My students are crazy

Sometimes crazy things happen in English class.

英語の授業に時々Crazyな事がある。

My students were put in charge of making things to sell. This group chose rice balls.

生徒は売る物を作った。このグールプはおにぎりが決まった。

This set: Salt, shrimp, amazing rice ball. (what??)

これは塩、エビ、Amazing（すばらしい）。（なにかな？）

Next: Shrimp, omelet, mystery (which apparently has poison in it).

次はエビ、オムライス、ミステリ（毒物が入ったらしい）。

Last: fried chicken, fried rice, and cat. (???)

最後はから揚げ、ちゃーはん、猫　（怖い！）

Fun in English class

Today in English class, we talked about what "cross your fingers" means. 

英語の授業に「cross your fingers」について話した。

Of course, this was the result: 

もちろん、生徒たちはこのようして見た。

Of course, this is more of what I'd think of. 

実はこのイメージが考えている。

Dinner with new teachers

Today, I went out for dinner with two of the new high school teachers.

今日２人の新しい高校の先生と晩ご飯を食べた。

They are brand new teachers, just graduated from college.

今年の前に卒業した。

The one on the right is one of two new English teachers this year.

右のは新しい英語の先生。

This was my dinner! Look at all those bright, colorful veggies!

私の晩ご飯！明るい野菜があった！

It was a lot of fun getting to chat with these two.

話が楽しかった。

*  *  *  *  *

In other news, I had my first English club of the year today! I didn’t know it was even going to continue this year until yesterday.

今日英語の部活がはじめた。　昨日の前続くことが知らなかった。

I have 4 students this year – 3 girls and 1 boy.

今年４人　－　女３人、男１人。

We shared some things about ourselves and then we played Apples to Apples. Best English club game, EVER.

私たちは自分のこと教えてから、「Apples to Apples」と言うゲームをした。　英語の部活に最高ゲーム。

I had fun, the kids had fun and we all finished with a smile. Now I’ve gotta think of something good for next week.

私と生徒は楽しかった。　来週いいアクチビティが考えなければならない。

What will happen next year?

Interestingly enough, with all the cutbacks being made world-wide, JET is rumored to now on the chopping block as well. The only real article about it is here, and it doesn't even to have any real, solid facts.

Regardless, it makes me wonder what will happen if they just up and drop JET. I'll have some notice, because they wouldn't be able to do it until the end of a contract year (a year from August, at the soonest).

In my town, it would mean they don't have to "deal" with having someone who can't speak the language around. At the same time, they'd miss out on realizing that not everyone speaks Japanese, that my culture has me thinking about things entirely different sometimes.

In general, it would mean there would be less of us causing a ruckus whenever we end up in a giant group (which isn't too often). There will be way less foreigners to practice English with on the trains, sneakily snap photos of and be generally confused by.

Less foreigners would be able to come over knowing that they have this amazing support system that JET provides for us.

For me, it would mean I'll be thrown into a crazy dash to find jobs in Japan (should I want to stay) or the insanity of teaching jobs being cut at home.

I know that God will lead and provide wherever he leads, but it has me very curious to see what the future looks like for both Japan (including these people I care about), my JET friends and myself.

English Class today

Today I got to visit what is probably my favorite school, mostly because when I go, I get to spend the entire day at the school and really get to know the kids (which is incredible). The students are one sixth-grade boy, two third graders (girl and boy), three third graders (2 boys and one girl), two second grade girls, and two first-grade girls. They are an insanely fun group.

I was informed about the English lesson moments before going into the classroom. The teacher wanted me to pronounce the cards with the animals on them and then read the story. That got my brain going. If I was going to read this story, which the students weren’t likely to understand all the words to, how was I going to keep them engaged? (Keeping students engaged is always a big question for me, because it cuts down on management problems).

We got into the classroom and I asked, “How are you?”, “How’s the weather?”, “What’s the date today?” (the regular set of questions). As usual, most of the students do not know the month to be able to say the date. I have one third grader who seems to be particularly gifted in English who can almost always answer the question (maybe he studies at home?).

