My introduction to Early Education

Many people ask me why I moved to Japan and why I decided to be a teacher. Well, I’ve wanted to live in Japan for such a long time since visiting 10 years ago, and teaching English was something that I believed I could be good at, especially since I have been working with and around kids for the past 10 years.

 なぜ日本に引っ越して来たのか、なぜ教師になろうと決めたのか、多くの人に尋ねられます。10年前に日本を訪れて以来、ずっと私は日本に住みたいと思っていました。今まで子ども達と関わる仕事を10年間していたので、英語を人に教える事、特に子どもへ 教える事 は私の得意分野だと思い、先生になりました。

Working with kids was not something that I initially had a passion for in high school. It simply was a way to make some money during the summer as a camp counselor back in those days. However, thanks to my mother’s business, Sweet Potato Kids, where I began my journey of teaching with kids, I also grew to understand the impact that working with kids can have on their livelihood and their future.

 私が高校生の時、子ども達と仕事をすることを熱望していたわけではありませんでした。当時、ただ単にキャンプカウンセラーとして夏休みの間にいくらかのお金を稼ぐための方法でした。しかし母の事業であるSweet Potato Kidsをきっかけに、子どもと一緒に仕事をすることは彼らの暮らしと将来に影響を与える事だと私は理解するようになりました。そして私は子ども達へ教える道を歩むようになりました。

Sweet Potato Kids is a children’s edutainment center in Baltimore County, Maryland. At SPK, we have an after school program, a summer camp, and a preschool program. My Mother created this place to be a safe space for kids ages 2-12, and to be a positive example of what early education should look like, especially when catering to kids primarily in the African American community.

 Sweet Potato Kidsは、メリーランド州ボルチモア郡にある子どものエデュテインメント(楽しみながら学ぶ)センターです。そこでは放課後プログラム、サマーキャンプ、そして就学前のプリスクールプログラムがあります。私の母は、2〜12歳の子ども達が安全に過ごせる場所として Sweet Potato Kids を創設しました。これは子どもに特化した時、特にアフリカ系アメリカ人の社会で早めの教育がどのようなものであるべきかを示す良いお手本でした。

She’s had her center for 20 years, since it first opened in 1999. I first began working there as a summer camp counselor in 2009 when I was 15 years old. I had little responsibility in the actual classroom, since my mom was the owner and I was still a bit young, but one of the most important responsibilities that I had was to be a good role model for the kids .

1999年にオープンして以来、母は20年間センターを運営しています。2009年、私が15歳の時に初めてサマーキャンプカウンセラーとしてそこで働き始めました。私の母がオーナーで私もまだ幼かった事もあり、そのクラスでの私の役割は少しだけでしたが、その中で私にとって最も重要な役割の1つが、子ども達にとって優れたロールモデルになることでした。

Being a positive role model in my community meant getting good grades in school, being kind to adults and friends, and treating the students with respect, love, and care. I didn’t know at the time, but this type of action sets a precedent in kids’ lives because they grow to learn and respect you and others by watching your actions. They also know that you can be there for them when they need, and they can ask you for help if need be. They know that you will support them.

みんなにとって良いロールモデルになる事とは、学校で良い成績をとることや大人や友達、周りの人に親切にすること、そして生徒達をリスペクトし愛し、そして気遣うことを意味しました。当時、私は知りませんでしたがこの行動は、子ども達の人生の中で道しるべとなります。なぜなら彼らは、あなたの行動を見てあなたや周りの人をリスペクトし、学び、成長するからです。そして彼らがあなたを必要とする時あなたがそばにいる事、あなたの助けが必要な時は助けを求める事が出来ること、あなたがいつもサポートしてくれることも知っています。

My mother tells me that I have a passion for making sure generations are impacted via learning and experiences. I think that is true. I think that passion helped me connect with young people working at Sweet Potato Kids, and has helped me connect with young people whenever I traveled throughout the world. It has also helped me become a decent teacher here at Connect.

