Last year I went to an event at the YWCA for Fukushima children who were doing a home stay in Kyoto.  Everyone there wished to welcome them with open arms.  I had been hoping to go to Tohoku to help out, but ultimately the travel costs and time constraints prohibited me from doing so.  So I was glad to be able to help out locally.

 After that weekend I decided to approach the English school where I work and ask if it’d be okay to invite the kids from Fukushima to join some of our classes (of course free of charge).  The owner of the school quickly agreed.   Unfortunately, it was a bit too far for the kids to travel and their time in Kyoto was coming to an end and the scheduling didn’t work out.

Shortly after this incident the wheels started to turn.  Soon a friend and I decided to create a list of schools and organizations that might be willing to offer free or discounted lessons for children displaced by the earthquake, tsunami, or nuclear crisis.  The plan was to create an information exchange website and share the list there.  We began by contacting schools we were familiar with.  Later after creating an application process we decided to contact others listed in ESL directories online.  Gradually we created a team of volunteers to help with the creation and management of the site: a web designer, a translator and a graphic designer.

Through our efforts of promoting the project and bouncing ideas off of friends and people met at JALT meetings we received feedback and suggestions.  The most often heard suggestion was to connect students with volunteer teachers for on-line lessons.  And so we began recruiting volunteer instructors to teach junior high and high school students from Tohoku.  And then a book publisher contacted us wanting to discount a couple of books for March 11^th victims and share the info on our site.    

The project After School Lessons For Tohoku Children continues to grow and it’s exciting to watch it do so.  We want to create new ways for people to contribute and assist in the educational needs of affected children.  The goal is to give people ways to contribute on the local level and within their trade.   

If you own a school or are a book distributor or teacher and would like to contribute to our efforts please let us know.  It should be mentioned that the tuition discounts are from schools throughout Japan as these offers are extended to refugees who either lost their homes or are fleeing from the threat of radiation exposure.  You can find more information about volunteering on our homepage www.aslftc.com.

At present we are also engaged in an advertising campaign to make sure the people who would benefit from our efforts hear about us.  A simple way everyone can contribute is to share our information via social networking. 

Sincerely,

Jason Bartashius

Homepage: www.aslftc.com

Facebook: http://www.facebook.com/pages/After-School-Lessons-For-Tohoku-Children/284066841614625

In the first presentation, we discussed questions such as what motivation is and why some students may not be motivated to study English. I then provided an overview of Maslow's "Hierarchy of needs" and Dornyei's "Motivational teaching practice" and how they relate to English language teaching in our context (Please see Dornyei, Z. (2001). Motivational strategies in the language classroom, Cambridge: Cambridge University Press for further details). The audience then got to try out a number of activities to use in the classroom and discuss the motivational rationale behind each one. If you missed the presentation, check out the January 2012 edition of Modern English Teacher which has a full write-up of "Here we are, now motivate us."

In the second presentation, we looked at the role of negotiation in syllabus design. I described three contexts in which I have used a negotiated syllabus; business English classes, extension center classes, and university classes. Although university syllabuses have to be written before teachers actually meet the students of the class, I explored ways to negotiate projects, homework, groupings, methodology, and material. If you missed this presentation, check out my chapter in Paul Nation and John McAlister`s (2011) Case studies in language curriculum, Routledge.

Well, just time to say thank you again to Osaka JALT and I hope to see you all again in the not so distant future.

Sunday, April 8, at Sakuranomiya park

Osaka JALT again teams up with WhyNot?!Japan and Kinki Brewers for our annual International Hanami BBQ Party @ Sakuranomiya Park~~~!

(NOTE: Location is NOT at Osaka-jo park as in the past, since bbq-ing was banned at our old spot.)

Check out a 30-sec. video of last year's event at: http://animoto.com/play/dY30JJsUDrS1Jv6oR75VFg

It's BYOB. So bring meats & veggies etc. for BBQ & drinks. (We prepare BBQ grills.)

Everyone is welcome~ ;) Bring your friends and make new friends too!
100 people are expected ;)

毎年恒例のWhyNotお花見パーティーを開催します！(もちろん無料)
今年は桜宮公園です！
フード&ドリンクは持ち寄りスタイルなので各自で用意してね！
誰でも参加オッケー。新しい友達を作ろう！ 約100名の外国人＆
日本人が集まりますよ〜♪

★No Charge★無料★

Date: April 8th Sunday
Time: Noon ~ Sunset
Place: Sakuranomiya Park (桜宮公園)
Access: 5 min from JR Sakuranomiya station. (West exit)

Go south from West exit (along a river). You will pass the "NEW" beach and baseball field. Our spot is next to baseball field. (Toilet is in front.) Check the map below.

アクセス：
JR桜宮駅の西口から徒歩5分
西口を出て、大川沿いを南に歩き、毛馬ビーチと野球場を越えた所。
すぐ後にトイレがあります。(下の地図を見てね！)

See you there~!!

