REPORT on the JUNE 2002 ENGLISH-TEACHER DEVELOPMENT RETREAT

Date and Location: May 31 to June 2 at the Chuo University’s Hayama Guest House

Participants: In total, 15 teachers took part [11 part-time teachers and 4 full-time teachers]. The 11 part-time teachers represent 50% of our part-time staff.

Schedule:

Friday evening: dinner followed by informal socializing [8 teachers]

Saturday: On Saturday, 7 more teachers joined the retreat, bringing the Saturday total to 15 teachers.

Saturday Morning Working Sessions:
Saturday morning (9:30 – 12:30), after self-introductions, we held 2 sessions:
1. A presentation by Mike Nix on the structure of the Faculty and the Department.
2. Group discussions of Listening and Speaking classes, activities and approaches.

Saturday Lunch: (12:45 – 1:45) Hayama Marina [15 teachers]

Saturday Afternoon Working Sessions:
Saturday afternoon (2:00 – 6:30), we held 2 sessions:
1. Class/skills-specific discussion groups: TOEFL, WRITING, and PRESENTATIONS.
2. Feedback from the smaller group discussions, and general discussion of concerns and suggestions for teaching and the English Department.

Saturday Dinner: (6:30 – 8:00) dinner followed by informal socializing [9 teachers]

Sunday Morning Work Session: (9:30 – 12:30) one session:
1. Discussion/Brainstorming of goals and objectives for Native English classes
Sunday Lunch: (12:30 – 1:30) Hayama Marina [5 teachers]

Conclusions:
Overall, both part-time and full-time teachers were very pleased with the retreat. Everyone appreciated the opportunity to meet with other teachers and the chance to share concerns and suggestions regarding teaching. Many complimented the Law Faculty for making this retreat possible, and said that Chuo’s Law Faculty is far more supportive than other universities where they work. Everyone agreed it would be very helpful to hold retreats on a regular basis.

Andy, Mike and Steve felt that the retreat was a success. It was a valuable chance to get to know the teachers and it gave all of us a chance to consider new teaching approaches. It was also an invaluable chance to develop trust and cooperation among the full-time and part-time teachers. We fully support the part-time teachers in suggesting that further retreats be held.