Job Discussion Forums

[jrwhisky]

Hi, so as I said, been here one week, it's my first ESL job. I enjoy the kids, and anyone else who has demonstrated some willingness to learn. So far its been alright, very few people in Hiroshima speak English, which was different from my experience in the Navy stationed in Yokusuka near Tokyo. People in that city seemed much less shy and more willing to talk.

Yesterday I had to deal with the very shy small group of teenage boys who seem nice enough. except they have zero ambition to communicate with me what so ever. I was convinced the first time we did a short lesson that they had the English skills of a 4 year old. My other teacher confirmed that they are just shy and that they can write quite well. That said, going through lessons and checking for comprehension is a real drag. Here is how it usually goes:

I ask them a question. They stare
I ask them again and again simplifying my English and slowing it down each time. They whisper to each other then continue to look confused.

at this point I've developed a cancer in my brain which is the personality of Samuel L. Jackson. So every time I go through the above charade and I ask something very simple such as, *Do you understand* then watch as they continue to stare at me, Samuel L. Jackson starts screaming in my head YES OR NO MOTHER FU--KER ! (is swearing allowed on this forum?)

I know I'm being extreme. Combined with tall the stresses that include moving to a foreign country this is the straw that has caused me to break. How do you guys deal with this situation?

I should also mention I speak very little japanese. Right now I spend about three hours a day studying it and living among it. So far that is my only solution, to learn their language so I can carry thoughtful conversations and lessons to them. That's going to take some time.

[marley'sghost]

Good. Let it all out.
Now take a breath and dial down the Samuel L. J.
We're gonna be like two little Fonzies here. And what's Fonzie like? Come on jrwhiskey, what's Fonzie like?"

Hard to give more concrete advice. The kids could be tired from their other half a dozen, after-school lessons. Your questions could be going over their heads. Sometimes Japanese students get hung up on "the right" answer, and so just remain silent instead of taking a guess. They might see your eyebrow twitching in irritation and are a little freaked out. Lots could be happening here.

I assume there is more to your lessons than singling the kids out in turn and questioning them. Have you tried Q/A games or relays?
Group work helps shy students. Nothing wrong with letting them do the word scramble/ translation quiz together, then having them present the answers in turn. The trick is getting them to make English noises at you and each other as soon as possible. If you are just grilling them question, question, question, everyone will burn out in no time.

Studying Japanese is good. Studying hard is better. But if you end up just talking to them in class in Japanese all the time, it's sort of a waste of the client's money. If you have a good activity and think through how to explain it/demonstrate it in English, you won't need Japanese 99% of the time in class.

New job, new country, new language, it's stressful. We've all been there. Takes time to get settled. Ganbatte as the natives say.

[DLIguy]

C'mon! Why can't you kids be more like 'Merican kids???

It's almost like...almost like... you're from an ENTIRELY different culture that doesn't EVEN speak English!!!

[kah5217]

Just give them a little bit. In no time they'll be asking how big your parts are and how many people you've slept with, just like all the other teenage boys in Japan do when they meet a new ALT.

[hivans]

I teach a class of new employees in my company in April every year and I sometimes have a similar experience.
These class members may be a bit older than yours (they are 18 or 19 or so) but I thought I would mention a couple of things that I have found useful in case that is helpful.

1) Show the students the question
Have your question on a printout or write it on a whiteboard so that they can read it as well as hear it. This always seems to work wonders for me but I don’t know if that is down to using two regions of the brain, a reflection of the priorities of the Japanese education system, or just a way of overcoming the problem of my strange accent.
2) Give the students a multiple choice question
All they have to do is say “A”, “B”, or “C”; they may be guessing but at least it gets people used to the idea of answering.
3) Get the students to work in pairs or groups
Perhaps safety in numbers gives shy people the confidence to come up with answers.

Actually, that once-a-year class is pretty much all the teaching I do these days, so I expect real teachers with wider and more authentic experience will be able to come up with better advice for you.
Of course, the class I do may not be relevant to your case at all but I thought it wouldn’t hurt to throw a couple of ideas into the ring.

Just one final thought, years ago, I did a CELTA course.
My tutor advised me to avoid asking “Do you understand?”
He said people may not want to say “No” even if that is the true answer.
I am sure I have broken his rule countless times, but I reckon it could be a good idea to censor oneself from using that question.

Good luck with your class anyway!

[jrwhisky]

got it. Say it, write it, group them up and swap the Samuel Jackson for the Fonz. I like it. Thanks guys!

[Pitarou]

That must be reemphasized: never say, "Do you understand?"