Your Osaka JALT Team, and

WhyNot!?JAPAN
www.whynotjapan.com

It is not too late for individuals to also sponsor a teacher for just $60 (our income for just 1 or 2 lessons, when you think about it!) at: http://www.camtesol.org/index.php/sponsorship

Below is an appeal from JALT President Kevin Cleary and Vice President Nathan Furuya:

-----Original Message----- From: Kevin Cleary
Sent: Thursday, February 16, 2012 11:15 PM
To: Ebm-Net
Subject: [EBM-Net] Sponsor a Cambodian Teacher to attend CamTESOL

Dear colleagues,

Like you, we became teachers because we wanted to make a difference. We are thus very glad to give you the chance to make a big difference in the professional development of a teacher in Cambodia.

Do you remember the first time you attended a JALT conference? The excitement of meeting new friends, getting practical teaching tips and new ways of thinking about language teaching? How energized you were as you returned to the classroom, and how the friends you made and the things you learned helped you become a better teacher year after year? You can help ensure that deserving teachers in Cambodia get a similar experience, and all for $60 per sponsored teacher.

Cambodia is still a desperately poor country, but it is definitely on its way up and English teachers are playing a key part of the country's revival. Unfortunately, salaries for teachers, especially those in the provinces, are so low that only with help can they attend the CamTESOL conference, which will be held 25-26 February 2012 in Phnom Penh. Detailed information on the conference can be found here:
<http://www.camtesol.org/index.php/2012-conference>

CamTESOL is JALT's newest international partner, and we are working together to sponsor Cambodian teachers and give them their best opportunity for professional development in 2012. Your sponsorship fee will pay for a teacher's conference registration and transportation to and from Phnom Penh (lodging is usually free, and is on a homestay basis).

We urge JALT chapters, SIGs and individuals to consider sponsoring Cambodian teachers. Anyone who has attended CamTESOL comes away impressed by the enthusiasm with which the Cambodian teachers participate in their conference and inspired by their dedication. Let's support their development!

How to sponsor a teacher:
1. Individuals: Use the CamTESOL website; be sure to write your JALT affiliation in the comments box during the payment process.
<http://www.camtesol.org/index.php/sponsorship>

2. Chapters and SIGs: If your group wishes to sponsor one or more teachers, please use the CamTESOL website as above, and reimburse the paying officer. Also, be sure to put down your Chapter or SIG name in the comments box.
<http://www.camtesol.org/index.php/sponsorship>

If you have any questions, please let us know.

Thank you very much and we look forward to seeing you in June, if not earlier.

Kevin Cleary
President
president@jalt.org

Nathan Furuya
Vice President
vp@jalt.org

The following is a summary of Greg Sholdt's presentation at the Winter Potpourri event, held January 29, 2012, entitled Collaborative Research as an Approach to Professional Development for Language Teachers. Greg can be contacted at gsholdt AT gmail.com.

By Greg Sholdt

First, let me thank Osaka JALT members for giving me the opportunity to present at the Winter Potpourri last Sunday. That was my third time with you all, and as usual, it was a treat. I was very impressed with the great turnout and the fantastic lineup of interesting presentations.

My presentation, Collaborative Research as an Approach to Professional Development for Language Teachers, covered two main topics-- the rationale for professional development activities for language teachers based on collaborative research projects and a description of a new project investigating writing fluency that has just started with a group of over 40 teachers. I first presented an argument for the benefits of teachers getting involved with classroom research including improved classroom practices, enhanced engagement with professional life, increased connections to the community of teachers, and strengthened employment opportunities. After describing two worthy approaches to doing research, action research and qualitative research, I made a case for some unique benefits for getting into quantitative research. I felt my point about being able to better comprehend quantitative research articles was well-received, but the room of language teachers seemed less convinced with my proclamation that numbers are exciting and fun to study!

I then identified three key aspects of my approach to professional development through quantitative research that included: 1) the critical and accessible nature of the fundamental concepts of quantitative methods, 2) the sensibility of starting with simple easy-to-complete research designs that can be used as practical learning experiences, and 3) the importance of collaborating and getting support during the learning process. I moved on to describe the execution of this approach with the Writing Fluency Project, which I have been developing for over a year. For this project, a group of over 40 teachers spread out around Japan have access to a Moodle site that serves as a project coordination center. The teachers meet online and are guided through all steps of a simple research study focused on the effects of the method of topic selection on students’ output in free writing exercises. Each teacher will separately conduct the study in their own classrooms but discuss the planning, procedures, execution, and data analysis throughout the entire process. Additionally, there is self-access learning center set up on the Moodle site with a guide to lead teachers through an online quantitative methods textbook so that they can all study and understand each step they take in the study. Key goals for the project include helping teachers get a better understanding of quantitative methods, building community and collaboration among teacher researchers in Japan, and developing a system of professional collaboration on research projects.

I am really excited about this project and the amazing team of teachers who are taking a lot of time out of their busy schedules to participate. Although it is still in the early stages, I feel we are well on our way to a valuable and enjoyable experience.

