beliefs, it seems that Fanghe is really "crouch-tiger-hidden-dragon". With the history of thirty years and the combination of community, I firmly believe Fanghe will be much better.

Visiting school is just like realizing a school culture. Compared with the day I was a junior high school student, the class nowadays is mini-sized and, jealously, everyone has their own lockers. On the way back to Tamshui, I was walking on "臥龍街" (the street with three schools on), thinking about what I saw and heard this afternoon. What a fulfilling day! Many thanks to Alice, it's nice being there.

Feedback on group five presentation (reading)

2006-04-08T16:31:00.000+08:00

Hmm, I like the topic--food, which is related to students' daily life and can arouse their interests. It's good to start with the vocabulary review (beef noodles, ma-po tofu…) and then reading comprehension. However, from one-by-one reading to information hunting, I feel like the procedure does not that focus on READING. Here is my suggestion. After reading the article, if Estela could ask students to move on either pair work (information sharing) or group interaction (comprehension questions), that would be better, because students need more "discussion" to widen and deepen their reading comprehension. Here, questions should be designed properly. If more interested, students will self-read extensive readings after class, which is one of the goals in reading class.

Feedback on group four presentation (speaking)

2006-04-08T16:23:00.000+08:00

It's not easy to motivate students to speak up in class, but successfully, Angel did. Well, I like the topic--culture. I also like the "blank-filling" activity she designed, helping students understand what "foreign marriage culture" is like, from which they can find out the sames and differences.I think that's a warm-up (pathway) for the follow-up activity--questionnaire. So, students can have greater imagination to describe their dreamlike weddings ect.

Since it's a speaking class, I prefer to put "whys" after the following two multi-choice questions -- "Q1. What age do you think you will get married?" And "Q3. What kind of wedding do you want to try?" From explaining reasons, students can practice how to organize and speak. Plus, after they pair up to do the questionnaire, Sunny can randomly invite one to share the other's in public (not just talking about oneself's).

Fortune Delight of March Day

2006-04-05T23:18:00.000+08:00

Well, it's April. Inside my heart are some feelings, hence I record them down as a poem!

Fortune Delight of March Day

Thank God! March brings blossom from nature.
Flowers decorate the land lovely, here and there.
March, such a pleasing day.

Thank God! March rescues people from winter.
People breathe the air deeply, in and out.
March, such a stimulating day.

I L-O-V-E March Day.
* * * * * *
The enchantment of March is overwhelming.
Flamenco music is so Spanish; fashion design is such Italian.
I cannot take my ear/eye off it.

Oh! My heart is released.
But March is gone.
Here comes April.

written by Iris in April at Changhua

Mr. Passion

2006-03-29T21:48:00.000+08:00

Dear all,
I wrote this poem with all "heads and hearts". Enjoy!

Mr. Passion

Mr. Passion, a person, full of deep and strong feeling
Mr. Passion, a motivator, injecting energy and enthusiasm into life
Mr. Passion, a stimulator, triggering people to live with happiness

One day, Mr. Passion meets Miss Career.
They are totally different types of people.
Somehow, they have to live in the same ecosystem.

Mr. Passion, a dream-realizer, prefers to lead a utopian life.
Miss Career, a goal-achiever, insists to lead a realistic life.
Will they compete or get along with each other?

* * * * * *
Here are two stories about Mr. Passion and Miss Career.

Lawyers and doctors like Miss career more.
They almost forget they have a friend, Mr. Passion.
The more money they make, the less happiness they are.
They work as usual, unhappy still.

Dancers and painters like Mr. Passion more.
They always remember Mr. Passion is all around.
Though they visit Miss Career sometimes, they are happier.
Happier to work.

* * * * * *
How about teachers?
Do they like both Mr. Passion and Miss Career?
Will they keep these two friends all the way?

How about ME?
What am I passionate with?
Where should I "invest" my passion?
How should I "spend" my passion?

Thinking.

written by Iris in March at Tamshui

Feedback on group three presentation (listening)

2006-03-28T03:11:00.000+08:00

Wow! I was so surprised at your performance. It was just beyond my imagination. Both Rosanne and Sandy did a great job. Diversity and creativity are words for the presentation. The sequence of teaching was well-prepared and well-organized. First, review of the dialogue was a topic-building and stimulated students' learning motivation. Besides, I did appreciate the "listening comprehension" part-- the tape was played twice, eye-glancing before listening was focused, and question were properly designed. Well-done, Rosanne! As for Sandy's part, role-playing created an interactive learning atmosphere. Everyone was participated in the play, which was a good thing. Differently, Rusell asked for our feedback at the end of the presentation. I think it is a good model to follow up. The whole presentation is highly evaluated, only "time-control" should be more noticed. ^^

Feedback on group one presentation (vocabulary)

2006-03-28T02:25:00.000+08:00

First of all, I have to apologize for the late feedback. Though the presentation was three weeks ago, there are still something impressive left in my mind. Let me begin with Gabrial's summary. He really gave us a brief outline of vocabulary. The way he spoke was slow and steady, and examples were given as well, which helped me follow his step and have a better understanding of the reading.

