オンラインセミナーに参加してみた
セミナー
ある書籍に関連したオンラインセミナーで、授業でいかせるネタがないかな、と思い、インスタに載っていたセミナーに参加しました。悪徳ではなさそうだったのですが、セミナー自体は正直期待外れだったので、今回名前は非公開にします。そもそも一般に宣伝されているセミナーに初めて参加したので、「セミナーとは」、という経験値が上がったお話をします。
たくさんの通知
忘れてくれるな、とばかりに、事前に計4回の通知。流石にsmsで2本通知が入ると忘れないが、「見てますよ感」があり、少し怖かったです。通知をすると忘れないものですが、あまり多いのも考えものだな、と思いました。ただ、結果的に、忘れずに参加できたので、効果はある、ということになります。
セミナーの目的を知る
多くのセミナーの目的って、当たり前ですが、自社製品(今回は個人コンサルティング)の販売なのですね。知ってはいたのですが、まざまざと今回は体験しました。最初に企業の説明をうけ、休憩時間から次回告知があり、最後は、今回は特別2名様は、普段は10万円のところ、無料でカウンセリング。という流れでした。
煽り
参加している中で、所々、参加者の人生をより豊かにしたい、という思いはほとんど感じられず、商材を売りたい、という意図の方が強く感じました。ざっと気づいた点は、以下の通りです。
①すぐに行動すること、が成功の条件です
②見たいですか？聞きたいですか？
③普段ならこの価格ですが、、、
④本気でない方は、やめてください
⑤必要以上に長い時間のセミナー
①すぐに行動すること、が成功の条件です
つまり、この後、案内する商材を悩まず買いなさい、ということですね。確かに、すぐ行動する、は成功の秘訣でしょうが、行動として他の選択肢を隠しているのに気が付かないと、ただ相手にとって都合の良い行動なるのでしょう。ちなみにこの際、私がとった行動は、お金使わずに有益な時間にする。です。
②見たいですか？聞きたいですか？
こう聞かれたら、見ないと損する、というネガティブな心理が働き、「見ます」と言いますよね。その後、何か買う場面にでは、買わされた感が薄らいでいきます。選択の責任を利用する方法です。確かに生徒指導でも利用する手法ではあるのですが。
③普段ならこの価格ですが、今なら特別〇〇円！
その価格になるのは、何かしらの理由があるはずです。この場合は、そもそも、すでにその価格設定である、あるいは、その後、利益を回収できる販売が待っている、というのは、冷静に考えればわかりますよね。通販でいうなら、「今なら〇〇円」「～もついてきます」、というパターンですね。
④本気でない方はやめてください
簡単に言えば、買う・買わないの極端な2択に絞り、「迷う」「交渉する」などの選択しを消し、商材買い上げへと誘導する方法です。
⑤必要以上に長い時間のセミナー
自分の貴重な時間を使ったのだから、これを無駄な時間にするわけにはいかない、という心理の利用。株の投資で言えば、損切がなかなかできない心理でしょうか。普段は、you tube をダラダラと見てしまう人でも、一念発起してセミナーに参加してしまったのですから、自分の時間には価値がある、錯覚してしまうものです。
と、冷静に分析してみましたが、「もし」これがリアルな会場で、少人数の参加者で、相手が大人数なら、「この苦境から逃れるために買うか」と、なるかもしれません。恐ろしいです。
内職
そんなわけで、早くから、セミナー受講自体に、あまり有益性を、感じなかったので、この軽く拘束された状態を利用して、セミナーで聞いたキーワードを使って、自分なりに、考えを整理する時間に、使わせていただきました。「ほら、成功したいでしょ？」「行動することだよ」と一方的に、煽られている環境は、BGMとしてなかなか効果的でした。おかげさまで、、今後自分が今後進む道が明確化しました。ついでに、ブログの記事のネタにもなりました。そういう意味では、ためになりました。
セミナー参加の教訓
研修会などは時々、参加し、有意義な時間を過ごせたり、新しい考えを身につけられているので、大事なものではあるという思いは変わらないです。ただし今回のセミナーに関しては、やや安易な選択だったかな、と思いました。とはいえ、これは受けてみて、わかったことなので、これはこれで、勉強になりました。今回期待した内容であれば、もっと慎重に探すか、もう思い切って自分で主催するしかないです。
①有名人の名前を使ったセミナーは、その人の信用が損なわれない関係であれば要注意
今回のセミナーは、ある書籍に関連したセミナーということで、参加したのですが、セミナーの主催者は、以前その著者の講演をホストした、というだけでした。研究を行っているわけでもなく、親密な関係があるわけでもないので、万が一、詐欺やいい加減な内容でも、著者本人は傷つくことはないですね。
②知り合いやＮＰＯを選ぶ
①の反対の発想で、考えるなら、セミナー選択においては、信頼が大切だということです。信頼ができるホストであれば、主催者も「がっかりさせられない」という覚悟がありますから、有意義な内容になることが多いはずです。今考えれば、私が今までに受けたよい研修も、そういう経路で、紹介を受けたものでした。さらにＮＰＯであれば、内容はともあれ、商材を押し売りすることはないと思いますので、多少は安心できるはずです。
極論、アンテナをひろげ、信頼できる仲間を増やしていくというのが大切です。
1コートで8人が効率よく練習を展開する <基礎打ち編>
1コートで8人が効率よく練習を展開する
