The Difficulty of the Nelp Program
The Difficulty of the NELP Program
(November 11, 2007)
There have been many questions recently regarding the difficulty of the NELP class. To answer those questions, I would like to explain a few things about how the NELP program works.
* NELP is a student-centered program.
* Students choose their own level of books to read.
* Students are given a basic amount of reading which they must do, but beyond that, the students choose how much to read.
* Students choose approximately 25% to 30% of the vocabulary.
* Students are given grammar assignments based not only on an assessment test, but on regular assessments of their homework, class work, tests and essays. Therefore the work they do during the self-access grammar time is based directly on their level and their needs. There are a variety of exercises and work sheets for each level from which students may choose their work. Students are encouraged to choose those exercises whose difficulty level most challenges them. However, again, the level of the worksheets is based directly on the level of the students and their needs, as assessed through the initial test and their daily work.
* Beyond the basic grammar assignments that are given to them based on their individual needs, students may choose other work which challenges their level.
* When students have satisfied the basic grammar requirements, more difficult and challenging work will be made available to them at that time.
* Students are given a choice of essay topics of different difficulty levels. The students are encouraged to choose the topic that best suits their English level.
* In their presentations and speaking assignments, students are encouraged to challenge themselves, to prepare and develop the topic according to their level.
As we can see, a learner-centered program is designed to immediately and specifically address the needs and weaknesses of each individual student. However, it requires that the students choose the difficulty level themselves. If I, as a teacher, were to choose the difficulty for them, their needs would not be addressed as accurately, nor as specifically, as when they choose the difficulty for themselves.
The ability of the students to choose the material is important to this method.
Things Students Can and Should Do to Increase the Difficulty of the Course
* Choose longer and more challenging books.
* Try to finish reading longer books within the term.
* Choose more challenging vocabulary words.
* Try to memorize all of the words on the vocabulary list.
* Do the required ten example sentences, then try to make sentences for the other 20 to 30 vocabulary words on the list. Our students currently receive 30 to 40 vocabulary words each week, only ten of which are required for the vocabulary writing exercise. If it is not challenging enough, then students should do more.
* Try more difficult worksheets during self-access time.
* Try to do MORE worksheets during self-access time.
* Request more difficult worksheets from the teacher (please request one week in advance).
* Choose the more difficult and challenging essay topics.
* Do the required brainstorming, pre-writing and rewriting that the teacher recommends.
* If the essay is 250 words, write 250 words or more. If that is still not challenging enough, write 350 words, or 500 words.
* Prepare for the speaking activities. The majority of my students were not adequately prepared for their last speaking activity. Plan what to say, memorize important facts, and make sure what you are going to say is well-organized.
* If the speaking activity requires a 90 second presentation, then make a 90 second presentation. The majority of students are not meeting the minimum time requirement. If 90 seconds is too easy, make a 2 minute presentation, or a 3 minute presentation. Please do not do more than twice the recommended time without permission from the teacher.
* If you want a longer presentation, more than twice the time requirement, please ask the teacher to allow it, then challenge yourself to make a good presentation.
* Try to use more formal language, both in writing and in speaking.
* Stop using Japanese in class. Many students are still using too much Japanese in class.
* Speak more in class. Currently, 2 students contribute to class discussions regularly, another 3 often contribute, another 2 sometimes contribute. The other five students hardly speak at all. If the class is too easy, then students should come to class prepared to speak and contribute to that week’s topic.
Things Students Can and Should Do If the Class Seems Too Difficult
* Make sure that the books you’re choosing match your level. If you have to read each page with a dictionary in your hand, the book is too difficult. Get an easier one.
* Read more books. Reading exposes your mind to the language, allows you to see the language in use. Reading more will increase your language ability.
* Study the vocabulary. Study all of the words. Try to use each word in a sentence. When writing a sentence with a new word, don’t write just an ‘example’ sentence. Write a sentence about something you are thinking of. Apply the word to something in your life or in your experiences. This ties the vocabulary word to other parts of the brain, increasing connections to that word and increasing the likelihood that the word will stay in your brain.
* Carefully read the background reading each week. Study it thoroughly. The background reading will help you with your essays and speaking assignments.
* Prepare for your speaking assignments. Study your topic so that you will be able to discuss it in class. Plan out what you’re going to say, and memorize it if necessary. Practice speaking in front of a mirror.
* Do the required brainstorming, pre-writing and rewriting that the teacher recommends.
* Come after school. I have four signs on my doors that say: English Open Room Every Day from 16:30. So far, no one has come. If you are having trouble with English, come after school.
* Stop using Japanese in class. Many students are still using too much Japanese in class.
* Speak more in class. Currently, 2 students contribute to class discussions regularly, another 3 often contribute, another 2 sometimes contribute. The other five students hardly speak at all. If the class is too difficult, study the topic, write down what you want to say, and when your chance comes: read it during the discussion.
A Note about Speeches and Standardized Tests:
* Come after school. I have four signs on my doors that say: English Open Room Every Day from 16:30. So far, no one has come. If you are having trouble with English, come after school. This sign says: Speech Practice, Conversation, Homework and Reading. I also do test preparation. If you’re worried: come.
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Date: 2007⁄11⁄11 12:41｜Permalink｜Author：nelp
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