As promised, I taunted my junior high school students today.

First, I wore black and gray, and during the usual opening greetings, after the students say “I’m fine, and you?” I said that I was not happy. I explained that I wasn’t happy because I was at school. I was at school because they were bad at sports.

This actually went over pretty well, although the first year students pointed out that they were technically only  cheerleaders at that point. I said they didn’t cheer well enough to inspire the teams.

The joke, of course, was played on me when I got to my final class of the day. Five of fifteen students were absent. If that ratio had held in every class I wouldn’t have had junior high classes. (Note: I still had high school classes.) It left me secretly crying “why? why? why?” inside my heart. (Note: I’ve had the same reaction after relationships ended abruptly.)

The final joke, though, was that most of the students who were absent were good students and I was left with the worst. I guess that’s what I get for taunting my students. It made the black and gray seem more appropriate though.

I have a full day of work tomorrow, and it kind of has me annoyed.

This week is sports tournament week for junior high school students at the school where I work. This means that enough students are absent for regular classes to be cancelled. I still have high school classes, but my work load is reduced. Sort of.

Monday and Tuesday were sure things: most of the students were gone and regular classes went with them.

Inexplicably, Wednesday (today) was a regular day.

The only question was Tomorrow (Thursday). If the majority of the teams do well, classes will be cancelled. If they suck, we have class.

They sucked. We have class. Actually, a hundred students or so will be gone, but that’s not enough to cancel regular classes.

Luckily we had enough notice that I was able to prepare some things for tomorrow.

However, it adds complications to ink sales and my plans to carry boxes to the post office.

The most important thing, though, is that I will taunt the students a bit by telling them that the only reason we are having class is they suck at sports. I’ll then threaten them with push-ups to get them in shape for next year.

My students were better, but some things got worse. That’s a normal June.

Despite my worries, several of the groups in the class I was worried about stepped up and got most of their work done. The other class was in better shape and I’m not worried about them at all. Which kind of worries me. (That’s another symptom of June…)

The final symptom was a text from a fairly new guy at the company I work for telling me he wants to do observations next week.

This is problematic for a lot of reasons. 1) The head of the English department doesn’t want observers. 2) It’s the final week of classes. 3) Because it’s the final week of classes, almost every class will be doing either final projects or final reviews.

If he wants to see me teaching, next week is the worse possible week. Also, he won’t actually be allowed in the office because we’ll be working on final exams and the school where I work is rather paranoid about such things.

In the past we’d managed to break the office staff of coming in June. This involved pleading and then swearing if pleading failed. (That’s no joke. My greeting to my immediate supervisors, who showed up unannounced, on the last day of classes no less, was “what the hell are you guys doing here?”)

The person who sent the text, though, seems reasonable and all of this may be put off until the autumn. If not, I may have to start swearing.

It is final project time at the school where I work, at least among the high school second year students, and several blank papers may spell doom for several of my students.

I’ve talked about the final project before, but what makes it hard for the students is they generally aren’t keen on anything involving imagination and they have too much time and too many people working on the project. This creates a lot of down time for all but the most dedicated students and gives them a false sense that there’s plenty of time. I also suspect they think I won’t fail them.

Whatever their logic, this is the third day they’ve worked on the project and they should all have something resembling a script so that they can start the artwork/visual aid part of the project.

However, a third of the groups had nothing written at all and they reacted to my warnings in different ways. One was writing in Japanese whilst one student sketched something and the third pretended to be doing research on his phone. In another group two students stared at pieces of paper whilst the third had a chat with a different group. I surprised them all by saying I was glad to see they were finished and it was time to do the final performance.

Note: my rule is that if you are talking to someone who is not in your group you are announcing you are finished and ready to do the final project. 

They now have one more day of prep and practice before the final filming next Monday. I feel a great many of them are doomed and that a lot of low scores are about to be earned.

I’ve had bad classes but I don’t think I’ve ever had a class that made me go: “What just happened?”

My fifth period class today was a lower level third year junior high school class. I gave them an assignment to 1) fill out a questionnaire about the school trip they took a few weeks ago and 2) copy the answers of that questionnaire into something resembling an essay.

What should have made this assignment easy was that they had done something similar for their regular English class. In fact, students in my other low level third year class had copied parts of their writing assignment with my blessing.

Today, however, they just sort of stopped. At least some of them did. They seemed to have decided that if nobody did the assignment than the assignment wouldn’t count.

Although I kept chasing after them and helping them, many only did the questionnaire but never turned the paper over to work on the essay. Several approached me claiming they were finished, but when I flipped the page they kind of frowned, went back to their desks, and did nothing.

At the end of the class I collected the worksheets, which surprised a lot of the students, even though I’d reminded them several times that I would.

Next week there may or may not be a class and the week after that will be the last class before the exam. This means my dilemma is to give them homework via their homeroom teacher or to drop the issue and score them badly.

I’ll probably do the latter as it’s June.

It’s been unseasonably cool the past couple days in a June that’s been surprisingly merciful thus far. However, despite this taste of mercy, the students at the school where I work are in June mode and that means mercy is not being shown.

Because they are in the sweet spot between midterms and final exams, and because the class I teach didn’t have a midterm, the students have begun causing more trouble. They haven’t had an exam and don’t take our classes that seriously. This creates a period of what might best be described as “rediscovery” where they’ve begun to retest limits and discover what the consequences will be.

With classes that are held in the students’ homeroom, you see the phenomenon where it takes students a couple minutes after the bell to 1) realize I’m in the class even though I’m telling them to hurry; 2) remember why I’m there; and 3) get their books and stuff and get to their assigned seats. It’s no exaggeration to say that students from the same homeroom can get to a class in a different building and get sat down faster than students in the homeroom can get sat down.