私の母は、私が経験によって学んできた事を同世代の人々に伝え、彼らに影響を与えられることに情熱を持っていると私に言います。それは当たっているかもしれません。その経験や情熱は私がSweet Potato Kid’sで若い人達と関わる時に役立ち、また世界中を旅する時はいつでも若い人たちと仲良くなるのに役立ちました。そして私がここコネクト英会話できちんとした教師になるのにも役立っています。

Working at Connect shows me that there is a similar vision that my Mom and also Ben Sensei have, and that is teaching them when they are young so they have the foundation to build from throughout their lives. When I go back to the US for Obon holiday, I will go to Sweet Potato Kids and meet the new students there, and will share with them my experiences that I’ve had in Japan. Hopefully, these young kids become inspired to travel to other countries and have the courage to see the world for themselves, and they too can impact others in the future.

コネクトで働いていると、私の母とBen先生には同じような未来へのビジョンを持っている事に気が付きました。それは教育を通して若い人達の人生の基礎を作ることです。今度のお盆休みをアメリカに戻って過ごすので、私は Sweet Potato Kidsに行って新しい生徒達に会い、そして私が日本で経験したことを彼らへ伝えるつもりです。もしかすると子ども達は他の国へ旅することに興味を持ち、自分自身で世界を見る勇気を持ち、彼ら自身も他の人たちに将来影響を与えるようになるかもしれません。

ご家庭でのお子さまの英語力を向上させるための方法。

ご家庭でのお子さまの英語力を向上させるための方法。

 

子ども達の英語力を向上させる為の1つの有効な方法は、ご家庭で英語の時間を持つことです。初めのうちは子ども達と一緒に英語の本を週に1、2回、10分間程読む簡単なことからスタートしてみて下さい。特定の日時に読書時間を設けると、子ども達はこの英語の時間を楽しみにします。

 

もう一つの方法は、日常生活で英語を採り入れることです。

例えば:

“Let’s put on our shoes now”. 「靴を履こう」

“O.K let’s go to the supermarket”「 スーパーへ行こう」

“Get in the car please”「車に乗ってね」

 

言語の習得では繰り返しが最も重要なことなので、一貫性を保つことが大切です。いつも同じ状況で英語を使うようにし、同じ方法で同じ言語を使うようにするといいでしょう。

 

子ども達の人生で親は最も重要な先生です。子どもは自然に親を見ていて真似をします。親が英語を使っているのを見ると、子ども達はやる気を起こします。

 

その他に日常生活で子ども達の英語の量を増やす簡単な方法が、車での移動中に英語を聴く事です。 1か月ほど同じCDを繰り返し使用すると、子ども達は1日に何度も聴いているので、驚くほど早く単語を覚えることができます。子ども達のほとんどの教科書の裏にはCDが付いています。このCDは授業で学んでいることを補強するのに役立ちます。

 

週に一度、英語のテレビ番組やYouTubeチャンネルを見る事も子ども達が受動的に言語を習得するための素晴らしい方法です。特に幼い子ども達は、シンプルな言葉を使っているネイティブイングリッシュの子ども向け番組を楽しむことができます。 Netflix、Hulu、またはYoutubeでそのような番組が沢山あるので利用してみてください。

 

ほとんどの子ども達が教室の外で英語を話す機会は非常に限られているため、自宅で英語を使うことは重要です。ご家庭で英語の時間を持つことは、彼らがコネクトで学んできたことを強化するのを助けるのにとても役立ちます。

マイケル

 

 

Ways to help improve your children’s English at home.

 

One useful way to help your children to improve their English is to have an English time at home. This can start off as being something as simple as reading an English book with your children once or twice a week for ten minutes. If you create a reading time on a specific day and time, children will look forward to this English time.

 

Another way would be to start introducing English into your daily life. For example:

“Let’s put on our shoes now”.

“O.K let’s go to the supermarket”

“Get in the car please”

 

Repetition is the most important thing when it comes to language acquisition, so it is important to be consistent. You should try to always use English in the same situations and try to use the same language in the same way.

 

The most important teachers in a child`s life are their parents. Young children naturally want to copy and mimic their parents. It is hugely motivating for kids to see their parents also using English and modelling it for them.

