Matthew's Classroom

I have been teaching English to kids in Japan for more than 20 years: public elementary schools in Tokyo for 11 years, and Hello Kids Komazawa for the last 9. For 3 years I have been teaching weekly lessons to students at Tsutsujigaoka Kindergarten. As I tend to stay at the same workplace for a long time, I've been able to see the long-term results of my work. Being able to really see children's English communication ability grow has been very rewarding. I mainly use APRICOT materials in my classroom. They best suit my goal of having students use as much English as possible while developing confidence and self-esteem. I enjoy teaching development, and I love discussing English education with other teachers!
  • 30. DRAW & LABEL

    Once a week I have a 5 year old girl who has been coming to English lessons for 2 years. She joins a class of other students more or less the same age as her who then go home 1 hour before she does. So I have a weekly 1 hour one-on-one with her. We often spend this time working on her reading skills.
    Last week she was feeling tired and not very motivated (perhaps both of us?) so I simply gave her a large piece of paper to draw a picture – a picture of anything.
    Sitting and interacting with her as she drew, she showed me her artistic impressions of a recent sports festival. As she worked I wrote the vocabulary items of her pictures on small papers.
    Once her pictures were finished I handed her the papers and a glue stick: ”Please glue these papers onto your picture”.

    Now, for a young learner who had never seen the written English for much of the vocabulary in her picture, I had expected this task to be quite challenging. But to her credit she employed basic phonics knowledge and 3-letter word reading experience to make logical guesses on what each paper said.
    She was able to glue all the English papers onto her picture without my assistance.

    I believe she enjoyed the activity because she had the freedom to choose the content and she felt success in her ability to read all of the papers. Towards the end of the hour I checked her ability to read these individual words again on the whiteboard.



    Despite both of our lack of motivation at the start of the hour, we had together made our time quite productive!

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