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# There are only two teachers in my school: my boss and me.

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There are only two teachers in my school: my boss and me. When one takes a day off, the other tells the students that the person is working at the main campus in Aioi. Today my boss took a day off, officially "he is working in Aioi". We told the students beforehand that they could any subjects they wanted to on Friday, but never math. I am bad at math. It's not my field at all. I am a Japanese teacher.

When I went up to the classroom, I saw one of the students trying to solve quadratic equation quizes. There were three students there. I'll call them X, Y and Z. X is the student who was studying math.

X said to me sadly, "Sensei, I don't know how to solve them."

I looked at the quizes, thought for a few minutes and then remembered how to solve them. I drew a graph for a quadratic equation and explained about its minimum value. X suspiciously looked at my note and asked, politely, how she could know if my solution was true.

Y was sitting in front of X. Y said, "You should have learnt it! It's not efficient to study math with Ms. Yamamoto. I would study Japanese or English with her, and math with Mr. K."

K is my boss's name. X said in a low voice, "I'm sorry, but I wish he was here..."

Z called out me asking, "Sensei, what are actual numbers?"

I said, "Okay... You want to kill me."

X: "No, we won't. But math kills you."

X held up her iPhone and showed Z a YouTube video teaching "What actual numbers are.".

Z said, "That seems helpful, but I'm sorry, I am afraid I still don't understand."

Me: "Wait until Tuesday. Ask Mr.K on Tuesday."

X, Z: "Mr.K... Come back right now, please...."

Y: "Shut up! Ms. Yamamoto will be hurt!"

Me: "No. I feel the same. Come back, Mr. K, salvage us!"

You might think that the students don't respect me, but they are actually fair judges. Today I also taught old Chinese and explained the styles of Chinese poetry to X and Y. Y said, "Wow, that's surprising. The Japanese teacher at our junior high spent lots of time explaining about the styles, how to identify Zekku and Risshi, but I had never got it, even if tried to understand until I got a headache. I now got it after your short explanation! Now I don't understand why I was so badly struggling with Chinese poetry! They are very easy, aren't they?"

Giving a clear explanation isn't difficult, if you know very well about what you are explaining. I don't think that I am bad at explanation, but I just can't teach math because of my lack of understanding it.

When I went up to the classroom, I saw one of the students trying to solve quadratic equation quizes. There were three students there. I'll call them X, Y and Z. X is the student who was studying math.

X said to me sadly, "Sensei, I don't know how to solve them."

I looked at the quizes, thought for a few minutes and then remembered how to solve them. I drew a graph for a quadratic equation and explained about its minimum value. X suspiciously looked at my note and asked, politely, how she could know if my solution was true.

Y was sitting in front of X. Y said, "You should have learnt it! It's not efficient to study math with Ms. Yamamoto. I would study Japanese or English with her, and math with Mr. K."

K is my boss's name. X said in a low voice, "I'm sorry, but I wish he was here..."

Z called out me asking, "Sensei, what are actual numbers?"

I said, "Okay... You want to kill me."

X: "No, we won't. But math kills you."

X held up her iPhone and showed Z a YouTube video teaching "What actual numbers are.".

Z said, "That seems helpful, but I'm sorry, I am afraid I still don't understand."

Me: "Wait until Tuesday. Ask Mr.K on Tuesday."

X, Z: "Mr.K... Come back right now, please...."

Y: "Shut up! Ms. Yamamoto will be hurt!"

Me: "No. I feel the same. Come back, Mr. K, salvage us!"

You might think that the students don't respect me, but they are actually fair judges. Today I also taught old Chinese and explained the styles of Chinese poetry to X and Y. Y said, "Wow, that's surprising. The Japanese teacher at our junior high spent lots of time explaining about the styles, how to identify Zekku and Risshi, but I had never got it, even if tried to understand until I got a headache. I now got it after your short explanation! Now I don't understand why I was so badly struggling with Chinese poetry! They are very easy, aren't they?"

Giving a clear explanation isn't difficult, if you know very well about what you are explaining. I don't think that I am bad at explanation, but I just can't teach math because of my lack of understanding it.