As for Helen, I would say she demonstrated a good model for the rest of groups. I like the "food" topic related to students' daily life. I like the idea of food-mapping and pyramid-drawing. And, I like the pictures as media. These all aroused students' attention and helped them catch words' meanings. Helen's voice was loud enough and motivated students to interact with. Basically, I cannot tell she was nervous, but nature and energetic. One thing I want to point out here is activity. Except for the "pictionary game"(which was testing meaning and pronunciaton mostly), I would suggest you prepare others to enforce students' spelling, such as "word puzzle"... That would be more complete. Once again, as the first group, you did a good demonstration. ^^

Is it better to teach vocabulary in separated, spaced session than to teach it all at once? And how did my teacher teach vocabulary and grammar?

2006-03-24T00:32:00.000+08:00

Vocabulary, the basic unit of sentences, in my opinion, must be taught before going over a new lesson. But, how should it be presented? For junior high school students, I prefer to teach all the new words, including the usage and examples, within one-to- two-period English class. So, I would like to teach it all at once and do the review thing in the following class. Looking back on my learning experience in junior high school, fortunately, I had a responsible teacher, who had a logical sequence of teaching approach. Though it's very traditional and nearly teacher-centered, it helped me build up a better foundation of English ability. Basically, she taught primary vocabulary first, including expanded words, such as history/ historic/historian, and also explained the usage and function of new words. Also, the pronunciation, especially stress and syllable, was emphasized. Both review and a test were moved on in the next class. With the basic knowledge and deeper impression of vocabulary, sentence patterns would be taught. After we understood all the vocabulary and grammar, she would present the lesson content, if necessary, additional information would be provided. Afterwards, we did exercises to make sure if we made ourselves understood or not. Most important of all, when we were revising the testing papers, the questions could be posed to discuss together for generating better problem-solving ways. I would say my teacher's teaching approach was combined with grammar translation, reading approach, and task-based strategies. For beginners, it's not the best, but, at least, an appropriate and effective method for second language learners. Well, that's how my first English teacher enlightened me ten years ago.

How will I teach in the future?
Reflecting on my tutoring experience, basically, I did almost the same as what I learned from my teacher. I used to encourage my student to memorize vocabulary with sounds. Whenever he knew how to pronounce the word correctly, he could spell it out easily and quickly. Usually, the prefix and suffix teaching was included, which could help him comprehend words' meaning as a group, such as im-possible and im-mobile. Like what I mentioned above, time permitting, I prefer to teach vocabulary all at once and review it as going over grammar and content in the following hours. I do agree with the way my teacher taught in junior high school. In my point of view, the grammar translation, reading approach, and task-based methods are basic and influential in teaching junior high school students. Except for these three, I think I will take either comprehensive based or communicative strategy to make my teaching more effective and meaningful. In the digital and multi-media era, knowledge is not only limited on textbooks. I deeply believe students can learn broadly/effectively if teachers provide appropriate input, like videotapes and audio tapes. That is, I would like to use visual aids to enforce students' listening comprehension since it can develop the other three skills. Besides, the better way for students to have a semantic understanding is to create a real-life situation (情境式教學). Of course, real-life-situation materials will be provided and students should engage in drama play to practically adjust their language use in different social situations. Since the real situations are created, they can speak proper English spontaneously. For example, if I am going to teach a unit about "fast food" vocabulary, I will ask them to role-play how to make an order. This way, they will know how to make clever use of the target language and further develop a set of language mechanism deeply and widely.

Nowadays, however, students' pressure of school workload hasn't decreased. Under the pressure of school competition, students have more to learn; that is, teachers have much more to lecture. Within the limited time, how can junior high school teachers create a rich and diverse learning environment? How can teachers be flexible to adjust their lesson plans under the traditional education system? Maybe people would say it is lucky if teachers can give students well-organized information, let alone make the environment interestingly. Well, creating an innovative learning atmosphere with multi-resources outside the textbook is a heavy work, but not an impossible dream; however, it seems harder to implement in the junior high schools’ formal English class, unless conversation and/or listening class is extra scheduled, further integrating students' four skills.