 

An easy way to increase the amount of English in your children’s daily life is to make travelling in the car English time. If you have the same CD on repeat for a month or so, kids will be able to memorize the words surprisingly quickly as they’ll be hearing them multiple times a day. Most of the children’s textbooks come with CDs in the back them and this helps reinforce what is being learned in class.

 

Lastly, encouraging your kids to watch an English TV show or YouTube channel once a week can be a great way for kids to passively acquire language. Especially young children, as they are still able to enjoy native English children’s shows that still use simple language. There are many such shows on Netflix, Hulu or YouTube.

 

Trying to use English at home is important because most children’s opportunity to interact in English outside of the classroom is extremely limited. Having an English time at home will go a long way to help reinforce what they have been learning at Connect.

 

Michael

 

 

 

INTRINSIC MOTIVATION FOR YOUNG LEARNERS PART THREE

 PART THREE

INTRINSIC MOTIVATION FOR YOUNG LEARNERS

By Ben Sugiyama

 

Make it personal

Get to know your students as much as possible. Learn what their favorite TV shows are, what toys they like at home, what sports they like, who’s in their family and what they do. This takes time of course, but it is well worth the effort. Once you have started to learn about your students, you can start to personalize the lesson material slightly to pique their interest. If you’re studying body parts, for example, talk about their favorite characters “How many fingers does Ultraman have?” “What color is Doraemon’s nose?”

Or when Kinka and Pinka go to the hospital in the Happy Valley series. “Oh look, there’s Nicky Nurse. Yuki, your mum is a nurse, isn’t she?”

Children latch onto this personalization and want to (intrinsically) produce the language themselves.

Also, if a child is telling you a personal story from their lives - “I went to my Grandma’s house yesterday.” - engage with the story, show interest, ask questions. There’s nothing more natural than being there in the moment with a child as they tell you what they’ve been up to recently. If they are speaking their native language, guide them into using English with you to flesh out some of the details of the story. They intrinsically want to tell you the story, so helping them translate it into English will be something they can really get behind. You can also involve the other kids in the room by asking similar questions to each of them or by having them ask questions to the storyteller. You may think you don’t have time in your lesson for this kind of activity, but in reality it only takes a minute or two.


Curiosity

When we are curious about something our brain becomes primed for learning and for memorizing. The neural pathways and chemicals do their thing and set the brain up in the perfect state for acquiring new knowledge.

In the EFL classroom, we need to set up situations where the curiosity of the children is piqued. Research shows that when we are curious, we don’t only retain the information we are curious to know, but we also retain other, periphery information.

We can use this in our classrooms. When setting up activities for young learners, have an air of mystery, build to something being revealed and use that as the base to introduce the learning. There are lots of ways to do this. For example, have a box with a mystery item or even your lesson flashcards hidden inside. Tell a story with your characters and have your students perform a task with the characters in order to unlock the box and take out a flashcard. Then when those neurons and chemicals are firing in their brain use the flashcard to hit the target language.


Characters and stories

And that brings me on to my next point. Use characters and stories. I think most textbook series aimed at young EFL students make use of characters. These characters make the content in the books more engaging for young learners, but at the end of the day, they are still just characters in a book. You need to bring these characters out of the book and have them take an active part in your lessons. Have cards or cut-outs, you can laminate a character, stick them on a chopstick and you get a puppet. Use them to tell stories, use them to go on adventures, use them to learn the target language together with the students. I personally use Happy Valley and Jimmy’s Magic House. Both series are character driven. They’re characters that kids love and that they never get bored of, but it’s my job to bring those characters to life in the classroom and give students chance to interact with them. You’ll be pleasantly surprised by how confident young learners become in their speaking when they are addressing characters as opposed to teachers.

For more on this, I implore you, if you haven’t already to go to one of Scott Crowe’s presentations. His work on emotional positioning is fantastic and is a great way to use characters in the classroom.


Make it real

Make things as real as possible. For young learners, have lots of play, toys, objects, puzzles and things they can touch and use physically. I’ve said that I use Happy Valley and Jimmy’s Magic House, but in a 50-minute lesson, the books are only open for 5-10 minutes. I extract the target language from the books, and I spend the majority of time in the lesson doing games and activities with real objects whenever possible. I then tie it all together by opening the books towards the end of the lesson. The children are familiar with the language on the page and are ready to talk about it and complete the necessary activities.

