Teaching Spoken English at Junior High School: A Comparison of TPR and PPP

This article reports on an experimental methods-comparison study, which was undertaken with beginner level junior high school students (aged 12 and 13) in Japan. The study aimed to investigate which type of teaching, Total Physical Response (TPR) or Present Practice Produce (PPP), was more effective in developing productive and receptive knowledge of a set of collocations. Results showed that both types of teaching had a significant impact upon the development of understanding and using the target language. However, there were no significant differences between the effectiveness of TPR and PPP, apart from a short-term benefit for PPP in terms of receptive knowledge. This shows that both types of teaching can have a positive impact upon learners of this age and level and that there is a need for further research to investigate the effectiveness of these communicative methodologies in this context

Using Supervision Mapping to Enrich School Counseling Fieldwork Supervision

Supervision mapping is a creative, visual approach to supervision wherein trainees identify concerns, strengths, goals, and ethical questions. While the supervision map has been identified as a potential tool for school counselors-in-training, no research has focused on its effectiveness. Therefore, this study sought to explore trainees’ experiences using the supervision map with faculty supervisors throughout their fieldwork experiences. The supervision map was used with school counseling trainees in two graduate practicum seminars in the Northeast (n=31). After using the supervision map for the duration of the seminar class, an electronic survey of their experience was administered, to which 23 trainees responded. Response frequencies, percentages, and qualitative feedback were analyzed to ascertain student perception of the supervision map. Results indicated favorable reactions to using this tool to help trainees develop reflective practices. Additionally, results suggest the benefit of using supervision maps may extend to the faculty supervisor, site supervisor, and group supervision process. Potential future uses for the supervision map are highlighted