Enrichment Bilingual Language Services

~ Enrich Your Language Life ~

Japanese and English Language Education

© 2016 Enrichment Bilingual Language Services.

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EBLSの指導理念

​教師・講師が信じていることは、レッスンの指導計画や、教室での指導方法に影響を与えます。

以下は我々が指導を行う際にコアとなる価値観や信念です。

Our Teaching Beliefs

What teachers believe about teaching and learning affects how they plan a lesson and teach in the classroom.

Below are the core values and beliefs in our teaching. 

01/

​教師・講師はファシリテーターであり、コーディネーターである。

Teachers are facilitators and coordinators.

  • One of the major roles of teachers is to help students attain the next level in their development. Teachers are not the dispensers of knowledge.

02/

生徒の学習発達は、生徒のZPD(最近接発達領域)の中で、適切な教材が与えられたときに起こる。

Students' learning development occurs when they are provided with appropriate materials within their ZPD.

  • ZPD (Zone of Proximal Development) basically refers to the difference between what a learner can do without help and what he/she can do with help (Vygotsky, 1978).

  • As each individual has a different ZPD, his/her learning occurs at a different rate and different level. Teachers should focus on individual learning development while providing them with appropriate materials or experience according to his/her ZPD.

03/

​学習の過程は、学習の産物と同じくらい重要なものである。

The learning process is as important as learning product.

  • Product does not necessarily reflect students' efforts, challenges, or triumphs in their learning. For this reason, it is more important to focus on how they made efforts, face challenges, and achieved triumphs. 

  • Learning reflection is a key to fostering self-regulated learners. Thus, it is meaningful to have students reflect on their learning process. 

  • In order to advance students’ learning development, more emphasis should be placed on their future rather than on the past; for example, what they can do in the future, not whether or not they succeeded or failed.

04/

生徒の意味づけは、人々や道具との有意義なかかわり合いの中で構築される。

Students’ meaning-making is constructed in a meaningful interaction with people and tools.

  • For instance, when a student is not able to do a certain task, this does not mean the student’s inability to perform the task. Rather, it is because the student has not attained the level to complete it.

  • With a mediational tool, activity, or communication that is familiar with the student, he/she is likely to be lifted to the level and become capable of completing the task.

05/

​生徒の自信は成功経験の蓄積により高められる。

Students’ confidence is increased by the accumulation of their successful experiences.

  • In order for this to happen, teachers should provide them with materials at their optimum level, which are not too easy or too demanding. What optimum means is, we believe, the material which are one-step-above their current developmental level.

06/

​学習とは、社会的なプロセスである。

Leaning is a social process.

  • Support from both teachers and peers and interaction with them are crucial elements for learning to occur.

  • One of the teachers’ most important roles is to create a classroom environment where students feel comfortable interacting with the teacher and peers as well as collaborating with peers.