Posts Tagged NOVA kids
October 7, 2006 – Renovations during lessons
Posted by Barniferous in Teaching English on January 3, 2018
My usual Saturday evening teaching partner Molly was on vacation. Due to the ongoing teacher shortages in the area, I was the only teacher in the building for the last 4 lessons of the evening. Each of my classes was at its 4 student capacity, making for a busy evening.
During the afternoon, right before my group kids class, one of the branch staff decided to replace the filters in the air conditioning units in each of the kids rooms. I’m not sure why they decided to start this right before a group class – usually the staff go out of their way to avoid disrupting lessons. When the lesson started, there was still a ladder in the middle of the room.
Realizing that a bunch of energetic children in a small room with a ladder was a disaster waiting to happen, I decided to improvise and moved my group into the unoccupied Voice room.
In branches that have dedicated NOVA kids classrooms, these rooms are specifically designed to teach children. There are teaching materials on the walls, high shelves for anything that the kids shouldn’t get at, and a total lack of furniture. The Voice room was designed with adults in mind – there was a giant movable white board, tables, chairs, maps, and all kinds of English books and magazines. The kids were so distracted by everything in the room that the 40 minute lesson flew by. It was one of my easier kids classes ever!
September 29, 2006 – Please don’t spit on the teacher
Posted by Barniferous in Teaching English on December 18, 2017
Today my experiences teaching English to children hit a new low: a 4 year old girl spat on me in the classroom.
Most kids that I have taught are pretty good, if uninterested. However, over the past few years I have been hit, kicked, kanchoed, and had a variety of objects thrown at me, most notably a marker which bounced off my face. I have also had kids call me terrible names in Japanese: I usually let this go for a few minutes before telling them in Japanese that I can understand everything they are saying. Today was the very first time I have ever had someone spit at me in class.
At first I was shocked, then disgusted, then occupied with trying to find something to wipe it off, then back to disgusted with a bit of angry.
Teaching English to children is a very effective form of birth control.
April 22, 2006 – Zenbu wakatta yo
Posted by Barniferous in Teaching English on October 25, 2016
The month of April has been a busy one for group kids classes. After two and a half years as an English teacher in Japan I would consider myself to be a “good” or “very good” teacher for adults. I enjoy most of my lessons and feel like the students are both enjoying themselves and learning something.
I can’t say the same things about my kids classes; they are the hardest and least enjoyable part of my job.
Today in one of my group kids classes, I had a young girl who decided it would be fun to throw a marker at my face. I wish I could say that I made a matrix-like dodge, impressing the class into respecting my teaching authority. Instead they laughed as the marker bounced off my face while making a smacking sound.
The same little girl decided to up her game later in the class (after I had hidden the markers) by calling me a bunch of nasty words in Japanese. One of the big selling features of NOVA is that the classroom environment is supposed to be English immersion. Even if teachers can understand Japanese, we are supposed to use English at all times. However, after about a full minute of her using every awful word she knew I was getting tired of the abuse. I smiled, leaned in, and told her quietly but firmly “zenbu wakatta yo” (I understand everything). She was shocked, turned red, and immediately stopped the name calling.
English immersion or not, everyone living in a foreign country should make efforts to learn the local language. It might come in handy one day!
Author’s note: I recognized most of the names she was calling me because the “bad” words in a new language seem to be the most fun to learn. This backfired on me a few years earlier which you can read here.
April 2006 – The perils of not wearing a watch
Posted by Barniferous in Teaching English on October 10, 2016
As a conversational English teacher, one of the most important things I brought into the classroom was my watch. It allowed me to pace my lesson properly and make sure that I had enough time to get ready for my next lesson.
