九州ルーテル学院大学
Teaching Portfolio2020

所属： 人文学科

名

前： Patrick Bencke

1

作成日：2020 年 10 月 15 日
九州ルーテル学院大学 “Teaching Portfolio”
教員氏名：Patrick Bencke
所属：人文学部 人文学科 Career English 専攻
1. はじめにMy academic studies and professional training in the area of language
education were primarily in the US states of Pennsylvania and Wisconsin.
The first I taught English at Kyushu Lutheran College was in 1997.
This “portfolio” document is a glimpse of my work in the area of teaching at
Kyushu Lutheran College. Coverage in this document focusses on work in themost recent three academic years, 2018-2020.
２. 教育の責任As a full-time faculty member of Kyushu Lutheran College, I instruct students
in a variety of English courses.

See the courses listed below in section 2.1.

I also am a facilitator in Chapel services and other activities under theauspices of the Religious Affairs Committee. Worship services are held every dayof classes. Attendance is voluntary. I support the Chaplain and also help guidestudent Chapel Committee leaders.
Additionally, I have helped facilitate student overseas practicums whileserving on the Global Committee. This involves preparation for cross-cultural
practicums and debriefing after students return to Japan.
I serve on the Library Committee. We aim to facilitate ease of use of thefacilities and collections. We also foster research contributions of fellow faculty.

2.1.

授業科目の担当2018 年〜2020 年度の３年間は以下の表の科目を担当している。
科目名

開講年度時期履修者数

備考

Communication

前期、後期

18－22 名Semesters one

Englishand four2

Advanced English

前期、後期

9－12 名Communication

Explaining Japanand three

前期

7－25 名in English

Current Global

Semesters twoan all-English
course後期

6－22 名Issues in English

an all-English
courseAcademic Writing

前期、後期

22－27 名

Junior Special

前期

４－6 名

前期、後期

4－6 名

Research Seminar

Senior ResearchSeminar

学部での教育以外の教育実践は以下のようなものがある。
◼

非常勤講師
On occasion, I visit high schools in the prefecture to give one lesson
similar to a college lesson.

I have lectured on the topics of English

pronunciation, finding and talking about news topics in English, and starting
conversation in English.
教育組織運営In addition to regular classwork, following are some other tasks I takeon.
On behalf of the Career English major, I conduct “Open Campus”
classes for prospective high school students.

3I have guided students going on overseas practicum, including
teaching special courses and helping with presentations.
I help students train for speech contests and oral interviews for tests
and job interviews.
I edit entrance exams. I also administer and score the exams.

３. 教育の理念
Many pillars of sound education are crucial in good language teaching andlearning. These include:I.

Planning instruction by selecting, interpreting, and sequencing generalobjectives from objectives from the curriculum andformulating/modifying objectives in terms of expected
outcomes/student characteristics.

II.

Implementing instruction by means of various delivery
modes/strategies and interactive/instructional techniques, using various
instructional material and resources.

III.

Evaluating teaching/learning by both formative and summative means
and interpreting or using such data to identify student needs, strengths,
and weaknesses, to refine instruction, to report the status of individuals
or classes, and to modify strategies.
I bear in mind the above in my work at the college. Several key
interests of language learning outcomes are outlined below.

3.1. 理念１
In effort to help students improve their English pronunciation, I havebeen monitoring individual strengths and weaknesses of each student
in the advanced communication classes.
3.2. 理念２
In my classes at KLC, the students get accustomed to exchanging ideas witheach other and with their instructor.
3.3. 理念３I am keen on training students to prepare and deliver oral presentations inEnglish. This is related to the exchange of ideas with classmates and instructor.

