Primary Advice / Growing school, big challenge
Helene J. Uchida Special to The Daily Yomiuri
Q: I have owned and operated my language school by myself for the past seven years. I've finally built my school up to the point where I feel I can no longer continue operating it by myself. I've hired one teacher and will open my second branch in a couple months. This will eventually require me to hire another teacher in the future. I am pleased with the growth of my school so far and look forward to the challenges of growing my schools more with staff on board. Do you have any advice as to how I can inform my present students of the changes to my school? I think some students will be reluctant to accept a new teacher in their classes, so I worry that some may quit my school as a result.
P.Y.
Teacher
Mie Prefecture
A: Congratulations on the great growth your school has achieved; obviously you and your staff are making solid contributions to your community. Because of your track record, I do not think you will lose any students. Such success is a teamwork activity, to which you, your staff, the students and their parents have all contributed. If your students are happy with you and your present assistant's teaching, there is no reason for them to balk at a new teacher. It's all a continuation of the same process, and at the same time, it's an additional chance for them to "try out" their English with someone else.
I remember when I started Little America. I felt like all the students were "mine," and I was responsible for each and every one of them. When I began to hire additional teachers, I had the same fear you have. But the students were excited and happy to try to speak English with the new teachers. They became less dependent on me and more independent as a result of having other people to speak English to. I think the transition is an easy one as long as you train your teachers well and have the same system in both schools.
School growth implies you are doing something right and that the members of your community trust you. I would suggest you thank all the parents and students by informing them via an announcement in a newsletter and an invitation to the branch school's opening. Let them all feel that they are a big part of your success and that you want to involve them in this upcoming celebration.
Q: I have a sixth-year primary school boy who is mentally slow. But he loves English and has made good progress in my class. The father wants him to quit so he can go to juku and cram for a middle school entrance exam. The mother wants him to continue with English because she knows how happy it makes him. What can I do to keep this boy in my class?
M.Y.
Teacher
Yokohama
A: I am the first to admit that cram schools are my school's biggest rivals. We have had many wonderful students, filled with promise, quit our school to focus their energy on cramming for examinations. No matter how hard we argue our case, the mothers believe cram school to be top priority. Taking that into consideration, we try to encourage parents to let their child come once a month for a private lesson just so the student does not lose the English level and confidence gained here. Some families accept this alternative. For those who feel it is too expensive, we try to find another student of the same level in the same situation so they can have a semiprivate lesson once a month. It is all a juggling game but worth the effort if the student can continue.
In reference to your student's situation, it is clear that the boy gets something special from studying English with you, in your setting, that he does not get from his other subjects at regular school. It could be the small classes, the individualized attention, the security of repetition, or the structured chance to socialize in a foreign language, to name a few. I find that English classes very often not only offer students a welcome escape from the doldrums of usual study but also act as a springboard to self-growth, which may not be available through regular classes.
Since you have the mother on your side already, why not invite the father to come observe his class? He may be surprised to see how well his son does in English. If he does come, then it would be a good chance to praise his son and gently suggest the father reconsider, pointing out that a strong English base will give his son an advantage, not only in middle school but later in life.
* * *
Readers are encouraged to send questions on any themes related to teaching English to younger learners--particularly those at the primary school level--to Helene J. Uchida via e-mail at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions preferably should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Sept. 25.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.
(Aug. 10, 2007)
Helene J. Uchida Special to The Daily Yomiuri
Q: I have owned and operated my language school by myself for the past seven years. I've finally built my school up to the point where I feel I can no longer continue operating it by myself. I've hired one teacher and will open my second branch in a couple months. This will eventually require me to hire another teacher in the future. I am pleased with the growth of my school so far and look forward to the challenges of growing my schools more with staff on board. Do you have any advice as to how I can inform my present students of the changes to my school? I think some students will be reluctant to accept a new teacher in their classes, so I worry that some may quit my school as a result.
P.Y.
Teacher
Mie Prefecture
A: Congratulations on the great growth your school has achieved; obviously you and your staff are making solid contributions to your community. Because of your track record, I do not think you will lose any students. Such success is a teamwork activity, to which you, your staff, the students and their parents have all contributed. If your students are happy with you and your present assistant's teaching, there is no reason for them to balk at a new teacher. It's all a continuation of the same process, and at the same time, it's an additional chance for them to "try out" their English with someone else.
I remember when I started Little America. I felt like all the students were "mine," and I was responsible for each and every one of them. When I began to hire additional teachers, I had the same fear you have. But the students were excited and happy to try to speak English with the new teachers. They became less dependent on me and more independent as a result of having other people to speak English to. I think the transition is an easy one as long as you train your teachers well and have the same system in both schools.
School growth implies you are doing something right and that the members of your community trust you. I would suggest you thank all the parents and students by informing them via an announcement in a newsletter and an invitation to the branch school's opening. Let them all feel that they are a big part of your success and that you want to involve them in this upcoming celebration.
Q: I have a sixth-year primary school boy who is mentally slow. But he loves English and has made good progress in my class. The father wants him to quit so he can go to juku and cram for a middle school entrance exam. The mother wants him to continue with English because she knows how happy it makes him. What can I do to keep this boy in my class?
M.Y.
Teacher
Yokohama
A: I am the first to admit that cram schools are my school's biggest rivals. We have had many wonderful students, filled with promise, quit our school to focus their energy on cramming for examinations. No matter how hard we argue our case, the mothers believe cram school to be top priority. Taking that into consideration, we try to encourage parents to let their child come once a month for a private lesson just so the student does not lose the English level and confidence gained here. Some families accept this alternative. For those who feel it is too expensive, we try to find another student of the same level in the same situation so they can have a semiprivate lesson once a month. It is all a juggling game but worth the effort if the student can continue.
In reference to your student's situation, it is clear that the boy gets something special from studying English with you, in your setting, that he does not get from his other subjects at regular school. It could be the small classes, the individualized attention, the security of repetition, or the structured chance to socialize in a foreign language, to name a few. I find that English classes very often not only offer students a welcome escape from the doldrums of usual study but also act as a springboard to self-growth, which may not be available through regular classes.
Since you have the mother on your side already, why not invite the father to come observe his class? He may be surprised to see how well his son does in English. If he does come, then it would be a good chance to praise his son and gently suggest the father reconsider, pointing out that a strong English base will give his son an advantage, not only in middle school but later in life.
* * *
Readers are encouraged to send questions on any themes related to teaching English to younger learners--particularly those at the primary school level--to Helene J. Uchida via e-mail at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions preferably should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Sept. 25.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.
(Aug. 10, 2007)