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About me

Hi! My name is Ifeanyi. I've taught English in Japan for over 10 years. Of course, my students have comprised of a broad spectrum of groups, from the staff of the Japan Ministry of Education to Junior High School and Elementary School students. I have taught in private language schools like YMCA, etc too. I have also worked in the financial industry with a private fund based in Tokyo, Japan; as well as run a consultancy firm with my older brother, also out of Tokyo. I’m also an independent recording artist with several indie CDs to my credit. I go by the artist name: FLEECE (www.jango.com/music/FLEECE). Teaching, however, is what I enjoy most, since it allows me to carry on in the traditions of my parents and grand parents, who had all been teachers at some point in their lives. I also have a blog which can be accessed at the address below. I specifically started the blog because some issues are too delicate and too important to be left in the hands of others to script the discourse. So please, read it if you have time. And if you don't have time, please let it be. HOLDING MY HEAD HIGH IN THE VALLEY (holdingyourheadhighinthevalley.blogspot.com/) I have nothing but the purest love for you all! Thanks... [Beginners, on being introduced to their first sustained awareness of the English language (or any other language), would no doubt be eager to become familiar with as many words as possible. However, the English language is widely remarkable for its large repository of words, some of which have been borrowed from other languages and other cultures all over the world, past and present. The result is that in any given English vocabulary context, there could be a number of synonyms that might function interchangeably to bring about similar denotations as well as connotations. This sometimes complicates the teaching of vocabulary to beginners. In explaining new vocabulary, it would be highly stressful to new students of English if a teacher were to use some new and unknown vocabulary in clarifying a current target vocabulary. Mostly, only one explanation would suffice in a situation like that. It would be a great idea to ascertain through eliciting the extent of their current vocabulary abilities, and work from that premise to give some simpler uncomplicated explanations/definitions. It might also be even more effective to use authentic materials easily understood by the students such as items in the immediate vicinity, pictures/drawings, realia, mimicry/mime and visual aids. Or otherwise encourage them to use their dictionaries.] It is always a good idea to teach new vocabulary within a given and appropriate context. Given this premise, it is always advisable to realistically consider the process of teaching vocabulary to the students. Some synonyms, while having similar denotations - formal definitions of words - may also have shades of slightly differing connotations - emotional, cultural, religious or social implication of words. Also, certain situations necessitate the application of pertinent sets of suitable register. This demands careful thought and planning. A teacher should understand that sometimes students need to learn new words for meaning only while at other times they might learn them specifically for the purposes of using them in future conversation. So a teacher needs to have a clear mind on these issues in order to avoid explaining all the shades and hues which would increase his/her TTT.] [During my High School years, there were times when I had to use certain words only to look them up in the dictionary and discover that they bear no relevance within their context of usage. I remember using the word “desiccate” in such a manner. I had presumed it to imply: ‘to rot’. I was wrong. In retrospect, I think I might have used such words as these because I thought they sounded right to me. If a student were to inform me that a choice of word was as a result of it ‘sounding right’, I would most definitely seek more clarification, based on my own personal experiences. It would be necessary to understand the origins of the student’s presumptions to see if he/she understood the real meaning of the word, or is the usage based on false assumptions based on false cognates. It would also be good to examine the grammatical context surrounding such usage. Some words have similar denotation but they cannot be substituted for one another in the exact same sentence structure. A good example was given in Module 7.5 with the words “during” and “while” (‘While we were talking, Jorge walked in.’ ‘During our talk, Jorge walked in.’). Again, it would be necessary to make sure the student understands that certain situations and professions require different sets of word register. A barman at his bar should not possibly be speaking in such a way as to mistaken for a stock trader. If these issues are not given due considerations, confusion and misunderstanding may arise out of such communication.] [This Zimmerman case stinks to the very depths of it. It is very sinister and I believe that the reason could be very simple: the Zimmerman guy could very well be a sexual predator, using his nightly prowls on neighborhood watches as his cover. My reasons relate to factors that have remained largely unnoticed during this whole uproar.1. It appears he had been checking out the young man before the boy suddenly noticed him and became afraid (at this point, he decides to put on his hoodie, according to his female friend's phone call accounts). Coincidentally, this was the point the Zimmerman guy's 911 call was put through to the police, not before.2. According to the boy who heard the initial calls for help and went outside, the young man was lying on the ground (face down, from eyewitnesses accounts), which suggests he was attacked or taken from behind and was already on his way to being subdued.3. The Zimmerman had blood on his head (and nose?) but the source had not been clarified by the police of course. Could it be then that he subdued the boy and was about to 'take' him from behind and the boy swung his head back with force to fight him off while still crying for help, and broke his face or bloodied him, at which point the McLendon boy appeared on the scene with his dog? This may have caused a scared, embarrassed and bristling Zimmerman to shoot the boy from behind (rather than through the chest, as the police had been saying, since at this point no one trusts the official police accounts - of course a thorough review of the autopsy could determine if there were exit and entry wounds.) An embarrassed narcissist and megalomania is always a very dangerous person to cross.4. Finally, if these circumstances I've described above begin to appear true then, could high ranking members of the Sanford police have known of this or condoned and even had some connections to these activities somehow? Far fetched..? No, not really. The issue of high ranking office holders indulging themselves in sexual pervasions has been known to reach up to the 'White House'. Google "Omaha, Nebraska's Franklin Community Federal Credit Union" (1984 ~ 1989..?) and you'd be shocked. There had been a concerted and willful effort to wipe the story off every other data board, but traces of it still remain. The Zimmerman guy holds a strange power over police actions that is not predicated on just his captainship of the neighborhood watch group. Is it inside information, then? The type only people wit privileged information about one another can exercise? There has been instances of the so called community 'elites' treated the area as private playing and blood sport hunting grounds, African Americans being on the receiving end most of the time. So my question is: Is this guy a sexual predator? And has he done something like this before that flew under the radar? ]
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