It is our sad duty to announce the passing of Matt Walsh our program chair.

Matt had been struggling with liver cancer this summer and passed away peacefully on October 6, 2011. He was 45.

At Matt's request there was not a funeral or wake in Osaka, instead friends and family met in Kyoto for a hike.

UPDATE: The plans for the memorial hike have been announced. Participants will meet at Hishiyama Sancho Koen Car Park 東山山頂公園駐車所 at 1 p.m tomorrow Saturday the 8th.

From there they hiked up to Shogunzaka and then came back down through Hishiyama Sancho Koen Car Park one more time before winding down the mountain through the forest.

By Ray Franklin

FAB1 could be compared to an all-day music festival, where you saw 4 great headlining bands and much, much more, but it's so hard to explain later to your friends who weren't there.

Imagine just reading some random lines from a few of the many songs played at that music festival (versus being there and experiencing it all yourself live), and take THESE NOTES as similar "snapshots" of quotable moments throughout the FAB1 day, offered from one observer's raw notes without further explanation.

Also, check out this QUIZ about who said what at the conference.

Name cards: Motivating Classes through Individual Accountability

By: Laura Markslag

All too often learners arrive late, unprepared and unwilling to actively participate in class. In my presentation I explained how name cards can be used to improve learners’ attendance, pre-class preparation, in-class performance and overall motivation using a single piece of paper: a student’s name card.

Name cards, in my experience, are one of the quickest way and easiest ways for teacher to learn their students’ names. On the front of the card we have the students’ names. What goes on the back? Well, over the past few years I have added little bits of information to the back of the name cards to make them more than just a way to identify students.

Please open the attachment HERE and have a look at the name card while reading the following explanation. These cards have a calendar on the back with an ABC under each day there is a scheduled class. Students are explained that they should circle A if they Arrive on time, B if they bring their Books, and C if they Complete their homework. These three elements of classroom management are essential for ensuring students are ready for the day’s lesson. Students are advised that each letter is worth one point, so that if they circle A, B, and C then they get their three participation points for the day and that the teacher is satisfied. This ensures students are accountable for their own preparedness and saves the teacher time writing down who did/did not arrive on time, did/did not bring their books, or did or did not do their homework.

The forth element, motivation, is awarded in the form of bonus points. Each time a student volunteers for a role play, writes an answer on the board, or does something else the teacher deems bonus point worthy they write that point on their name card. Bonus points can also be awarded for the winners of group quizzes and other group activities. The way to earn bonus points is up to the teacher and the possibilities are endless. At the end of the lesson or week students add up all the points (ABC plus motivation) to see how they have done. I encourage my students to aim for five points a day. This becomes the guideline for the students’ participation score in the class.

These name cards have a few additional bonuses. First of all, they allow the teacher to randomly assign student seating/groups in the classroom. Some how the chatty students always happen to sit near the teacher. Secondly, once the class begins the teacher walks around the room collecting name cards that have not been claimed. This allows the teacher to figure out which students are missing within a matter of seconds instead of the long process of calling out all the names on the student list. Finally, cards can be personalized with hobbies, club membership, travel experience, etc., of the students. This helps the teacher remember a few special things about each student.

To summarize, name cards are a fantastic way to encourage students to become accountable for their own learning. They can motivate students to participate more actively and allow them to keep track of their own participation. They also allow teachers to spend less time on logistics and more time working on language learning. Name cards are, without doubt, an essential tool in my classroom.

Laura Markslag (M.S.Ed Temple University) is an EFL lecturer at Osaka Gakuin University. She is interested in vocabulary acquisition and assessment, multilingualism and the development of motivating classroom materials.

Own It! How Digital Movies Help Learners Use English Meaningfully

By: Laura Markslag

When learners use English meaningfully and make it ‘theirs”, L2 learning grows exponentially. In this workshop, I demonstrated how learners could use their L2 in meaningful and engaging ways to create and evaluate simple digital movies.

Using a free digital movie making website (dvolver.com) and a free blog website (wordpress.com) I developed a six-step lesson plan to help teachers and learners create their own digital movies. The lesson plan requires three to four 90-minute classes. Because it is an open-ended activity and there is not a single right answer that learners get either right or wrong, this activity allows learners to work at their own level in the target language. This activity, thus, can be used with all levels of language learning. It works particularly well with multilevel classes because every learner is able to complete the task. No special computer skills are required, though it is helpful if learners have a basic understanding of computer use. Here is a summary of the lesson:

Step 1: Preteach target vocabulary and structures.
Step 2: Collaborate with the class to create/finish a movie.
Step 3: Reflect on various movies by asking learners to complete movie reviews.
Step 4: Create individual movies with the help of a plot and conversation-planning sheet (attached).
Step 5: Present movies to the class.
Step 6: Post-movie follow-up activities.

The PowerPoint presentation below outlines each step in detail.