Ask "concept check questions" (CCQs). There's an art to writing them, but they are simple questions that are easy to understand, easy to answer, and demonstrate comprehension of a topic. If they've got a few CCQs right, then both sides can move on in greater confidence.

All the advice you've received is good. One (relatively) brutal way to force them to speak is to start the lesson with a stimulating round of, "You don't get to sit down until you've answered a question." (I don't call it that, but that's what it is.) Pace the game carefully: give them very easy questions at the beginning ("Are you a helicopter?"), harder questions in the middle ("Which do you like better: helicopters or cheese? And why?"), and slightly sarcastic ones ("Do you want to sit down?") at the end.

[fluffyhamster]

Given the insecurities and unwillingness of many Japanese learners to spontaneously communicate (that "final" step?), why not simply show them what to say by way of practising some short dialogues in which the person being asked the question is character B on a page rather than the student(s) directly. It would be better for something to go in than for little or nothing to come out, and if the choice of dialogue is good (realistic, snappy, tinged with a little humour even) then a little will surely sink in and stick.

When modelling dialogues, perhaps use your hands or pictures like they are talking to each other to show which character is speaking each time, and don't be afraid to adopt differing voices (and encourage your students to do the same, although they might well do this without needing any encouragement! ) to help liven things up.

[TokyoLiz]

Ditto what Fluffy said. If you I insist on making your learners do spoken interaction at the beginning of a lesson, give them a model dialogue.

The dialogue could be simply a script, an A/B gap fill worksheet, or a dialogue with blanks for the learners to complete.

I don't put pressure on learners to talk directly to me first. I have them greet a partner and do a dialogue. Stronger students carry on while I coach weaker ones.

My classroom tends to be noisy but the learners get lots of practice.

As follow-up I ask them to report in the third person their partner's talk.

[jrwhisky]

Thanks loads for the advice, I came here about 2 weeks ago and it feels like its only been three days. My other co workers (Japanese) feel as if they are un equiped to show me how to interact with the students and the foreign teacher prior to me skipped town a week early, he was supposed to show me the ropes. So insetead, I'm expected to come up with lesson plans for several different classes and all of them are at differing levels of English ability. God I wish I had some premade lesson plans.

Just the few tips from you guys alone was a huge help in giving me an idea of what to do.

[jrwhisky]

Also I found this in the "for teachers" section. It was called, "hoppin Japanese popcorn," in it Jared N. Garrett writes:

"Do you teach English as a foreign language to high school students in Japan? I do... and boy is it tough to get those kids talking, especially in my high school. One of the main barriers I have run up against is a strange shyness mixed with an almost genetic-seeming desire to not stand out. This mixture, when baked, provides long minutes of expectant, silent, looks from you and averted eyes from the students. You have to get them popppin. It is not easy, before you read further, you better examine your dedication and desire to do your job. First, you have to commit to entering each class fully-loaded with energy. Your kids will feel it and respond... if you are consistant. Next, keep them moving... as much as is realistic, but not as little as your companion teachers think they should. They need to interact with those around them, and with the world around them. Put them into the situations you create, with props, maybe even costumes. If you pull them out and make them stand out yourself.. there is a greater chance that the shyness will dissipate. Next step is to be sure and give individual attention. Each time they do group work, work through the whole practice with at least one group, two is better. Your kids WILL respond to your smile and love for them. Finally; believe in them. Fight any doubts that 'more experienced' teachers have in the kids. We know the truth; not all Japanese kids get into high-level high schools, but that does not mean that those who don't are stupid and unable to rise to challenges. Believe in them and expect them to do their part. Be yourself and let them know if they have not done what they need to. Believe in them, and they will believe you when you tell them they can do it."

I didn't know they were specifically a difficult group to teach. Teenage Japanese English learners. Sing that to the tune of Teenage mutent ninja turtles. I think I could totally make this a full length song.

[OneJoelFifty]

Some good points already.

As others said, you can have them read some model dialogues themselves, just to encourage them to make some noise. Don't be quick to correct them, especially at first. Let them talk, and if there are any persistent mistakes then go through them on the board when everyone's finished talking, and then have them try again.

Don't be afraid to use the same opening dialogue for weeks on end. They will be familiar with it, grow more confident with it, and it should give them a bit more pep to carry on to the next new topic.

If there's an obvious 'leader', one of the students who is more confident, noisy, or the others look up to, use him more often for your examples.

Always remember not to take it personally. It took me a while when I came to Japan to relax in class and realise that the students weren't being stubbornly quiet because they didn't like me or my class. English is generally not a fun subject in their schools, and they are used to being lectured about grammar, copying from the board and doing textbook exercises in silence.

[jrwhisky]

[Bombadil]

[Pitarou]