Hi. I’m looking for advice about disinterested classrooms and communicating with JTEs.
I teach at a low level public SHS one day a week with about 20kids in each class. Across all 3 grades they have no interest in English and are still learning what most would consider middle school level English. I am usually T1 except on the occasion where I might check the 3rd years writing.
However, 2nd and 3rd grade try and engage, or just nap if they’re not interested. I have a good relationship with these students and really love teaching them.
1st year however is different story. One on one the kids are kind. During class they just get up and sit with their friends and talk. To me the problem is that they can’t understand me what-so-ever so of course they aren’t going to bother. The JTE doesn’t translate anything I say so I’m left trying to explain the game/activity to them individually in Japanese when I go around the class. My Japanese listening is very good, but I usually can’t explain rules of games clearly, so they usually have more question at that point. The JTE doesn’t do much here either, normally she is with the most rowdy and loud kids. When I’m talking, she is still playing with them. There is normally about 6 students who try and engage with the work, so I end up focusing on them. Sometimes it so noisy I can’t even do that.
I used to play more active games like Pictionary or charades with them, but they’ve become so uncontrolled that I can’t do that. I think they like that kind of games, but I’d have cards that said “strawberry” “running” or “house” and must translate the English for them because they couldn’t read it. Now I try and do guessing games or hint quizzes, but it is just getting worse.
I dread going to the two 1st year classes every week. I just cry whenever I think about it.
I’d like to talk to my supervisor about it. We normally have a good relationship and when I am T2 in the other years he is an amazing teacher. A couple of times I’ve remarked that the 1st year classes are total failures, but he just laughed and said that just the 1st years. But I think that him and the other JTEs aren’t happy with my performance. I want to talk to them both (supervisor and 1st year JTE) but I’m so beat down that I’m struggling to have the confidence to do so. I don’t want to just cry uselessly. Also, the other week in the teacher’s room I heard them talking about the class (maybe only 3m away from me) and it was basically “she just an ALT” and laughing. Maybe I was mistaken but… It makes me feel like it’s impossible to have my concerns heard now. I know I’m on the outside because I’m only there once a week, but I just feel so shitty.
I’m looking for advice on what to do. In regard to the teaching and also talking to my supervisor. I don’t want to blame anyone but it’s difficult not to feel like I’m being hung out to dry. (also sorry if its hard to read, it’s hard for me to write)
10 comments
End of the day all you can really do is your part. I have taught at similar schools and a lot of the time many JTEs and normal teachers have just given up which makes thing hard. Even if you areT1 they are the boss and if there end is lacking its not really your place to say anything. My only suggestion was maybe try make lesson plans and go over them thoroughly with your JTE. Make things really clear. Here I will give instructions in English, then can you translate. Here can you model with me etc. Sometimes these things might just be a communication issue. JTEs not sure what they should do, and do not really care to ask or take control.
I’ve learned very quickly that I have to do an activity or game that takes 15 seconds to explain at most. Anything longer or more complicated will just result in confused faces.
If possible, demonstrate instead of explaining. Get the students, or JTE, involved in the demonstration. I would also look into communicative activities where students can be more involved with choosing the topic or other aspects of the lesson. Instead of leading the class, give them the opportunity to work on things together, for example activities where they walk around and interview each other. That might help. Of course we will have different situations. It does suck that you are not being helped out more. Best of luck.
Games: steal Japanese games and repurpose them. Especially games that require no preparation are great. 10-15 minutes of shiritori on the blackboard in English just to warm the class up (written so I can count each groups total).
Individual tasks will allow the different level of student to work at their own level.
Get the students to write a story one sentence at a time group A – B – C – D … A
If you want to do a “complicated” game make sure you are going to use it more than once otherwise the 1 class to practice the game is wasted.
Talking to the school / JTEs sounds like it will be difficult because as you say you are only there once a week. My guess is that you could provide a fully explained blow-by-blow lesson plan which you and the JTE can then follow explicitly. If that doesn’t work then I’d feel they just aren’t interested in making it work.
I would reduce the amount of new games you need to explain in favor of doing simple activities like pair conversations/drills, quizzes, fill in the blanks (reading and dictation), dictation, etc.
Get them using practical English. Treat it more like a class (albeit an active one) and less like entertainment.
Not your job, not your problem. You are the ASSISTANT. Your job is to assist the main teacher to teach the main teacher’s lesson plan. It is not “play time for the JTE” or a rest period. They are still in charge, or should be.
It is best to be proactive in these situations. Before the class, meet the JTE and eagerly ask, “can I see your lesson plan”? If they don’t have one, just say “oh…” and shut up. They will look to you to pull something out of your ass to save the class, but resist the temptation.
It is not worth your stress or stomach acid beating your head against a wall. The wall will win.
Pen and paper or whiteboard games are ideal for low-level classes, because you can just demonstrate the game on the board for them so they understand how the game works. Pen and paper games for older kids especially can be somewhat challenging so long as you can demonstrate it on the board. In general my rule is to physically show how the game works as much as possible and explain verbally when kids have questions for the most part. Games that require many layers of verbal explanation are just not going to work for kids whose level is low.
You have no reason to feel bad about anything you’re doing. Sounds like you’re trying super hard in a pretty challenging situation. Your role is ALT, so technically the JTEs should be doing the main teaching or at least supporting you. This is 100% their fault, nothing you are doing.
I would just keep the games very simple, have them do things in pairs rather than the whole class (as that can be draining for you and impossible if the class is noisy)
Ask the JTE to physically demonstrate with you, so it’s very obvious what they need to do. If you explain verbally, they won’t understand. I know you said they’re “playing with the noisy kids”, but they should be supporting you.
Try to get to school early or stay late after lessons to “forcefully” get time to talk with the JTE in extremely slow, simple English. Unfortunately that’s probably the only time the teachers will be available and receptive to you. I noticed when I worked in Japanese schools that the atmosphere/attitude is a lot more relaxed after the kids go home each day.
Also, try not to worry about the conversation you overheard. It’s VERY easy to misinterpret things in Japanese if your level isn’t super high. It’s very rare that teachers are cruel like that, so they could have meant “We shouldn’t burden her too much as she’s technically just an ALT” or “actually we should be doing more”. Don’t assume the worst.
First, realize you can’t change anyone but yourself.
Second, start looking for another job, in a school or country that respects and values your contribution and your humanity.
Third, download the TriviaMaker app. You can make quick games that don’t need to be explained much.
Always use the projector. make flash cards form the textbook. Focus on SVO using words on the flash cards.
stop being T1 you’re, “just the ALT” after all. Isn’t that why the JTEs became english teachers in their country? to teach kids? You shouldn’t be doing their job.