4４. 教育の方法
教育理念との関係では以下の点を重視した教育方法を取っている。
４.1.
In effort to help students improve their English pronunciation, I have beenmonitoring individual strengths and weaknesses of each student in the advanced
communication classes. I record their speaking, listening for and noting properand improper idiosyncrasies, and then inform each individual. Students can inthis way know what they need to concentrate on and also realize success over
the term of the course. I also train students in the use of a mirror so that they
can immediately watch themselves for proper pronunciation techniques.
４.2.
In my classes at KLC, the students get accustomed to exchanging ideas
with each other and with their instructor. I make efforts to decentralize theclasses so that more two-way communication, and less teacher-centeredlecture, takes place. Additionally, each student must communicate with mein English to the best of her/his ability, using as much English as possible.
４.3
In my non-writing centered courses, part of the emphasis is on students’
preparation and delivery of presentations in English. I guide students inhoning skills in the areas of the physical message, the visual message, andthe story message. We focus on specific skill sets in various assignments. Iprovide rubrics for students to refer to when preparing their presentations.
Students also evaluate peer presentations.
Students choose what they wish to research and learn about. They thenshare what they have learned with classmates. This is related to thedecentralization of class referred to in 4.2.
５. 教育改善のための努力
Evaluating teaching/learning by both formative and summative means andinterpreting or using such data to identify student needs, strengths, andweaknesses, to refine instruction, to report the status of individuals or classes,and to modify strategies are all crucial. In order to improve my teaching and5

student outcomes, each semester I reflect on my teaching for each course. I also
respond to student evaluations of all of the courses I have taught that term.
Following are a couple of areas which I have focused on improving in thepast few years.
5.1. 改善努力１ 授業評価アンケートと授業改善報告書
In the area of writing, students have expressed a need for clarity ofwriting assignments. To complicate this, in the third-year Academic Writingclass, many students are absent from campus for stretches of up to 3-4
weeks for teacher training practicums. At the same time, over the years,student writing samples show lack of paragraph writing knowledge and skills.
Several years ago, I incorporated a blog for Academic Writing, which I
have continued to use every term since creating the blog. With the blog, I canpost weekly assignments, due dates, expectations and even samples forstudents to access on demand. This has proven helpful for clarifying
assignments and helping to improve student writing. I also have createdforums on the blog for students to submit their writing samples, read those ofclassmates, and formally respond to classmate writing.
５.2. 改善努力２
As stated above in section 4, I make efforts to decentralize the classes sothat more two-way communication, and less teacher-centered lecture, takes
place. In my classes at KLC, the students get accustomed to exchanging
ideas with each other and with their instructor. Additionally, each student
must communicate with me in English to the best of her/his ability, using as
much English as possible. This sometimes causes tension in students, butmany express an eventual appreciation for the push to try harder tocommunicate in English.
One matter which is clear from student feedback in this area is this:Clarity of expectations is important. I have learned that even if students do
not understand the English content in the class to some degree, they can be
comfortable with that. For example, they can miss much of the meaning ofan article we are reading, yet still basically follow. However, they must be
clear about what I expect from them in classroom activities, on-line work,
assignments, quizzes, presentations, writing, and other measures that arepart of the formal assessment. For this, I have learned to clearly write in6

English, and in many cases orally communicate in Japanese, so that students
are clear. Sometimes I ask students to repeat or restate what theassignment is in order to check whether or not they truly understand it.

6. 教育の成果・評価
Following are some of the prevalent student outcomes I witness, as well assome reported by students themselves in their course evaluations:
Awareness of customs and values of other cultures and nations
Appreciation of own culture
Ability to explain Japanese customs, values, arts, education, society, history
Ability to summarize and evaluate issues about topics such as water supply,
food supply, famine, hunger, armaments race, and gender equality
Ability to summarize and react to films in English
Ability to make predictions about film plot in English
Ability to write and present a movie review
Improved writing skills
Writing organized paragraphs with main idea and supporting details
Improved grammar
Improved and consistent use of transitions and sequencers
Improved speaking skills
Improved discussion skills
Adoption of conversation strategies
Mastery or great improvement of presentation skills
Ability to explain, demonstrate, compare and persuade in oral presentation
Ability to summarize oral and written content
Ability to respond to peer presentations, as well as respond to peerquestions
Improved English listening skills
Appreciation for music in English
Ability to identify rhyme and other sound patterns in English lyrics
Improved English pronunciation
Gained comfort and habit of speaking English with peers
Improved reading comprehension

7

Reading and responding to peer writing
English proofreading skills

７. 今後の教育に関する課題と目標•Keeping up with technological advancements useful for language instruction

and learning•

Improving the English pronunciation of KLC students•

Making audio/visual feedback for student performance•

Christian outreach on campus and in Kyushu•

Maintaining contacts within the Japan-America Society of Kumamoto•

Maintaining contact and collaboration with other English language
researchers and teachers8