after my own heart
This morning I actually taught a middle school lesson as I wanted to for the first time. It was to a class of one, a "troublesome student" who doesn't want to study with the rest of her class. In my mind she's one of the smartest first years I've met; she's already figured out that the school system is largely a load of crap. The trouble wasn't that she thought this way-- many students slack off in class, fall asleep, or otherwise just tune out. But she actually said something about it, and she quietly maintains her position despite a lot of pressure from above. For this reason she's been put into a separate room by herself, because while she still comes to school I guess nobody really knows what to do with her. Another English teacher at the school described her as "haughty, with a superiority complex". She's a true independent thinker in a sea of drones.
The vice principal, figuring she's a lost cause and at least I couldn't do any harm, asked if I wanted to go in and talk to her this morning. I didn't speak a word of Japanese. Like any student I've met here she was nervous and afraid to make mistakes, but her pronunciation was actually pretty good. Using only hand gestures I got her to start thinking in English, just for a moment. The moment of clarity struck when I got her to not just repeat "My book, your book" but to use them correctly in context. After that I had her write her name on her textbook (which she hadn't opened or used yet) and taught her how to write uppercase and lowercase letters on a sheet of primer paper.
About halfway through the lowercase letters, after the vice principal had left the room, she stopped and made a remark in Japanese that she hated studying. I chuckled and agreed that studying was annoying, and asked her what her long term goals were. We talked for a bit about short term and long term goals, and I mentioned that in order to reach her long term goals, in the short term she would need to learn certain things in school and use those as stepping stones. I told her about my long term goals in teaching her English: speaking, listening, reading, and writing, and while I think she grasped the necessity of learning to write the alphabet, she also said that she has trouble keeping both her long term goals and short term goals in mind. We finished up quickly, and I told her that tomorrow we'd practice speaking some more.
I think that motivation is going to be the toughest part. Since she doesn't want to study, I think the best tactic is to couch things in a manner that isn't normal studying. Speaking and listening should be easy, but writing is going to be tough; I'm going to avoid directly using the textbook. I'm going to try to put into practice all the things I've wanted to-- speaking practice, using the language in context, phonics, getting her to think on her feet.... If I expect a lot I should get a lot. For the first time in awhile, I feel challenged.