私達の学校には、上司と私の二人しか、教師がいません。一方が休みを取る時は、出勤している方はこう説明します。

「○○先生は、出張です」

今日、上司が代休を取りましたが、生徒達には「出張」ということにしていました。事前に、生徒達には、「金曜日は数学以外の科目を勉強すること」と言い渡してありました。私は数学が苦手です。私の専門は国語です。

教室に上がっていくと、生徒が一人、二次方程式を解こうとしていました。今日、登校したのは三人でした。彼らの名前を、仮に、X、Y、Zとしておきます。Xが数学の問題を解いている生徒です。

Xは悲しそうに言いました。

「先生、解き方が分かりません」

私は問題を眺めて、二分ほど考えて、解法を思い出しました。グラフを描いて、その二次方程式の最小値について説明しました。Xは疑わしげに私のメモを見て、丁寧な口調で言いました。

「でも先生、先生が合っているかどうか、私には分かりません」

Xの前に座っていたYが、

「いい加減悟れよ。山本先生がいる時に数学を勉強するのは全然効率的じゃないよ。国語か英語を勉強しなよ。数学は、K先生がいる時！」

K先生というのは、私の上司です。Xは小声で言いました。

「すみません。K先生がここにいてくれたらなぁ」

Zが私の名前を呼んで言いました。

「先生、実数って何ですか」

私「オーケー。私を殺す気ね？」

X「いや、私達は殺しませんよ。数学が先生を殺すんです」

XはiPhoneで、「実数って何だろう？」というYouTubeの番組を見せました。

Z「うん、分かりやすい番組だね。でも、ごめん、僕、まだ分からないみたい」

私「火曜日まで待ってね。火曜日になったら、K先生に聞きましょう！」

X、Z「K先生・・・今すぐ帰ってきて・・・」

Y「黙れよ。山本先生が傷つくじゃん」

私「いえ、いいんです。私も同じ気持ちだから。K先生、今すぐ帰ってきて。助けて下さい！」

生徒達が私に対して尊敬の気持ちが足りないと思われるかもしれません。でも実際、生徒はとても公正に評価してくれています。今日、私はXとYに、漢文を教えて、漢詩の詩型について説明しました。

Y「わあ、びっくり。うちの中学の先生は、何時間も、絶句と律詩の違いについて説明したけど、結局何にも分からなかったよ。頭が痛くなっただけだった。先生の説明で、一瞬で分かったよ。今は、何であんなに漢詩が難しかったのか、思い出せない！ めちゃくちゃ簡単じゃん！」

分かりやすく説明するためには、そのことについてよく理解している必要があります。私は説明が下手なほうではありません。ただ、数学については、自分がよく理解出来ていないため、説明することが出来ないのです。

「○○先生は、出張です」

今日、上司が代休を取りましたが、生徒達には「出張」ということにしていました。事前に、生徒達には、「金曜日は数学以外の科目を勉強すること」と言い渡してありました。私は数学が苦手です。私の専門は国語です。

教室に上がっていくと、生徒が一人、二次方程式を解こうとしていました。今日、登校したのは三人でした。彼らの名前を、仮に、X、Y、Zとしておきます。Xが数学の問題を解いている生徒です。

Xは悲しそうに言いました。

「先生、解き方が分かりません」

私は問題を眺めて、二分ほど考えて、解法を思い出しました。グラフを描いて、その二次方程式の最小値について説明しました。Xは疑わしげに私のメモを見て、丁寧な口調で言いました。

「でも先生、先生が合っているかどうか、私には分かりません」

Xの前に座っていたYが、

「いい加減悟れよ。山本先生がいる時に数学を勉強するのは全然効率的じゃないよ。国語か英語を勉強しなよ。数学は、K先生がいる時！」

K先生というのは、私の上司です。Xは小声で言いました。

「すみません。K先生がここにいてくれたらなぁ」

Zが私の名前を呼んで言いました。

「先生、実数って何ですか」

私「オーケー。私を殺す気ね？」

X「いや、私達は殺しませんよ。数学が先生を殺すんです」

XはiPhoneで、「実数って何だろう？」というYouTubeの番組を見せました。

Z「うん、分かりやすい番組だね。でも、ごめん、僕、まだ分からないみたい」

私「火曜日まで待ってね。火曜日になったら、K先生に聞きましょう！」

X、Z「K先生・・・今すぐ帰ってきて・・・」

Y「黙れよ。山本先生が傷つくじゃん」

私「いえ、いいんです。私も同じ気持ちだから。K先生、今すぐ帰ってきて。助けて下さい！」

生徒達が私に対して尊敬の気持ちが足りないと思われるかもしれません。でも実際、生徒はとても公正に評価してくれています。今日、私はXとYに、漢文を教えて、漢詩の詩型について説明しました。