In speaking with other teachers, I’ve come to realize that we all have slightly different definitions of the word ‘game’. When I use games in my young learners’ classrooms, I’m generally talking about non-competitive activities such as sorting blocks into piles of size or color. If an activity is competitive by nature, finding a certain object hidden in the room for example, then I certainly don’t give any rewards for completing the task, nor do I mention winners or losers. I simply move on to the next activity.


So to recap, the 6 main points:

Create a comfortable learning environment where students can speak freely.

Build trust.

Make it personal

Build curiosity.

Use characters and stories.

Make it real.


And, remember it’s a process. I can’t stress how important it is to remember that. If you make these changes in your classes, you might not see immediate results, you might think “Oh that Ben guy, what does he know? He doesn’t have to teach little Stevie here”, but trust me, if you stay the course, be consistent and don’t have higher expectations for kids than you do for adults then you’ll start to see some big differences down the line.


INTRINSIC MOTIVATION FOR YOUNG LEARNERS PART TWO

PART TWO

INTRINSIC MOTIVATION FOR YOUNG LEARNERS

By Ben Sugiyama

 

So how do we get young learners into a state of being intrinsically motivated to study English?

 

I want to stress that this is a process. It isn’t something that will happen overnight. There

are things you can do that will have an immediate impact, but for the most part the key is to

be consistent.

 

Start with the learning environment

The children need to be in a place where they feel comfortable and feel free to express

themselves. They need routines and patterns, but they also need to feel that they are not

constricted. For example, in my classrooms, the kids come in, they put their books in the

book pile, they put their bags in the bag place, they put their drinks and snacks in their

places and then they come to the middle of the room where they can play with a puzzle or

blocks or a toy for a short time. Once everyone is in and has put their things in the correct

place, then I give them a 1-minute warning until clean up time. I get the agreement of every

child in the room. This is important. Get the agreement of the children up front and you

rarely have problems. Get their agreement throughout the lesson. “So today we’ll do this

first and then after that we’ll look at this book.” Some kids want to know the entire lesson

plan upfront and that’s fine, I’ll tell them. “Yep, today we’re doing this, then that, then this.” I

even give them the option of changing the order of events to a certain degree. It gives them

a great sense of control over their own lesson.

 

What happens when a child doesn’t agree? When you say “1 minute until clean up, OK?”

And the child looks at you and says “No!”

Fantastic! Treat it as a negotiation. Acknowledge their feelings and make a counter offer.

What you’ve then done is 3 things:

1. You’ve let the child know that their voice is important, over crying, sulking, tantrums or

whatever else, you’ve let the child know that by speaking, they’ll at least be listened to.

2. Secondly, you’ve given them an opportunity to use English to discuss what they want to

do (what they want to do = intrinsic motivation) – give them the tools to have the

negotiation with you. Help them to say “No, I want to play longer”

3. And the third thing you’ve done is you’ve steered the conversation to when , and not if ,

the play time or the fun activity will stop.

 

Build trust with your students.

Trust comes in many forms, but it is so important for children to trust the adult they are with.

I’ve known teachers in the past who have tapped into that desire that children have to be

correct and to tell others they are wrong. The teacher will purposefully make mistakes

hoping that the children will correct him or her and therefore produce the target language.

No doubt, this works. Pointing at an apple and saying banana will leave you with a room full

of four-year olds screaming “apple” at you. It works, I get it. But I believe it devalues you as

the only adult in the room to put yourself in the position of being the idiot in the room. I’ll talk

about using characters later, but for now I recommend having a bad, or foolish character

and use them to elicit the same response from the children, only this time you, as the

trustworthy adult get to be on the same side as the children. In Jimmy’s Magic House there

is a naughty character called “Bad Dog”. Poor old Bad Dog, the children love to call him out

on his mistakes or his misdemeanors.