Lessons at NOVA are 40 minutes long. In that time the teacher needs to cover:
- Student intros
- Warm up exercise
- Intro to the lesson
- Introduce new language
- Drills / language practice
- Activity (situation / role play)
- Feedback and wrap up
After lessons teachers have 10 minutes to fill out the student evaluations, put away the files or hand them off to the next teacher, then get files for the next lesson. This time is also used to check for schedule changes or take bathroom breaks. There is a bell that rings to signal the start and end of the class time, but depending on the branch and the students it may be difficult to hear.
At Numazu NOVA, it’s nearly impossible to hear the end of class bell from the kids classrooms. The kids rooms also have no visibility to the other classrooms, so you can’t see when the other teachers are going back to the teacher’s room at the end of the lesson. This caused problems for a few people in my time as a teacher, but the funniest example happened to my friend Super Dave.
One day I was in the teachers room between lessons and noticed that Super Dave had not yet returned from his kids class. As the time ticked on we started to wonder if he had missed the bell, or if the classroom required extra cleanup. After a few more minutes I decided to go check on him.
The door to the kids classroom has a window; I looked through and saw him still teaching the class, completely oblivious to the time. I knocked on the glass to get his attention and pointed at my watch. He came over and saw that he was now 7 minutes over and only had 3 minutes until his next class. This prompted him to do what many of us would do:
He yelled “OH SHIT” very loudly.
In the middle of a kids class.
Super Dave immediately covered his mouth, just like a scene from a cartoon. I felt bad for him, but couldn’t help laughing at the situation. He rushed the kids out of the class and flew down the stairs to the teachers room where his wonderful coworkers had his next lesson material ready to go with about a minute to spare.
There are two important things to learn from this story: the first is to always wear a watch when teaching conversational English. The second is that if you say a bad word in a kids class, it’s guaranteed to be the one English word that the kids will remember.
April 2006 – The benefits of drinking with students
Posted by Barniferous in Teaching English on October 6, 2016
This is a post that did not originally appear on my blog in 2006. NOVA had a strict policy against teachers interacting with students outside of the classroom, so posting this at the time would have been a very bad idea.
NOVA kids was one of my least favourite parts of being a conversational English teacher. NOVA organizes their classes by age group – Kinder is 3-6 years old, Junior is 6-9 years old, and Senior is 9-12 years old. The makeup of a class is determined by demand and availability, which occasionally leads to situations like I had in one of my Kinder groups – a very bright 6 year old in with a bunch of 3 and 4 year olds.
The 6 year old girl, lets call her Momoko, couldn’t move up to the Junior group until the next time the classes were reassigned. The work that she was doing was too easy for her, and she was obviously not enjoying her 40 minutes of English lessons with a bunch of younger kids. She decided to enjoy her class time by getting the other kids to do things like hiding my teaching material, playing with the light switch, throwing around anything that wasn’t bolted to the floor, and generally making my class difficult. She didn’t do any of these things herself, she just influenced the other kids and enjoyed the chaos. I did sympathize with Momoko being stuck in a classroom full of little kids, but as a teacher I was very frustrated.
Momoko was usually picked up by her mother, but on one particular Saturday her father showed up instead. The father (let’s call him Takuya) was a high level student at Mishima NOVA, and was one of the people who would often go out for drinks and karaoke with other teachers. I’ve had a few very fun late nights out with Takuya and others, but I had been unaware that he was Momoko’s father.
Takuya greeted me in English and asked how Momoko was doing in the class. Employing the tried and tested “sandwich method”, I told him that Momoko was the strongest student in the class, she was often causing problems because the work was too easy for her, and I thought she was ready to move up to the next age group. I gave a few examples of Momoko’s behaviour, watching her curious reaction as she saw the teacher and her father speaking English in front of her. This was obviously something she had never considered before.
Takuya had never heard this kind of feedback about his daughter before. He thanked me for sharing, kneeled down to her height, then proceeded to talk to her very sternly in Japanese for a few minutes. She went pale and looked like she wanted to crawl under a rock. At the end he told me in English that Momoko’s behaviour would improve.