Y「わあ、びっくり。うちの中学の先生は、何時間も、絶句と律詩の違いについて説明したけど、結局何にも分からなかったよ。頭が痛くなっただけだった。先生の説明で、一瞬で分かったよ。今は、何であんなに漢詩が難しかったのか、思い出せない！ めちゃくちゃ簡単じゃん！」

分かりやすく説明するためには、そのことについてよく理解している必要があります。私は説明が下手なほうではありません。ただ、数学については、自分がよく理解出来ていないため、説明することが出来ないのです。

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09:52 Eagle Eye |

09:15 Christopher |

02:12 Rudolf |

Jan 15 ZaneX |

Jan 15 bara en fjäder | 羽だけ |

Today my boss took a day off, but officially "he is working in Aioi".

We told the students beforehand that they could study any subjects they wanted to on Friday, but never math.

When I went up to the classroom, I saw one of the students trying to solve quadratic equation quizzes.

I looked at the quizzes, thought for a few minutes, and then remembered how to solve them.

I drew a graph for a quadratic equation and explained about its minimum value.

K, save us!"

"Salvage" usually refers to things, not people.

The Japanese teacher at our junior high spent lots of time explaining about the styles, how to identify Zekku and Risshi, but I had never got it, even if tried to understand until I got a headache.

I am also bad at math...

X suspiciously looked at my note and asked, politely, how she could know if my solution was correct.

Z called me out asking, "Sensei, what are actual numbers?"

Today I also taught classical Chinese and explained the styles of Chinese poetry to X and Y.

Sometimes our Business English lessons include economic and trade terms, and I struggle to explain those, because those are not my fields at all.

It's just my personal opinion, but helping adults isn't as difficult as children sometimes. For example, if an adult Japanese learner asks me "What does 資本主義 mean?" I can answer "That's capitalism." "Gottya!" When I was asked the same question by a girl of 14 years old, it wasn't easy to explain. She was a native speaker and had no difficulty with Japanese, but the concept was totally new to her. So, I had to give her a lecture what capitalism is, and also socialism and communism.

I see. Because you were hired by your native level English skills.

>there is a good chance that they could be high level speakers and not know language from specialized fields,

What do you mean? Even if your students can speak very well, but sometimes don't know many terms in some specific fields?

"Sensei, what are real numbers?"

"What are actual numbers?" sounds almost a little philosophical.

I assume they meant the mathematical term 'real number' here.

Everyone's got their own field of expertise.

Personally, I really miss math class. I loved it. Doing math problems is always like you're trying to solve logic puzzles, and they always have one clear answer. At least in school.

There is a Youtube channel called Numberphile in which various mathematicians, scientists, professors etc. present interesting problems and concepts in the field of mathematics. I found it when I started university and it's quite fascinating sometimes, even when you don't understand everything.

One of my Filipino friends once said "I love math, but math doesn't love me." It was like a saying for me. Actually I am not hopeless at math, at least I believe so. Teachers are usually not asked to teach subjects which are not their field, but in my job, working at a cram school or a correspondence school, teachers who can teach various subjects are welcomed. I think that I am very good at Japanese and English so that's enough, but still, I have to think "If I were better at math..." on such a day. At the end of the class, we were howling like a wolf, calling "Mr. K....". That was funny.

数学における実数という数

a number in mathematics, called real number

しかし、第二次ベビーブーム世代が成人式を迎えた1990年代前半が過ぎると、少子化の影響で成人となる者の実数が減少の一途となっていった。

However, after the first half of the 1990s when children of baby boomers reached the age to participate in the Seijin-shiki ceremony, the actual number of youths entering adulthood has been falling due to the low birthrate.