 

The children also need to trust that you will listen to them if they speak, no matter what they

are talking about. Again, going back to parenting advice, they say that when a child lashes

out, the best thing we can do is to empathize with them first. We should help them to

express themselves clearly and then talk through the problem. Obviously, in a foreign

language, this is much harder to do, but it is possible. In certain situations, using Japanese

is fine, but if possible, I treat every situation as a chance to have a natural conversation

with a child in English. I’ll help them to say what they want to say in English.

 

Just last week, we were standing and singing an active song and out of the blue, this little

boy twirls around, arms flailing everywhere and catches a girl in the head. I stopped the

music and asked her if she was OK, she said she was. I made a big deal of checking her

head was OK. First of all, I genuinely cared for her well-being and it builds trust with her that

I’m there for her when something like that happens and secondly, I knew the boy was

watching me, gauging my reaction and by focusing on the girl first, I’m showing him that the

consequences of our actions are important and that the feelings of others are important.

Then I sat down next to him, not in front of him, that can be confrontational and set off fight

of flight mode, especially in little boys and I empathized with him. “I saw what you wanted to

do, you wanted to spin around and throw your arms out like this didn’t you. You didn’t mean

to hit her in the head, I know that. But it hurt her. When you’re in a small room like this, you

need to be careful of your body, you can hurt people. Do you want to say sorry to her?”

 

Trust goes both ways as well. Another teacher told me they don’t let their students go to the

toilet during class as the kids use it as an excuse to mess about and to skive off for 5

minutes. That got me thinking, “Hang on, why don’t I do that?”, but I quickly realized that

I’ve never had a problem with kids taking too long to go to the bathroom or messing about

on the way there and back. I hope it’s because my lessons are so riveting and fun that the

students can’t wait to get back, but I think it’s simply because I trust them.

In part three, I will talk about building a sense of curiosity in a lesson to capture the interest

of the students.

INTRINSIC MOTIVATION FOR YOUNG LEARNERS Part One

PART ONE

INTRINSIC MOTIVATION FOR YOUNG LEARNERS

By Ben Sugiyama

 

Motivation

Let’s talk about motivation. There are 2 main types of motivation, intrinsic and extrinsic.

Intrinsic motivation is a person performing a task or action to satisfy their own internal

desires.

 

I taught myself to play the guitar when I was 15 years old because I wanted to be Billie Joe

from Green Day. I practiced for hours and hours, every day, for no one other than myself.

That’s pure intrinsic motivation.

 

Extrinsic motivation is a person performing a task or action to satisfy the desires of others.

Working for a salary. Obeying the law. Studying for a high school test. Cleaning your room

in return for a bowl of ice cream. These are all examples of extrinsic motivation.

Both types of motivation have their place in our daily lives.

 

Classrooms by their very nature tend to sit in the extrinsic motivation camp. The students

learn because the teacher teaches. If the teacher didn’t kick the students up the backside

then they wouldn’t learn anything. Recently however, more and more teachers are starting

to take a student centered approach.

 

I believe the book is out of print at the moment, but I strongly suggest trying to acquire a

copy of David Paul’s Teaching English to Children in Asia. If you haven’t read it, It’s full of

the theory and more importantly, the practical advice needed to set up a student-centered

classroom.

 

Rewards and punishments

Research shows that rewards and punishments are not good reasons for performing a

task. We can get people to do what we want by giving punishments for non-compliance or

offering rewards for compliance, but the motivation and effort of the person performing the

action will be much lower.

 

When offered a reward, people will focus on attaining the reward.

We’ll put just enough effort into the task to get the reward, and on a sub conscious level

we’ll be wary of expending more energy than we need to. When there is a fixed, standard

reward for performing tasks then we will, over time, figure out where the sweet spot is of

getting the reward hassle free, whilst putting in the least amount of effort possible. Think

about being good enough at your job to please your boss, not make any waves, receive

your regular, monthly salary and get out of there at 5 on the dot on a Friday night to enjoy

your weekend.

 

Children in our classrooms are going through the same mental motions to get through

English class, get the high-5, get the gold star, get to the end of class game and then to

“clock out”, go home and forget about it.