The next time I saw Momoko, she had turned from a troublemaker into a model student! My Kinder class suddenly became a lot easier and more productive. A few weeks later when the classes were reassigned, she joined by Junior class and continued to be the best behaved student in the class.
NOVA’s policy prohibiting teachers from associating with students outside the classroom makes sense; they want to avoid any situations that could cause lawsuits, damage to the school’s reputation, and especially loss of repeat business. Companies needs to take measures to protect their business, but at the same time, allowing sensible interaction between teachers and students or teachers and parents can be a huge benefit.
In this case, my relationship with Momoko’s father was a big help in improving the classroom situation for both Momoko and the other kids in the class. Could this have been achieved without hours of izakaya time and karaoke? Probably, but my way was a lot more fun!
December 12, 2005 – Best class ever!
Posted by Barniferous in Teaching English on December 12, 2015
Today I was working at my old branch in Mishima as part of a shift swap. I has a kids class that was scheduled for 5 young kids (3-6 years old). However, NOVA has been running a promotion where your child can bring a friend to a NOVA kids lesson for free. In addition to the 5 paying children, I had 3 visitors. This should have been a recipe for total disaster, but I somehow managed to give the BEST kids class I have ever taught in my entire time being an English teacher. I have no idea why things went so well, but the whole experience was fantastic.
There was no crying, no throwing stuff, no attempts to kancho the teacher, and no fighting. The regular kids all tried to help the visitors by showing them everything from what to say when they entered the classroom to helping them write their names in English on the workbook pages.
I will never have a better kids class than this one. The bar has been raised. And for all the complaining I do about NOVA kids, this was one of the few very pleasant surprises.
July 19, 2005 – No hands handstand
Posted by Barniferous in Teaching English on July 19, 2015
Today before work I picked up Harry Potter 6 on DVD! Woohoo!
At work during a kids class, one of the students thought it would be fun to do a headstand against the wall. He got into an impressive headstand position, then removed his hands so his entire weight was being supported by his head. His 5 year old neck buckled, and he fell to the floor in a heap.
For those wondering, a typical NOVA kids classroom has no furniture. Classes for younger kids feature a lot of moving around, with some sitting on the floor for textbook work. It is not uncommon for kids to be moving around.
I have seen kids throwing things, trying to escape the classroom, and fighting before, but I had never seen a kid try to do a no hands handstand before. I didn’t really know what to do, so I went over, helped him up, and asked if he was okay. He said yes, so I continued with the class.
As soon as I turned my back for a second, he was back against the wall doing yet another no hands headstand. The results were exactly the same as the first time, except this time he grabbed his neck and started yelling “itai! itai! (it hurts! it hurts!)”. I told him not to do that again in both languages. Moments later he was trying once again to break his little neck for a third time. I picked him up and moved him away from the wall while he was laughing.
I don’t understand children. Not at all.
June 23, 2005 – Missing: the good kid
Posted by Barniferous in Teaching English on June 23, 2015
I spend a lot of time complaining about teaching English to children on this blog, but don’t get the wrong idea: there are some really good kids in the classes. I was even lucky enough to have a good group when I worked at Kawasaki NOVA.
Today, one of my favourite NOVA kids students didn’t show up for class. Why is it that the good ones miss class, but the difficult ones always show up?
June 19, 2005 – Team teach
Posted by Barniferous in Teaching English on June 19, 2015
I teach several group kids classes, and one of my classes is a problem. Fortunately NOVA sent out an experienced kids teacher to do a team teach with me today. I got to see what a class should look like, and learned a few new techniques for classroom management. They have asked me to try out the new techniques next week and see if I can manage on my own, and if not they will try to reassign the class.
School teachers back home often get training days where they learn new techniques and exchange ideas. I think that would be a great idea in the conversational English school world as well. However, teachers in training are not teaching lessons, which means they are not making money for the school. Given that teachers usually stay for a year and then return home, I can understand why they don’t invest more time in training, although as a teacher it would be really great if they did!