□□□□□□□□□□□□□□□□□□□206早稲田日本語教育実践研究 第5号／2017／199―260 can use the Japanese language at the same time. Although, buddy system is very successful in the previous years, for the next batch on February 2017, I am planning to just have 2-3 main buddies, and involve more DLSU students in different activities. This is to address the feedback of other students who were not buddies to spend more time with WS students. Some of my students are jealous and complaining that during school breaks, they rarely have time to spend with WS students, because buddies have fixed a schedule for them. In this rare opportunity, I hope to maximize the chance of my students to interact with WS students more. □□□ □As for the demo teaching, at first I felt uncomfortable advising Japanese native speakers how to teach Japanese language. However, with this experience, it made me realized the reality, that indeed not all Filipinos can teach Filipino language. I can speak Filipino but I cannot teach Filipino in a classroom setting. It is the same thing for these Waseda students who are native speakers, but are not Nihongo teachers. With this program I was able to rediscover my strengths and weakness as a teacher. I was once a student, thus, I must admit that when I prepare for my class, I would incorporate ideas and strategies in teaching, based on my experience as a Filipino learner (being a non native speaker or foreign language learner of Japanese language. For example, in explaining some sentence patterns, I would compare it with our native language which is Filipino or English which we commonly use in the Philippines, so students can have better understanding on the usage rather than depend solely in the explanation of our textbook. I was able to share what I learned in teacher training programs I've attended as foreign Japanese language teacher. For example, holding the flashcards or showing the photo panel, what are the things to include in every slide of PPT, giving instructions in activities, giving of examples, etc. Although WS students prepared for their assigned lesson independently, we conducted few consultation and I gave them advice on the activities, their PPTs, time and class management, and interaction with students. After their demo teaching, I also gave them feedback of their strengths and weaknesses. I understand that not all of them wants to be a teacher of Japanese language in the future, but interaction with
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