Usually at two minutes there are consequences. Today, though, a student took four minutes to get sat down whilst maintaining a “Whadda ya gonna doaboudit?” look on his face as other students enjoyed the show.

What I did about it was extend class five minutes and give everyone homework as a present from him. (Note: I realize that collective punishment is technically a violation of the Geneva Conventions; however, in my defense, those rules were written by people who’ve never taught eighth grade boys.)

Because the class was sixth period I had a lot of time. As promised, class ran long and then I tried to get them stood up and quiet for the official goodbye. I had to chase students from another group out and the student who’d caused all the trouble escaped.

Doubling down on my Geneva Conventions violations, I told the rest of the class they’d stay until he came back and then we’d start the extra time. Luckily, their homeroom teacher is an English teacher and he was very patient. He also got a good look at them cutting up and trying to make a joke out of it. Also, once they saw he wasn’t coming in the room, they realized the joke was on them and got quiet.

Eventually the prodigal student returned and class was finally able to end. About ten minutes after the bell.

They don’t get it.

For the past half decade or so, at the school where I work, I’ve more or less been in charge of the curriculum for second grade high school. I make the lessons and write the final exam, with input from my colleagues. Although the curriculum has the same basic outline, I’ve tried to tweak it to make things easier for both the students and my colleagues.

This doesn’t always work out.

The course is called English Expression and the emphasis is supposed to be on getting the students speaking by any means necessary. Since I’ve been in charge I’ve tried to emphasize creative learning by having the students invent both new products and new superheroes. The entire curriculum of this term culminates in the students making a TV commercial for a product they’ve invented.

To make this easier, I modified the curriculum to give them a chance to write the bulk of their final project during the next to last project. If they “invented” an original product for their Inventions presentation all they have to do is use the same product and make the script a little longer.

However, most of them have not connected the last project with this one. As a result, I spent today watching groups of students stare blankly at pieces of paper as they tried to come up with ideas.

Eventually, I forced them to find their Inventions print and convinced them that they could and should use the same invention. All they had to do was make a visual aid or two, a slogan and a logo and then add a few more lines and some acting.

I think some of them got it. But others, even the group that had the best invention, insist on creating new items.

They could be in for a long couple weeks.

Rumor has it that even the Japanese teachers are having issues with this year’s first year junior high school students.

With a few exceptions, I’ve not found them particularly bad, although they seem to already have an attitude that isn’t usually developed until they are second graders. The attitude manifests as 1) not getting seated quickly after the bell rings; 2) talking when I’m talking, getting quiet, and then talking about how they don’t understand me as soon as I start talking again; 3) listening quietly and nodding and smiling as I speak in a way that’s supposed to mock me because they don’t understand and that makes me stupid (remember, they are almost teenagers); and 4) quickly turning every class into play time.

Today all four things happened in one class, the latter three as I tried to explain an assignment that would take a couple days to do. The result was that the option to memorize became mandatory and several students have already failed because they were playing and not working.

Every time students are talking or playing with people who are not in their group, I assume they are finished and bring them up to the front to their final performance. Because they are not ready, and it is not memorized, they have already failed but have to go again.

One student would start a wrestling match every time my back was turned and one time I caught him kicking his favorite target. I explained to his partner that both of them had just earned zeroes for the day. This led to a discussion where I explained that both partners get the same score and that the better student either needs to choose a better partner or get control of the partner he has. Eventually I saw it click in his eyes and they worked more quietly after that.

Next class will be the final performance day. My rule is that “if you are noisy, you are next”, even if you’ve already finished your performance.

The record is one performance plus three do-overs. I suspect we’ll break that next time.

It’s not important for them to know. It’s only important for me to know. —Patton (film)

I assigned my first year junior high school students their first big conversation, but I didn’t give them many details.

I did, however, give them an example. The example, though, was too short. This means that even if they copy most of the example and change a few names they will still have to come up with a few original lines.

Some of them asked me if they were supposed to copy the conversation. I gave them examples that didn’t. Some just crossed out names on the example and wrote in their own names.

I told them that was a bad idea because they might have to read the example and a few scribbles on a typed conversation were hard to read.

Eventually, some figured out they’d get more points if they wrote something original.

We’ll find on Monday if they did it well or not.

Today I finally got to use one of the more obscure parts of my university education. At least as much of it as I could remember.

When I was at university, partly because of my background in a fundamentalist Baptist church, I maintained an interest in religion and the history of religion. This led me to a couple classes on religion, history of religion, civil religion, and politics and religion. The only use this ever got me was discussions like this:

Them: I can’t believe they are removing Christ from Christmas by calling it Xmas.
Me: Well, the X is actually a historical abbreviation for Christ.
Them: So f@#king what?

(Irrelevant But Interesting Side Note: in Japanese English textbooks, “Xmas” is offered as an example of a word that begins with “X”. This bothers many foreign teachers, especially if I’m around.)

For reasons I don’t understand, high school English club wanted me to talk about religion in the USA. They asked questions and I tried to answer them (with periodic trips to the internet).

What was fascinating about this was the school where I work is an Xian (er Christian) school–Anglican, to more specific–and students are required to take Bible classes and attend chapel. However, most of the students are not Christians. Therefore the interest in religion is understandably low.

Along the way, I got the chance to talk about my religious beliefs and how they’ve evolved. I also got to explain how I liked Sunday school when I was a kid but hated Sunday church service which was several announcements, one seemingly endless speech, lots of singing, and at least one TURPF.

Somewhere in there we talked about other religions. I’m not sure it was particularly productive, but it was kind of fun, at least for me. The students probably were hoping for Sunday school; I’m afraid they may have gone to church instead.