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Comments from former participants of the program

"By using the MAT DRILL, every time I taught them something new, it helped me to grab their attention. It was fun for them and they were excited about the group, pair practices. Using the keywords in Japanese helped them to avoid confusion as well as for me to make them understand the meaning clearly. Eventually I was very happy to see them using what I taught by their own without insisting them to say. Even after weeks later they have well remembered what I taught, making me utterly surprised." (S.D., Workshop 1, 2015)

"At private English classes, the parents want their children to be able to speak English, but I thought that it would take time for children to be able to speak English because they need to learn enough vocabulary, sentence patterns and grammar before speaking. I changed my way of thinking after learning the MAT METHOD. By practicing introductory exercises and 6 second DRILLs of vocabulary, sentence and question, now the children can speak with each other in English." (M.G., Workshop 1, 2015)

"I think this workshop will change the way I think while I'm teaching. Previously I was thinking purely about the next step, or a specific student's performance etc. However I think from now on I will be thinking more in terms of where the 'language' currently is on the path towards the students long term memory." (C.S., Workshop 2, 2015)

"I benefited immensely from the second workshop the combination of theoretical explanation and step by step walk through of the MAT method lesson plan coupled with a practical application helped move the information to my long term memory." (M.B., Workshop 2, 2015)

"This workshop was the most interesting topic of all. As an English teacher, I have made up my mind to always plan the lessons with more variety to cover the multiple intelligences of my students." (M.G., Workshop 3, 2015)

"I observed my students while they were playing games, singing, reading, and drawing. I found many things that I hadn't noticed before. Based on that, I made new lesson plans.(...) Our lesson time is limited, so we would like to provide a better environment. These activities based on the eight intelligences are very useful to conduct lessons. Teachers can respect students' individual talents, and develop their students' aptitude." (Y.S., Workshop 3, 2015)

"Earlier teaching phonics was a challenging task for me, because every time most of my students tend to remember the letter name instead of the letter sound. As the consonants are grouped in a way that can easily understand it is easy to use with students and easy to make them understand." (S.D., Workshop 4, 2015)

"Now I noticed that the more Key Words students know, the more they can read books especially for the beginners. Key Words are easy for students to remember by a few times' repetition." (Y.S., Workshop 4, 2015)

"It gave me brilliant ideas, strategies and tips on how to handle an EFL class of young learners. Indeed, MAT Pie Chart on the other hand, is very helpful for me. It leads me on how to maximize my lesson plan in one hour approach wherein the four part areas of communication are included for the praise and eventually lose its sincerity and its true meaning." (C.F., Workshop 5, 2015)

"I am proud to say that I have always taken care in planning my classes beforehand with a variety of activities and materials. However, after the course, I made a long term plan for what I want the students to learn before they leave, and reviewed my daily plans in accordance to the long term goals. It has made a difference in the choice of vocabulary, phrases, and grammar to teach in each class, and hopefully will help my students learn in a more constructive and organized way." (A.T., Workshop 5, 2015)

"I think that to learn any language, it is very important not to be shy, and try to speak even we make mistakes, because mistakes are part of the learning process. I like the techniques of the MAT Method to make the students speak, because, it is the purpose when we study a foreign language." (X.Y., Workshop 6, 2015)

"Before I took this course I had a lot of activities in my lessons, but I did not have a clear purpose for the activities. I thought that a student's ability to say the target sentence was enough. I overlooked the opportunity for the students to talk about themselves.(...) Now, I make sure the purpose of each activity is clear. I also make sure that each activity provides the opportunity to speak. When I explain the purpose of the activity, the students work on the activity more positively than before. They still make mistakes but now cooperate with each other or think by themselves." (T.Y., Workshop 6, 2015)

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