以下は大雑把な英語版です。
知ってる内容を英語ルートで理解。洋画で字幕を読んで英語を聞くように。
日本語の内容はこちらから
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https://worldlife.jp/archives/12568
During my career as an English teacher spanning over four decades, there was a time when something unusual began occurring in my classroom. Students chatted away, with some even standing up in the middle of the lesson, and occasionally, arguments would break out among them. It was really a challenging period.
Around the same time, I noticed that similar problems were happening all over Japan – what they called the “collapse of classes and lessons.” I felt helpless, and I wasn’t sure how to control my students better again.
Then, I came across a book called “Restitution” with the subtitle “Restructuring School Discipline.” It sounded promising, so I decided to give it a try. After all, I had nothing to lose.
The book suggested a different approach to dealing with misbehavior. Instead of punishing students, it encouraged talking to them.
I started by saying to a student who broke a window, for example, “I’d like you to do something, if you’re willing, that can change how your classmates see you and make you proud of yourself. It would be even better if this ‘task’ had something to do with a window. Can you think of anything?”
I loved the author’s idea of dealing with discipline issues. It felt democratic, not forceful, and focused on the future rather than dwelling on past mistakes.
As I continued with this approach, I got better at it. My relationship with my students improved, and teaching English became less of a challenge.
One day, during a culture day event, a talented student performed a mimicry act,
imitating us teachers. The audience burst into laughter. Then, he said, “Next is
Imamura-sensei.” Then he said mimicking me, “Would you please die?”
I was shocked, especially in the context of “Restitution.” I realized that I might
have been too superficially kind without genuinely caring for my students.
The mimicry act wasn’t understood by anyone else in the audience, but it hit
home for me.
Looking back, I realized that “Restitution” is more of a skill than a grand
educational vision. However, it did help me regain control of my classroom and
saved my teaching career. I am now truly grateful for this English book that
turned my teaching experience around.
私立学校に英語教師として勤務中、40代半ばに差し掛かったころ、荒れたクラスを立て直す策として、生徒に公言して英検1級に挑戦することを思い立つ。同様の挑戦を繰り返し、退職までに英検一級（検定連合会長賞）、TOEIC満点、国連英検SA級、フランス語一級、スペイン語一級（文科大臣賞）、ドイツ語一級、放送大学大学院修士号などの成果を得る。
アメリカで生徒への対応法を学ぶ為に研修（地銀の助成金）。最新の心理学に触れた。4都県での全発表、勤務校での教員への研修を英語で行う。現在も特別選抜クラスの授業を全て英語で行っている。「どうやって単語を覚えればいいですか？」という良くある質問に答える為、印欧祖語からの派生に基づく「生徒には見せたくない語源英単語集」を執筆中。完成間近。常日頃洋書の読破で様々な思考にふれているが、そうして得た発想の一つを生かして書いた論文がコロナ対策論文として最近入賞。賞品の牛肉に舌鼓をうっている。元英検面接委員