We are teaching the best lesson of our lives, engaging the student and filling their brain full of English, when suddenly a listening activity occurs. Since CDs are rarely replaced, years of usage take their toll and result in CDs so scratched that they will barely play. Needing to apologize over the condition of the CDs not only reflects poorly on the teacher, but also on the school.
For more experienced teachers, there is always safety in using cassette tapes. Cassette tapes can never become scratched, and have the ever-important reliability that CDs simply cannot provide. Many teachers will decorate the tapes to create a more personal atmosphere for the student, and allow the student to cue them for the activity.
For those who do not have extra cassette tapes, another possibility is to record yourself narrating the listening activities. This is beneficial for three reasons; one, you own all of the rights. Two, you won’t be surprised by the content. Three, it delights the students, and they are more likely to believe that you are a professional narrator.
If your school has new CDs, keep them in pristine condition by never placing them in direct sunlight, lightly washing the backs with a solution of detergent and water by means of a soft towel, and never putting them directly on top of paper.
For a variety of reasons, students often buy expensive pens. Whether these be made of precious metals, have ornate carvings or engravings, or simply have a monogram on them, you will come across students who enjoy spending money on pens. For them to use the pens in the classroom and not ask if you would like to use the pen while teaching is inconsiderate.
First off, under no circumstances should you take the pen under the intention of stealing it, otherwise you can be charged. You will need to take the pen with the intention of borrowing it to avoid any legal issues.
There are several techniques that can be employed to do so; ranging from asking to borrow the pen to distracting the student and moving the pen into a bag or pocket. To ask to borrow the pen, you should have a strong rapport with the student to make the transfer of their pen to your hand as easy as possible. From that point on, depending on your relationship with the student, you can either ask to borrow the pen until the next class or simply put it in your pocket. If the student asks about the pen, you should return the pen and say that you had forgotten to return it.
If you do not know the student well enough to ask about borrowing the pen, you will need to use a distraction and take the pen. This is more difficult than it sounds, as many classrooms are small and devoid of distractions. In these cases, it may help to have another teacher enter the classroom and lead the student into the hallways to give them some flashcards, which would allow you enough time to take the pen and replace it with a fake. Other options for distracting the student involve popping balloons under the desk, or turning on a CD player located behind the student.
In the unlikely situation where you are caught, deny that you have the pen, and ask the student questions in English until they become flustered. Remember, in Japan you cannot be charged with a crime if you didn’t intend to perform a crime, so tell everyone that you are holding onto the pen for safety or because you are borrowing it.
There are thousands of foreign loan words in the Japanese language, most of which derive from English. Even though they all resemble English words, the meanings are often changed upon entering Japanese.
A shining example of this is the English word “pants”, which when said in Japan, is assumed to be “pantsu”, which mean panties. Great care should be taken when teaching this word, especially to children. If children hear the word “pants”, the classroom is likely to erupt into chaos in the same way that Rhesus Monkeys behave when thrown into an empty swimming pool with a tiger.
Wrangling the attention of the students back to the topic of English often requires a combination of candy and noise makers, which are always paid from the teachers own pocket! Therefore, a quick and effective way to teach the difference between these words must be used.
Find a pair of clean panties, and tie a string or some yarn to them. Attach the other end to your wrist (this will stop the children from running off with the underwear). Next, arrange the students in a semi-circle, with you in the center. Start by handing the student to your left the panties on a string. Say “panties” to the student, and have them repeat, paying careful attention to the vowel sound at the end of the word. Have the student hand the panties to the student sitting next to them and repeat. Continue until every student has had a chance to perform.
The next activity must contrast the meanings of pants and panties. Split the room into two groups, based on the clothing the student is wearing. When you call out “pants”, have all of the boys in the room stand up and say “pants”. When you call out “panties”, have all of the girls in the room stand up and say “panties”.