<基礎打ち編>
基本発想
- 1コートを8エリアに分割する
- 時間で区切る：全体が動けるよう
- 連続目標回数を決める：質を高める（初級者は「通算」でおこなう）
利点
- コートを効率よく利用できる
- 意識的に質の高い基礎打ちができる
- 指導者不在でも可
注意点
<クリア・ヘアピン>
目標目安: 各3分 連続50回(初級は通算)
ストレート
1または3：クリア 2または4：ヘアピン
クリア A1⇄B1、A3⇄B3
ヘアピン A2⇄B2、A4⇄B4
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
クロス（左右の入れ替えもおこなう）
1または3：クリア 2または4：ヘアピン
クリア A1⇄B3、A3⇄B1
ヘアピン A2⇄B4、A4⇄B2
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
<ドロップ・ロブ>
目標目安: 各3分 連続50回(初級は通算)
ストレート
1または3：ドロップ 2または4：ロブ
ドロップ⇄ロブ A1⇄B2、A3⇄B4、B1⇄A2、B3⇄A4
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
クロス（左右の入れ替えもおこなう）
1または3：ドロップ 2または4：ロブ
ドロップ⇄ロブ A1⇄B4、A3⇄B2、B1⇄A4、B3⇄A3
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
<ドライブ・プッシュ>
目標目安: 各3分 連続50回(初級は通算)
*フォア・バックもそれぞれ実施
ドライブ：A2⇄B2、A4⇄B4
プッシュ・レシーブ：A1⇄A3、B1⇄B3
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
<スマッシュ・レシーブ>
目標目安: 各2分 連続10回(初級は通算)
・A1(スマッシュ)ー⇆B1(レシーブ)(※ーA2(前衛ヘアピン) →B1(レシーブ)→A1
(1名待機:シャトル拾いなど)
・A3(スマッシュ)ー⇆B3(レシーブ)(※ーA4(前衛ヘアピン) →B3(レシーブ)→A3
(1名待機:シャトル拾いなど)
※前衛はラケットを上に構え、レシーブがレシーブが低い場合は、ヘアピンを返す。
|
A1 |
A3 |
|
A2 |
A4 |
|
B2 |
B4 |
|
B1 |
B3 |
注意:レシーブは、前衛を越すよう高く、遠くを狙う
Why start from be verb?
Don’t get conceptional. It’s just the phrase.
<A Mistake Story>
You’re here to teach students in Japan. Students who are starting English in 7th grade. In most schools, the first chapter would be “be verb.” Although you don’t really have much memory learning what a “be verb” is, you look at the textbook and understand and share the knowledge that you have just gained. Then you start lecturing to the students, “A be verb has the meaning of something that explains the subject, and …” Welcome to the pit of grammar teaching. The thing you would want to avoid, if you’re willing to teach practical language.
<Understand>
Before you make the same mistake, you want to understand that you don’t necessarily need to understand the grammatical function to start using a language. Especially at a primary stage, the focus should be on using the language, not understanding it. The fixed-idea of the needs to understand grammar is like riding a bicycle by just reading a book about how a bicycle works. No matter how well you understand it, you’re not going to succeed in riding it. What you need is practice. Surprisingly, the opposite can work. You can ride the bicycle without knowing how it works. It’s basically the same thing.
