執教歲月(第一集)
這個我想寫成一個系列，描述一下我當初還是小菜鳥時期遇到的各種事件
其實我標題猶豫了很久
- 當家教老師
- 紀錄我人生中的大小事
- 清月的人生事件地圖
你們覺得哪個標題比較好？請在留言區 留言
或是幫我想一個更好的標題，感謝 (*´▽`*)
My life
I want to turn this into a series where I share various experiences I had during my early days as a tutor. I actually spent a long time pondering the title. Here are some options I've come up with:
- What Experiences Do Tutors Encounter?
- A Record of Events in My Life
- The Life Event Map
Which title do you think works best? Feel free to leave your thoughts in the comments, or suggest a better title. Thanks!
Profile:
ID: Kiss Moon (My partner's nickname is "Moon.")
- Tutoring Experience: About ten years
- Subject: English
When I first started tutoring, I took on a case involving a second-year middle school boy. I followed a structured approach: testing vocabulary, explaining grammar, and assigning exercises and practice tests. I figured since he usually did well with the exercises and tests, he’d be fine for the midterms.
But then the second midterm came around, and he didn't do well on the vocabulary section! >_<
How could this happen?
How could this happen? How could this happen?
How could this happen? How could this happen? How could this happen?
I usually started class by testing his vocabulary, and he would score around 80-95. How could he get nearly all the vocabulary questions wrong in the midterm?
I reflected on how I had been testing his vocabulary.
My Thought Process:
Typically, when I study vocabulary, I first listen to and recognize the word to make sure I can identify it, then I practice spelling it (because spelling it correctly is often trickier). I thought the simpler parts could be handled by the students, so I jumped straight into spelling tests.
As I reviewed his midterm paper, I asked him to read the English words and then translate them into Chinese. That’s when I discovered he could pronounce and spell the words, but he couldn't translate them into Chinese at all.
He couldn't understand the meaning of the questions!
He didn't know the meanings of the vocabulary words.
Oh my goodness!
I was testing his spelling, and all he was doing was memorizing the spelling!
He was just memorizing the spelling!
He was just memorizing the spelling!
I took the time to explain to him again that understanding is key when it comes to reading. The same goes for memorizing vocabulary; he needed to grasp the meaning first. Just like in Chinese class, when we memorize definitions, we must understand what these new words mean and how to use them in sentences.
You can't skip steps!
You can't skip steps!
There are no shortcuts to studying.
Don't skip steps! ٩(◦`꒳´◦)۶
Reflection:
During the initial adjustment phase, after explaining what we needed to do, I should have checked in on the student's progress step by step. Some students might think, “If the teacher isn’t testing me, I don’t need to study.” Many tend to do whatever the teacher emphasizes.
Questions for Interaction:
If you were the teacher, how would you handle this?
If you were the student, what would you do?
菜鳥
話說，我那時候剛入行，接手一個案子，是一位國二男生。
我那時候就按照進度，考單字、講解每一課文法，請他寫講義、考卷
按部就班，想說他平常寫講義寫考卷都沒什麼問題，段考應該穩了吧？應該可以考出好成績吧
很快地，迎來了第二次段考
到了同學大展身手的時刻了
檢討段考考卷
怎麼會？
怎麼會？怎麼會？
怎麼會？怎麼會？怎麼會？
單字題考差了 >口<
我平常上課第一件事情就是考他單字，他大概也考80-95，怎麼段考單字題幾乎全錯
我想了一下
我平常是怎麼考他單字的，試圖找出問題點
我的思路
通常我背單字，我會先一邊聽一邊認這個單字，確定自己會認以後，才會去拼寫單字 (因為要拼對比較難)
我覺得比較簡單的部分學生可以自己搞定，所以我就直接考單字拼寫了
結果在檢討他段考考卷的時候，我請同學先唸一遍英文，再翻譯成中文給我聽
發現
他會唸、也會拚寫單字，但是不會翻譯成中文
但是不會翻譯成中文
但是不會翻譯成中文但是不會翻譯成中文
但是不會翻譯成中文但是不會翻譯成中文但是不會翻譯成中文
!!!!
!!!!!!!!!
!!!!!!!!!!!!!!!!
天啊！
我考他單字拼寫
他還真就只給我背拼寫！
只給我背拼寫！
只給我背拼寫！
只給我背拼寫！
震驚兩次
他完全不懂單字是什麼意思 Σ(｀L_｀ )
後來
我很鄭重的再跟他講一次
就像閱讀重要的是理解式輸入，背單字也是一樣，首先要去理解意思
就像國語課我們會背註釋，我們要去理解這新的生字是什麼意思
然後去造句
步驟不可以省
步驟不可以省步驟不可以省
步驟不可以省步驟不可以省步驟不可以省
讀書沒有捷徑
不要跳過 ٩(◦`꒳´◦)۶
我用溫和嚴肅地聲音，很緩慢地告訴他
接下來我們會怎麼做
再請他在做的時候，固定反饋意見給我
反思
在一開始磨合期的時候，在講完該做的事情以後，要一步一步抽查學生的進度。有的學生心存僥倖，覺得反正老師沒考，就不唸
挺多學生是老師重視什麼，才做什麼
格友互動問題
- 如果你是老師，你會怎麼做？
- 如果你是學生，你會怎麼做？
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