Reflection on March 14th presentation (grammar)

2006-03-21T01:36:00.000+08:00

What a relief! We are done with our presentation. First of all, I would like to thank all the team members, Irene, Jennifer, Irene Kan, and Shirley. We did have a good start, but still have more to improve in the teaching journey. ^^

Actually, we started our first meeting ten days ago before the presentation. Fortunately, we all worked hard to get things done effectively. Within the short time, we had three meetings and tried to make it better always, and all ways, discussing online and confirming by phone and e-mails. In the process of preparing the presentation, we were flexible enough to revise the procedure over and over again. We only got a general picture of teaching outline in the first meeting; however, we caught much clearer aim and various activity ideas in the second meeting, and also had a double-check/rehearsal in the final meeting. From this cooperation experience, I deeply believe the power of teamwork is unimaginable.

Teaching is not an easy job. It takes time to plan and prepare a lesson. What we are going to teach, the whys and hows should be included. The satisfying point is we used the inductive method to help students draw out the rules. That's a successful step. In the process of teaching, we designed different types of activities for students to have more discussion on the usage of the rule, which mostly focused on the questions related to their daily life. Plus, Irene Kan's use of mother tongue to explain the rule and Shirley's proper way to correct students' mistakes should be praised. Both of them tried their best to convey the message clearly and created an interesting learning atmosphere. For the visual aid, it's an effective model easy to follow and students could clearly know what's going on. Here, I should thank Irene.

In terms of reading the handouts, though I originally have a basic understanding of grammar, I have a concrete idea of what grammar is from the written words of the handouts, and realize the more input I have, the more output I will present. In the process of dragging out the summary, the first thing came into my mind was how to make it clear and accurate. Jennifer and I reached a common sense that we had to pose both basic and vital points. As long as the audiences can seize the main points, that's good enough. So, we didn't consider going deeper or complicated, which might mess it up. Jennifer and I only had one meeting and typed the near-concise outline out. Here, logic and organization is dispensable. Jennifer, thanks a ton!

Time management is crucial. I am very happy everyone got their job done by our so-called deadline, which helped us move on to next step smoothly. The most important thing was we all posed our ideas and thoughts to make the presentation whole. The discussion floor was open to everyone. We did have pleasure cooperation.

How can we teach grammar in a meaning-based communicative way?

2006-03-21T00:16:00.000+08:00

After making the grammar presentation on the March 14th , I would say teaching grammar as student-centered is an effective strategy, if learners' level is either elementary or lower intermediate. In other words, the teacher can give students several examples and then stimulate them to discover the rules. So, from the given examples, students are able to figure out the rules easily and quickly. That's what we called the inductive method. Though it's time-consuming, it's a teaching approach that students are more likely to remember what they discover themselves. Being a student, I consider teachers can be part of knowledge-givers; however, we students should cultivate the spirit of discovering and solving the questions after teachers' guidance. The knowledge-discovering journey means a lot. That's why I think the inductive method is more workable.

Speaking of the teaching strategies, I prefer to take the task-based approach to enforce their grammatical knowledge. Practice makes perfect! The designed activities are purposeful and also can invite students to learn grammar through having fun, such as matching, writing and speaking. Teaching grammar is not just asking students to remember the boring and meaningless rules. Actually, the structures have something interesting to follow up, and the teacher can make it more funny and various. As long as the games are presented, a better atmosphere will be created. Due to the interactive teaching approach and active anticipation, learning grammar is not as boring as we used to think.

Is formal grammar instruction needed in ESL/EFL classes?

2006-03-20T23:38:00.001+08:00

This question points out "the importance of teaching grammar" I talked about in the March 14th presentation. According to the handouts, grammar is defined as "the way words are put together to make correct sentences". In my view, learning grammar is just like getting an access to speaking the language correctly and logically. As we know, English has its own grammar, which helps us to either convey or receive a meaningful and comprehensible message. So, the importance of teaching how sentences are structured is to make the meaning clear and complete. Hence, English as second/foreign language learners should pay much more attention on grammar to sharpen their English ability. With the better understanding of grammar foundation, they will automatically develop both precise and concise sentences, which is basic and crucial as well. Therefore, I think it's a must to learn how to build up the grammatical knowledge in ESL/EFL classes. .

Is teaching a craft of a science?

2006-03-06T22:39:00.001+08:00

Well, the definition of teaching could vary. I would say teaching is the science of art due to the "design" and "sculpture" of a class procedure. Imagine the podium is a stage, and the students are audiences. Giving a lecture is just like performing a show, which is the display of art. Speaking of art, the first word comes into my mind is "creation". In order to present a worth-watching show, creative ideas are must-be-used elements to enrich audiences' knowledge world and help them experience a fruitful learning journey. That's why I think teaching is art.

Welcome to the world

2006-03-01T22:46:00.000+08:00

Dear all,
Welcome to Iris' Wonderland and drop me a line if you could. I do appreciate it!
Have a good one~ ^^*

p.s. Go click HERE, there are some more fun inside!!