What is a be verb?
Be verbs are be, am, are, is, was, were, been. That’s it. They all have the same meaning. I didn’t even know that until I, myself, started teaching to my students. You’ll probably just introduce am, are and is for the first chapter. The other ones will be introduced later on. Here are the basic factors of a be verb.
BE VERB: be, am, are, is, was, were, being, been
MEANING: a verb that indicates to describe a target noun. You can replace it with the mathematical sign “=(equals)”
e.g) That is a panda. > That = a panda.
RULES: Which verbs to use depends on the subject.
(subject:be verb)
I:am, was
you: are, were
other singular: is, was
other plural: are, were
no subject: be
*being, been are combined with other verbs as participles
Self-introduction
The biggest reason a textbook starts with the be verb is because by using it, you can introduce yourself to other people. In a communication situation, that is the first thing you do after you say hello. Most dialogs will go as, ”Hi. I’m Kumi. I am a new student. Are you my English teacher?” It gives the opportunity for students to practice spelling their names using alphabet. One of the most popular first lessons is, 1: write your name in English, 2: practicing a dialogue, 3: walk around and introduce your names.
Introducing nouns
More importantly than learning the function of be verbs, this is a good chance to learn nouns. You can introduce “What’s/Who is this? - It’s a (noun). If you’re starting to learn a language you want to start by learning a lot of nouns because noun is an easy concept. Unlike verbs,especially English verbs, you don’t have to mind tenses or forms.
Nouns are the basics of words
Just imagine a baby starting to learn words. The first idea of words is a noun; mama, milk, booboo, doggy. As you can see from here, the basic of words or maybe the basic of perception is noun. When children start to enjoy the world of words, they start with nouns. It’s simply fun. By the way, the next type of word they will learn is adjective, not verbs. This comes from necessity; hungry, hot, bad. Perhaps these words which work to transport feelings are already born even before they know it is a word. They are survival signals.
Learn words not sentences
One of the factors that makes language learning complex and boring is the obligation to make a sentence. A child can communicate without completing a sentence.;“Water!”, “Oh, airplane!”, ”No!”, “Me!” Ohhh, chocolate cake! Somehow when it comes to learning a foreign language people start to generate a whole sentence. This makes the learning process slow and dreadful. A noun centered or emotion centered approach is lot more natural. Once the learner feels the limit of communicating in simple words, then you can go to extending the phrase and eventually go make a sentence. “Water” becomes “Water please.” then becomes “Cold water please.” Finally “ Could I have some water?”
Think Grammar Simply no.5 Adjective and Adverb
Adjective
Definition: A word that describes a noun
Word order
An adjective is always directly in front or behind a noun
- in front of the noun: the adjective consist of one word
- a happy panda
- behind the noun: the adjective consist of more than one word
- a panda living in a forest
Japanese comparison) adjective position
In Japanese, adjectives are always placed in front of the noun. This is the 2nd biggest difference between Japanese and English word order. (The biggest is the verb position)
Comparative form
The comparative/superlative form is used to tell how much the adjective is compared to something else
- comparative: add “-er” to the adjective “more ” in front of the adjective
- a bigger panda
- a more delicious bamboo
- superlative form: add “the -est”or “the most - ” to the adjective
- the heaviest panda
- the most famous panda
Adverb
Definition: A word that describes anything but a noun ( verb, adjective, adverb, sentence) is an adverb.
※The name “adverb” tricks us in limiting the function only only to verbs but you need to be careful that adverbs can also function on anything but nouns.
Word order
The word order of an adverb is quite irregular. This is because adverbs can be placed in various places in a sentence. Usually adverbs are placed in front of the word you want to explain.
e.g)
- The panda quickly ate the bamboo.
- The panda ate the bamboo quickly.
- Quickly, the panda ate the bamboo.
- Pandas are so cute.
- I like pandas very much.
Comparative form
The comparative/superlative form is used to tell how much the adverb is compared to something else
Think Grammar Simply no.4 Verb
VERB
Definition: A word that describes an action.
Character: ①Has various forms due to subjects or tense(time)
Forms of Verbs
There are different forms of verbs. Original form, present form with(/without “s”), past form
The following verb forms are debatable as a verb. Present participle, past participle.
