What do you think about teaching JHS?

Submitted by bahia on Tue, 2008/04/08 - 14:11.

I just found out that I will be presenting to some new JTEs about teaching with an ALT at JHS. I would love to hear ALTs thoughts about what is important to tell them about team-teaching and your feelings about team-teaching at JHS. If you have a chance, please answer the questions below.

1. What is one activity that you find the most useful when teaching at JHS?

2. What is one activity that you think the students find the most interesting when teaching at JHS?

3. Do you think it is important for the JTE to actively use English in the classroom? Why?

4. What is the biggest problem about team-teaching at JHS?

5. What is your biggest frustration when team-teaching at JHS?

6. If you could tell new JTEs one thing about team-teaching, what would it be?

7. Why is important to have a native speaker in the English classroom?

8. Anything else?

Thank you!

Post answers as a comment, or email me at sm-bahia at pref.gunma.jp

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In my opinion...

Submitted by Hyakuman on Wed, 2008/04/09 - 09:21.

Having the children fill in worksheets that work with the textbook material.
If there is an interactive activity (like interviewing your classmates, etc.) involving the stuff the worksheet just covered, I found it works really well and the students don't complain. Also, for 1st year students there is a bingo textbook that has all the words (plus more) of the current chapter. Really helpful for getting the kids fired up at the beginning of each class.
It helps convey to the kids that they can learn English, but I wouldn't want the JTE to speak too much English to the kids because it will overwhelm the kids and make them not pay attention. Grammar points should be explained in Japanese.
Adapting to the different teaching styles of teachers can be problematic at times.
Depending on the teacher, sometimes they may not decipline students properly because they aren't their homeroom teachers.
Get to know your ALT, don't be afraid to approach them and give them work to do. If you have a great relationship with your ALT then team teaching works perfectly and can be fun for both parties.
It helps for proper pronunciation, and understanding finer usage points. Although I think it's more important for children to see non-Japanese people in everyday life.
Having a good relationship outside of the classroom is really important in my opinion. At my school, my JTEs and I got together outside of class frequently for drinking/dinner. As a result, inside the classroom we are able to understand each other and complement one another.

Figos's picture

Will's Way. No Way?

Submitted by Figos on Sun, 2008/04/27 - 18:14.

1. As a former ALT, having to create worksheets that compliment the subject content is very beneficial. I also found that coming up with ideas for whatever is being taught i.e. prepositions, by making it a little more interactive by creating an activity that tries to utilise the grammar point they have just learnt in a kinaesthetic or communicative way – this kind of activity works particularly well for the following lesson as a recap or starter and makes it a student-stroke ALT centred activity rather than JTE centred. It puts the onus on you and the students and helps you create a meaningful relationship with the kids which you want anyway. Tip always discuss with you JTE beforehand what you propose on doing – some teachers and I say some will not always accept your ideas because of time or they fail to understand the purpose of the activity.

2. Activities that involve working in groups; set students according to their rows – whether it is vertical or horizontal; so that they compete against their neighbours rather than singling smaller groups or individuals. They work much better in teams of 5 or more.

3. Seeing the JTE use English in front of the classroom as a means of communicating with the ALT (especially at the start) can be really motivating or encouraging for the students. The JT is often considered to be a role model - a figure that they would like themselves to be and seeing and hearing English being used by a Japanese teacher helps build up their confidence. From my experience even if the ALT was to use Japanese, whether it is verbal or written can also have a powerful effect. Try it – you’ll be surprised especially if it is written (use the black board!)

4. Communication was a problem. To cut the cheese so thinly, as ALT’s we are of-ten perceived by many as an assistant (ALT’s in the past have substituted the word for slave). However, there are some who would like to see us as a teacher taking on responsibility and working with JTE’s as well as collectively as a school – they need a team player. My advice or perception is to consider yourself as a tennis player having a friendly game with your JTE who’s on the opposite side of the court (not your opponent). I know for some Americans this is unimaginable because winning is all that matters, but hey this ain’t no competition – just a friendly. The Brits are very familiar with friendlies. I guess that is why we never win Wimbledon! Anyway, keep the ball on his or her side of the court. Make it clear to the JTE that you are willing to do things for the class by creating materials etc. Your JTE cannot continue to ignore you forever. They will have an epiphany at some point in time and they will come to you and ask you for your help. Unfortunately, it can take time for some teachers. Also as a fresher, trust is not a given thing; it is in most cases earned.

5. That not all JTE’s are the same. Some will use you and others will not. Some will ask you to develop materials and mark whereas others will not or perhaps not as much. There are inconsistencies within the department, but all of this will vary. There isn’t therefore a policy saying how they will use the ALT. It is entirely up to the individual JTE. This is, however, embarrassing for the head JTE or even the headmaster because this shouldn’t be happening after all, everyone should be working together. Unfortunately, they do, but here is the dilemma - hey you are the odd one out (the ALT). So, you need to make sure that you try and be consistent to all JTE’s, but that takes time and effort.

6. Team teaching means just that – to team teach and if we are to be successful in promoting English as a second language and get students into Universities blah-blah-blah… both the JTE and the ALT need to work together. Most ALT’s are here to help students and to work with their JTE.

7. A native speaker of English? I don’t think it is necessary. That is my opinion. It is not always the case in other countries, is it? However, it is a real bonus and it can have a powerful effect on students especially if ALT’s are in rural areas of Japan. That is why the Government has been promoting the idea of ALT’s in rural or deprived areas rather than the urban because there is a real need.

Finally, where there is a will there is a way! Good luck to all of you!

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