 

Similarly, when we fear a looming punishment, we focus our attention on ways to avoid the

punishment. When I drove to work this morning, I wasn’t trying my absolute best to be the

most careful driver I could possibly be. That would take way more effort than I wanted to

expend at 7 O’clock in the morning. No, I simply drove carefully enough to avoid accidents

and speeding tickets.

 

In a classroom where a child is told “Stop it, or I’ll call your mum”, “Sit down or there’s no

game”, if the child decides to comply then they’ll do enough to get by, enough to avoid the

punishments and that’s it.

 

In both scenarios, the reward scenario and the punishment scenario the task being

performed is not where our attention is focused. This leads to a poorer quality of results.

Interestingly, research also shows that when people are rewarded after the completion of a

task, their motivation to perform the task again in the future actually decreases. This is

because we have taken something that was produced intrinsically and stuck an extrinsic

reward on the end. The next time the person comes to perform the task, all they’ll be

thinking about is that sweet reward they got last time.

 

The advice for parents when presented with something their child has produced is to talk

about what they like about it and to ask questions. Get the child to say what they like or

don’t like about it. The focus of the conversation, all the energy is directed at the thing itself,

the artwork, the essay, the song or whatever it may be.

 

In part 2 of this blog, I will discuss how we get young learners into a state of being

intrinsically motivated to study English.

2019 インターナショナル プリスクール

2019 インターナショナル プリスクール

2019年4月から2歳児を対象にしたラビット組クラスの新規会員の受付を開始します。

 

津山市で実績のあるコネクト独自のインターナショナルプリスクールクラスです。以前このクラスを受講した生徒は、小学校入学前に英検5級に合格できました。

 

クラスをレッスンしているのは誰ですか?

クラスは常に2人の先生でレッスンが行われます。とても経験豊かなベン先生と日本人女性講師がアシスタントします。

 

レッスンはいつですか?

レッスンは水曜日と金曜日の09:00 am  -  11:30 amです。

 

誰のためのクラスですか?

このクラスは、次年度(2020年4月)から通常の日本の幼稚園または保育園に入園を予定されている2歳児を対象としています。来年の入園への大きなステップアップに備えるために、週に2回のレッスンに参加しませんか。

 

なぜこのクラスに参加するのですか?

第二言語を習得する道は、熱心に勉強に取り組んだとしても、長くて険しい道のりです。しかし、幼い頃から第二言語の中に身をおかれた子ども達は、母国語を話すようになる過程と同じく自然にその言語を習得することができます。

このクラスはお子様に毎週5時間の英語レッスンをします。ほんの数週間後であっても、お子様が英語を話し始める事に驚かれるでしょう。

 

クラスはどのように教えられていますか?

コネクトの教育スタイルは遊びを尊重した内容です。 就学前の子ども達にとって、遊びは最も有効な言語習得手段という研究結果があります。

これらは、想像力、協調性、表現力などの生活で必要なスキルを身につけます。 また、表現力も第二言語を話すことを学ぶうえで最も重要な要素です。 遊びはまた、子供たちの注意を惹きつけ、積極的に英語を話すモチベーションを高めます。

 

体験レッスンは受けられますか?

はい、もちろん受けられます。体験レッスンは2019年3月よりスタートします。最初の1週間は無料です。受講できる人数は8人限定となりますので、お早目のご予約をお勧め致します。

 

月謝はいくらですか?

週に1回は8,000円、週に2回は14,000円となっております。

週に2回をご希望される方を優先とさせていただきます。

8月は1か月間の夏休みとなります。当月の月謝は発生いたしません。

 

 

2.5時間/日のレッスンのスケジュールは?

