W-ING's teaching style is focused on having an even rhythm and tempo, bold gestures, strong patience, warm encouragement, and regular reinforcement.

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Lessons for children are focused on listening, speaking, writing, and reading. We teach children by presenting words in bite size chunks, isolating target letter combinations as symbols, mixing other letters and combinations to practice a target sound. At the end of lesson or routine, target language is reinforced with games and homework.

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Lessons are tailored to fit the age of the class. Typically, 3 year old children will do more songs, dancing, and physical movements, whereas 10 year old children will play more complex games and reading presentation.

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In private group class lessons, the children first learn to read letters, letter combinations, words, sentences—and then it’s on to the stories! As soon as the children can read 3 letter words (starting with the short vowel sounds first), they start reading stories. Why do I believe reading is important? The children learn to use their cognitive powers and imagination: Exploration begins in the mind. We need to feed the mind with nutrition, just as our body needs nutrition. The spark igniting those thoughts come from the teacher, but hopefully, firstly from you—the parents. Why else do I think is reading important? Japanese children learn English grammar from Junior high school through to the end of High school. This is important and a necessary ingredient for learning English, so to balance the other end of the scales, I get my students to read out aloud: it is an important variation. They enjoy it when praised for effort and want to continue to do it, as they do when doing their homework, which leads to the final and most important step—solitary reading. Furthermore, an English lesson is only once per week. Books on the shelf at home is profitable to a child who loves to read. Why do we start the children on reading and homework from the first lesson? Homework is boring, isn’t it? Reading letters, words, sentences, and books is no fun, right? Playing around on the computer and doing nothing is more important, right? No, no, no—it’s cool to do homework—it’s hip to be able to read. Most children usually exert positive energy: they are curious, fearless, eager to please and want to show how good they can be, and most of the time—they are willing to learn.

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Through many years of experience and observation, I have arrived at an objective conclusion: that how we teachers present lesson contents, how we receive homework from the students, and how we react to class performance and finished homework, produces the best results, in order to instill long-term motivation, self-reliance, and self-worth into the student. The lesson and homework is presented enthusiastically—the class performance is confronted encouragingly—finished homework is received joyfully with an encouraging written comment or stamp as a reward. 

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What should I do if my child is developing slower than other children in the class?

Children are like adults: they have their strengths and weaknesses, victories and failures, good days and bad days. And just like adults, children will throw you odd and awkward curve balls, but at times, surprise you with a sharp increase in progress. I’m currently teaching an 11 year old boy who is excelling tremendously. He was way behind the rest of the class when he first started at 3 years old. His answers were slow, his rhythm was staccato, and his writing was untidy. However, he always did his homework. His parents were patient. Previous years on parent’s day lessons, he did little and said next to nothing, but his parents clapped and projected hope at him. He remained like this until second grade, and then he broke free and blossomed. What a shock! He brings a thick dictionary to class every week and without realizing it, he’s good, and this was mainly due to his parents, all I had to do was be consistent and wait.       

    

My exhortation to the children

When I watch, I can see

When I listen, I can hear

When I focus, I can think

When I do these, I can do all.

 

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W-ING's Private Lesson Breakdown 

Nen-sho 35minutes, Nen-chu and Nen-cho classes 45 minutes, Elementary school students 50 minutes

 

Kindergarten: group private lesson style

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-Greeting song

-Homework check and reward. Warm-up lesson chant.

-Motor exercises (body parts, preposition movements, activity movements, conversation movements).

-Song

-Phonics target with game

-Writing drill

-Story reading, or student reading presentation

-Game and “Goodbye” song.

 

First grade to Sixth grade lesson style 

 

-Greeting song

-Homework check and reward.

-Student reading presentation.

-Tongue twisters

-Workbook/Target language/Phonics target

-Song

-Game

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*KINDERGARTENS:  Morning demo lessons are usually held on Wednesday mornings and  occasionally Friday mornings. Kindergartens who only want either a morning class service, or permit an afternoon kids-group private class only, may apply. Preferential service and special deals will be given to those who want both the morning and afternoon service. All costs, performance-based rebates, details of service, rules and boundaries and contract information, will be discussed in a private meeting.

*Lesson fees: yen per lesson, plus tax.

-Joining fee               5,000 yen         

-Prep class                4,000 yen          35 minutes    textbook                      2,500 yen

-Starter class             5,000 yen          45 minutes    textbooks class/home  3,500 yen

-Elementary classes  6,000 yen          50 minutes    textbooks class/home  3,500 yen

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For further details, contact Katsumi Tanaka:  w-ing@tbz.t-com.ne.jp