Then we pronounced the words, kids repeated (pretty standard way to start). After some questioning of students on the words, we moved on and played karuta. Karuta is a game I was introduced to in my high school Japanese class. The teacher calls a word and the first kid to slap the flash card wins it. The kid with the most cards at the end wins. We played a few rounds, with me being silly at the end and calling random non-animals (like carrot) when there was only one card left, to see if they were really listening.

After Karuta, came the story. It was about animal noises. To solve my earlier problem, I decided to pass out the cards with the animals. Each student was responsible to hold up her/his card when she/he heard the animal’s noise.

Please remember that as they were being asked to do this, most of the animal noises that we use in English are different than the ones that Japanese people use for animal noises. So as we went through the story, a few of the students held their animal up for every noise, until they got it right, and a few actually tried hard. They stayed engaged the whole time though. That was the best part; I didn’t lose any students while reading a story which most students didn’t understand.


My view a couple of mornings ago.

Confessions of a Janken player

“You’re a strong Janken player” is what one of my students said about me (as translated by the English teacher). The funny thing is I have learned how to win or lose at Janken in Japan on purpose.

Janken, for those of you not in Japan, is Rock, Paper Scissors. Japanese people have an incredible chant that goes with it, I don’t completely have it down and I’m pretty sure I’m mis-pronouncing the words when I do say them.

Different from home though, is the fact that EVERYTHING can be decided by Janken here. Which team are you on for a sports game? Janken. Who just won the card in the game we’re playing as a class? Janken. I’ve even heard rumors that it’s used in Japanese business meetings (obviously I’m not present, so I’m not so sure).

Anyways, I figured out that I can decide whether to win or lose when I was first playing with students shortly after arriving. It was about a week after school started and all the elementary students from my four small schools came together at Shimokanayama Elementary, for a grand total of 29 students.

On this day, we had a big tournament where each time you won, people hooked onto your back and you kept going with this train of people behind you. Well the first few times I didn’t really have the chant down and I didn’t know when to show my symbol. So somehow, I ended up with paper. Then I realized I was winning each time. My elementary students were always playing rock first.

I thought, there’s no way, someone has to play something different. But can I win the whole thing only playing paper? Sure enough, who was the winner? Me. So in a battle against teachers and students, the foreigner who was playing for the first time in Japan won. Awesome!

Today, we played a game that used it as well. It was a game where we had flash cards laid out and the two teams were starting at either end of the line, when they met they had to say “Dom!” then Janken (used as a verb here). The loser went back, their team started from the beginning, and the other team continued. The goal was to get to the other end.

I based what I played on where we were in the line. If I was less than half way through, I would play paper and win, if more than that, I would play scissors and lose, giving the students who aren’t native English speakers a fair chance. Most of the time this theory worked. My team never did get to the other end, but I did find a few students who played something else and won or lost when I wasn’t expecting to.

At the end of class, students share their impressions. One girl commented that I am a “strong Janken player.” I had to laugh on the inside because she must have just met me each time when I was “winning” rather than “losing.”

Should vs. Had Better

Today, my JTE asked me the difference between these two ways to say the same thing. At first my response was they’re exactly the same. They do mean basically the same thing, but then I continued to ponder this. If they’re exactly the same, why does the students’ use of “had better” sometimes strike me as strange?

My thinking continued. Where do I hear “had better?” It seemed that I usually hear had better from older people. I was thinking like grandmother types. I continued to ponder. Does that mean it’s English that older people would use? Or does that make it English that you use to someone who is younger than you?

When do I use it? It seems like I would usually use it with someone if it were something that was super important for them to do or there would be bad consequences. For example, “you had better take your coat” (on a cold day). Except, I think I would still use should. Where would I use this phrase? In what contexts would I use this phrase? I’m still not even sure.

The eventual explanation I decided on, was that you’d use had better with people younger than you and should with your peers and for older people, I’d usually stick on an “I think” (i.e. I think you should . . .). Even that, seems a little funny, because I rarely choose to use “had better” and would use should almost across the board, with a few exceptions.

What do you think? Was my explanation right? Are my thoughts crazy? (probably!) Is there something I’m missing or an official explanation somewhere?