Types of Verbs
Largely verbs can be separated into 2 categories, “be verbs” and “ general verbs”
be verbs: be, am, are, is, was, were , been.
general verbs: every verb except be verbs
Tense
Definition)
Use the past form of the verb when you are talking about the past.
Form)
- Regular Verb ( add “ed”)
- cf) ask>asked, like>liked
- Irregular Verb (unique form)
- cf) is>was, teach>taught, cut>cut
Be verbs
meaning)
Has the meaning of ”equals”.
c.f) I am happy. → I = happy
usage)
Choose the proper be verb according to Subject and Tense.
Present
|
subject |
be verb |
past form |
|
I (1st person / singular) |
am |
was |
|
you (2nd person singular) we, you, they (any plural) |
are |
were |
|
he, she, it (3rd person / singular) |
is |
was |
The past tense of “am” and “ is” is “was” and the past tense of “are” is “ were.”
Past
|
be verb |
subject |
|
was |
I (1st person / singular) he, she, it (3rd person / singular) |
|
were |
you (2nd person singular) we, you, they (any plural) |
General verbs
Definition )
A verb that isn’t a be verb.
Rules )
- ”s” is added when (1)the tense is present and (2) the subject is a 3rd person single. (In short, a situation where you would use “is”)
- cf) A panda lives on bamboo.
- cf) A panda is an animal. / He is nice.
Different forms of verbs
verbs change into different forms according to subject or function
- original
- present with 3rd person singular subject ( -s )
- past
- present participle (-ing)
- past participle (p.p)
Think Grammar Simply no.3 Noun
Noun
Definition: Noun: A word that describes a person, an object, or an idea.
Function: Become a subject or an object.
Character: Use different forms according to singular(one) or plural(more than one).
c.f)
a panda (singular)
2 pandas (plural)
Subject
A subject in a sentence is the center of the sentence. It’s like the main character of a story. The rest of the sentence follows with what the subject does.
Object
An object is a noun combined with a verb or a preposition. When it is combined with a verb, it describes the target of the verb. The meaning of the object equals “to” or “for” to the verb. When it is combined with a preposition, it becomes an adjective or an adverb.
Example:
Combined with verbs: know her
Combined with preposition: in Osaka
*underlined is the object
Types of noun
The English noun is categorized into 2 types. COUNTABLE or UNCOUNTABLE. A singular COUNTABLE NOUN must be combined with an article. An UNCOUNTABLE noun is a noun that describes an idea or a name.
idea> love, happiness, climate etc.
name> Steve, Dr. Einstein, Tokyo etc.
Pronoun
Pronoun is a type of word that you use when you are continually using the same noun. The function of a pronoun is either a NOUN or an ADJECTIVE. The form changes according to how you use it.
|
singular |
subject (noun) |
Possessive (adjective) |
Object (noun) |
plural |
subject (noun) |
Possessive (adjective) |
Object (noun) |
|
I |
my |
me |
we |
our |
us |
||
|
you |
your |
you |
you |
your |
you |
||
|
he |
his |
him |
they |
their |
them |
||
|
she |
her |
her |
|||||
|
it |
its |
it |
Think Grammar Simply no.2 Structure Difference
SUBJECT<noun> + VERB<verb>
Basic structure of an English sentence
<IDEA>
Basically the structure of an English sentence is made of “SUBJECT<who>” + “VERB<did what>”.
Adjectives and adverbs are extra information of either a noun or a verb so you can say a basic sentence is made of SUBJECT<noun> + VERB<verb>
Japanese comparison) Sentence structure
The sentence structure of a Japanese sentence is different from English. The subject comes first but the verb is placed at the end of the sentence.
Japanese> SUBJECT + <OTHER ELEMENTS> + VERB.
English> SUBJECT + VERB + .<OTHER ELEMENTS>.
Problem of grammar based learning
Grammar learning is a systematic and useful way of understanding a language. However, when learning the language from the beginning it is also an unnatural way to learn. The biggest reason for this is this is the <subject>+<verb> conception. In real life communication, the structure is not strictly followed, especially in early stages. Imagine a baby starting to talk. The words coming out do not follow the sentence structure rule. The words coming out of the mouth are simple words without structure such as “banana” or “hungry.” You can actually ask questions though the structure does not follow the grammatical rule. Phrases like “banana?” could refer to “Is that a banana?” and function well.