登校:Welcome and registration

子どもたちは教室に迎え入れられ、レッスンが始まるまで自由におもちゃで遊び、先生とおしゃべりをします。 その後、出欠を取り・ハローソングを歌い、その日のプログラムに移ります。

 

サークルタイム:Circle time

サークルタイムはアクティブな時間で、たくさんのアクション付きの歌、言語をリズムで覚える学習

〔チャンツ〕、そしてゲームをします。 生徒のみんなで一緒にこれらのアクティビティに取り組みます。

各アクティビティには、数字、色、形、アルファベット、動物、日、月、日常物、日常の行動など、言葉の学び始めで必要となる基本的な要素が含まれています。

 

フォニックスタイム:Phonics time

新しい言葉を練習し、同時にその言葉の中の『音』に注目します。 アルファベットの各文字が子どもたちの大好きな楽しいキャラクターにリンクされたフォニックスの歌を使用し練習していきます。

   フォニックスを練習することで、子ども達は幼い頃から、アルファベットの文字の間の関連付けを組み立て始められるようになります。 これは子供たちの年齢が大きくなり、読み書きを始めるときに重要な基盤となります。

 

おやつ:Snack and drink time

生徒たちは毎回レッスンにおやつと飲み物を持参します。 みんなでテーブルの周りに座り、飲み物やおやつで元気エネルギーを充電し、楽しく穏やかな時間を過ごします。

 

プレイタイム:Focused play time

子供たちはたくさんのおもちゃがあるプレイルームの中で自由に遊びます。遊んでいるおもちゃについて、講師が自然に話しかけ、子ども達が自分のロールプレイ、ストーリー、ゲーム、アクティビティを作成する手助けをします。

またこの時間は、おもちゃやゲームを共有することで子ども同士の協調性を育む場ともなります。プレイタイムでの取り組みで、お友達と遊びながらチームワーク、思いやり、順番を守ることなどの大切さを身につけていきます。

 

読み聞かせ:Story book

プレイタイムの後は、英語で絵本の読み聞かせを行います。物語が進むにつれて、お話の展開がどうなるか、キャラクターを連想し、または次に何が起こるかを予測するなど、絵本の内容に合わせて読み聞かせの間も子ども達に発言を促します。

 

言葉の時間:Language time

【Happy Valley 1】の教科書を使用して、私たちはキンカとピンカの生活をたどり、子どもたちが愛するこれらのキャラクターを通し英語を学びます。キンカとピンカは2歳のサルで、2歳の子どもがすることすべてをします。 トピックスには、おもちゃ、食べる、服を着る、お風呂に入る、外で遊ぶ、花、木々や昆虫などを見る等の内容が含まれます。

 

下校:Home time

その日のお別れ前に、子供たちはgood-bye songを歌い、goodbye and thank-youのあいさつの練習後、下校となります。

 

1年後にはどうなりますか?

1年後、お子様は通常の日本の幼稚園・保育園に入園されることでしょう、しかし 彼らの英語教育はそれだけではありません。私たちのインターナショナル・プリスクール- 次のレベル〔モンキー組〕と〔カンガルー組〕は、週2回午後から90分間のクラスをご用意しております。

 

Everybody meet the new teacher at Connect! Miles先生

Hello, my name is Miles Davis. I am a 24 year old from Baltimore, Maryland, USA. I went to Lehigh University in Pennsylvania where I studied supply chain management, sustainable development, and Japanese! I am an entrepreneur and own two businesses: a clothing brand called, “The Superiors,” and a shea butter company called, “Superior Shea.” My hobbies are photography, videography, traveling, and making graphic designs. I am a vegan and a lover of nature. I have worked with kids for over 10 years, and love their vibrant energy, and eagerness to learn new things. I look forward to being your new English teacher here at Connect!

 

私の名前はマイルズ・デイビスです。私は24歳、アメリカのメリーランド州ボルチモアから来ました。私はペンシルベニアのリーハイ大学に行き、サプライチェーンマネジメント、持続可能な発展のための教育、そして日本語を学びました。

私は起業家であり、2つのビジネスを所有しています。服飾ブランド「The Superiors」とシアーバター会社「Superior Shea」です。

私の趣味は写真やビデオ撮影、旅行、グラフィックデザインです。

私はビーガン(完全菜食主義者)で、自然を愛しています。

私は10年以上子供たちと一緒に仕事をしてきましたが、活気に満ちたエネルギーや新しいことを学ぶことが大好きです。私はここ、コネクト英会話であなたの新しい英語教師になることを楽しみにしています!

40219547_10155998773398871_6464234777607143424_n.jpeg