Sessions /
Teaching Younger Learners Forum #1245

Sun, May 16, 09:00-10:30 JST | Zoom 6
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Collaboration between students and teachers in the classroom is an important part of allowing younger learners to take control of their learning. The autonomy that we allow as teachers helps our students personalize their educational experience and frees up time for more one-on-one attention. This type of classroom also helps students with motivation and thereby eliminating much of the classroom control problems we face. With a student-centered classroom, teachers have more time to work individually with students in a more meaningful way. Good collaboration in the classroom also creates an environment that is surrounded by mutual achievements. In this presentation, the focus will be on teachers working together with students in a collaborative fashion to achieve a student-centered classroom. The presenters will provide useful ideas to help free the bonds of a teacher-centered classroom and provide a guide to a more student autonomous pedagogy. This will be done by giving examples and referencing research into student autonomy, intrinsic motivation, classroom control, and personalized student assessment.

Grant Osterman

Grant Osterman

Family English School International Co., Ltd.
Dr. Osterman has been teaching in Japan since 1993. Originally from a small Midwestern town in the United States, he earned his bachelor’s degree in psychology and a master’s degree in education from the University of Maryland. After a short hiatus, he completed his doctorate degree from Northcentral University in educational leadership. Over his career, he has taught at elementary schools, junior high schools, universities, and is an administrator at a private school in Okinawa. He joined JALT in 1995 and has served in many roles for the Okinawa chapter. Currently, he is the Okinawa Chapter membership chair, the Teaching Younger Learners Special Interest Group coordinator, and the SIG Representative Liaison for JALT. He is very active in JALT functions and enjoys monthly professional development trips to Tokyo when the virus is not so bad.
Kate Sato

Kate Sato

Hokkaido University of Science/ TYL Sig
Kate Sato started teaching EFL in 1989. From 2002-2017 she founded, ran and taught in her own English school for children aged 0-12 in Hokkaido. She has been an active teacher trainer since 2007. Currently, she conducts workshops, presentations and research in TEYL, as well as publish articles and research papers. As well being a full-time faculty at Hokkaido University of Science, she is also an active member of the JALT TYL Sig. When she’s not focused on work she enjoys being active outside, which includes gardening.
Gaby Benthien

Gaby Benthien

Shumei University / Chuo University
I have spent all of my working life in education. I started my teaching career at a secondary school in Australia (Japanese/PE), with a short stint as a primary school Japanese teacher. I have taught as an English conversation teacher, ALT, local adult group facilitator, and at universities. My research interests include international education, intercultural understanding, L2 motivation and L2 teacher development.
Marybeth Kamibeppu

Marybeth Kamibeppu

Hiroshima International School
Marybeth teaches at Hiroshima International School, a small International Baccaulerate (IB) located in Hiroshima. In addition to teaching English language acquisition, Marybeth is the Middle Years Programme (MYP) Coordinator and a college counselor. In JALT, Marybeth is the Nominating and Elections Committee (NEC) chair. Her professional interests include differentiation strategies and reflection for teachers and students.