Language Sensei

A Language Teacher's Journey

‘Senpai’ – The Rewards of Senior Student Class Volunteers

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Hand ReachingMany schools have a peer tutor option available for students. Traditionally this is a one-to-one idea in which a student helps to support the learning of the other. I have used this idea for a long time in my classes – but in my case I have the ‘senpai’ – who works with the entire class. It can be an immensely rewarding situation – for the Senpai, for the class and for me. The concept of “Senpai and kōhai ”  in Japan  applies,  as Wikipedia puts it,  “to the senior/junior mentor system in wide use in Japanese culture; often found at all levels of education, in sports clubs, businesses, and informal or social organizations”.  My Senpai are either working on a volunteer basis to earn volunteer hours (required for graduation) or completing a school course called “Peer Tutoring”.  These students are in my classes because they have great ‘mentor’ potential and I have the final say as to whether I will accept them in my classes.

What do my Senpai’s do/don’t do?  

They do: Answer questions from students as they occur ; Fill in for absent students in pair or table work; Help catch up students who have missed class; Review/reinforce learning; Help students seek out words they need; Act as a ‘sounding board’ for me regarding class activities or support required
They don’t: Act as a dictionary; Give an answer – rather they help students to find an answer;  Mark or assess for me

What characteristics make a great Senpai? Do I need a top student as a senpai?  Not necessarily – just one who has completed the course they are volunteering in. In fact some of my best senpai have been students who know what its like to work hard to learn. What I really look for is:

Native or Non-native speaker – I’ve had both – my native speakers bring ‘current’ language to the room and a resource for all of us; my non-native speakers bring their own learning experience to their role – which for me is often more valuable.
Empathetic and Self-Aware – My best senpai’s know what they know, and what they don’t. They know they are also students, not dictionaries, and that they don’t need to have ‘all the answers’. They model the ability to risk, and seek help that I look for in all my students.  
Confident, Mature with a Good Sense of Humour– I talk to them as ‘junior’ peers  and often seek their input into how an activity may run or a concept introduced.  They need to have the confidence to accept the role as a ‘mentor’  and the maturity to handle the role – while remaining approachable – which is where the sense of fun/humour is critical. 
Self-starters – The Senpai doesn’t sit and wait. When students are actively learning they are up and about and circulating around the room. I ask them to have ‘big ears’ to listen for students struggling, those not quite using a concept correctly etc. My best Senpais have provided me with critical feedback into how the learning is going in the room. 

What classes work best with a Senpai? Generally I use them with my Yr3 and Yr4 classes. I have found that the more junior classes don’t always have enough for them to do. It’s when students start to really expand their language, and deepen their communication that the Senpai’s seem to be the most useful. I usually have one Senpai per class – but in a class of 30 – have used 2 when I could.

My Yr3 class this semester have an amazing Senpai duo. Grade 12 students,  they move easily among the 30 Gr. 11 students and are always quick to answer the call of “Senpai”!  They have become my ‘right-hand’ in the room  – and have inspired some of the Yr3’s to ask to be Senpai’s next year. I’m looking forward to working with them.

Colleen

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