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ALT workshop (need your input!)
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fluffyhamster

Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again

Posted: Fri Feb 27, 2015 5:30 pm Post subject:

Quote:

haha, hi all! I think I got lost in the sea of replies where I'm suddenly seeing DNA and wondering..woah..where did my conversation turn!? haha...in any case, a HUGE thanks to you all. I gave my workshop today and it went extremely well. It was as if I had opened a completely new world to them about how to communicate with ALTs and I hope this really does SOMETHING when they go back. I even had a shpeal about passive-aggressiveness in which I heard some ohhhh.... so yeah, some of them now understand this term so it's a bit of a wake up call.

Keep the conversations going but just wanted to let you all know!

Glad to hear it went so well, Wonmi! Any chance you could put up an outline of the main headers or topics of your workshop? Or any memorable things some of the JTE participants might have said or any particular turns their thoughts and discussion took. Could make interesting reading and even inspire more posts for this thread! Very Happy

wonmi

Joined: 12 Feb 2015
Posts: 17

Posted: Sun Mar 01, 2015 1:21 am Post subject:

Quote:

Sure! Here was the general outline:

1. General info about ALTs
- Why there are good and bad ALTs AND JTEs....(From some of the surveys I read, there were JTEs who had ALTs who just seems to lack the excitement for teaching. Obviously, the English curriculum aside, I told them that it could just be the fact that ALTs also had bad experiences and thus became less and less excited about teaching. I think this point struck some chords...)
- reviewed some complaints you guys had mentioned (JTEs telling ALTs the textbook is correct and the ALT is wrong, the JTE just sat back and did nothing while the ALT taught)
- listed some bad news about ALTs that I collected from their surveys (the fact that many don't have formal English education, lack Japanese language skills, lack knowledge of Japanese culture, and the need to "take care" of the ALT) and basically overrode them with how there is still good news (ALTs at least know how to differentiate authentic and weird English, most ALTs are trying to learn about the language and culture, and that ALTs are usually grateful to the JTEs who took the time to care for them).

2. How to teach with an ALT
- Why planning beforehand is important (tips on how to save time when planning such as communicating with the ALT the contents that the JTE wants to teach before actually meeting so both people have time to brainstorm ideas)
- What to let the ALT do in the classroom (I did some role playing with Japanese teachers to demonstrate how to most efficiently use an ALT through natural conversations that are related to the lesson's objectives, having the ALT write notes on the board while the JTE talks to the class, having the ALT give simple instructions using posters and pictures as scaffolding, etc)
- Why reflection after class is important (talk together about what went well, what were some problems and how to improve)

3. How to communicate with ALT
- what respect between teacher and student means in western culture (I think this part really surprised them because I basically told them that things like pointing at the ALT, speaking Japanese and then laughing are very disrespectful...or like not having eye contact...not giving an ounce of effort...then I told them that when ALTs see this, they feel disrespected and frustrated and what's worse is the JTE sits back and lets this behavior continue. So I told them that this might explain why ALTs yell at the students or walk out of the classroom (they had mentioned this in the survey)
- Talked about the problems an ALT has (don't know what they are allowed and not allowed to do, don't know who to talk to, don't know a lot of teachers or students' names, ...because they don't know, they do certain things and continue to do it because no one stops them)
- Talked about how JTEs should work together and come up with a list of reasonable expectations to tell the ALT so the ALT is aware what they are allowed and not allowed to do (this would be the time to determine how much Japanese the ALT can use with students since many JTEs didn't like that the ALT used so much Japanese with students)
- What disrespectful language looks like (using "I want you to.." and imperatives sound like commands. Should use "I would like you to..." "Please...") This was really interesting for them because they never knew that words would affect people in that way...
- Explained passive-aggressiveness

Many teachers came up to me after and thanked me because they never thought to think of things from the ALT's perspective.

marley'sghost

Joined: 04 Oct 2010
Posts: 255

Posted: Sun Mar 01, 2015 11:43 pm Post subject:

wonmi wrote:

Many teachers came up to me after and thanked me because they never thought to think of things from the ALT's perspective.

Just that much in itself is good news. Sounds like mission accomplished to me!

RM1983

Joined: 03 Jan 2007
Posts: 360

Posted: Mon Mar 02, 2015 12:08 pm Post subject:

steki47 wrote:

fluffyhamster wrote:

Regarding the origins of cultural differences (steki n rxk), I remember reading certainly the Japan chapter of an interesting book back in my undergrad days. I must dig it out sometime (not sure where it is now!).
http://en.wikipedia.org/wiki/Barrington_Moore,_Jr.#Social_origins_of_dictatorship_and_democracy
.

Thanks for the link!

Specifically with the Middle east, anthropologists have spent time explaining why democracy is generally not a good fot for the region. Tightly-knit tribal networks and low trust towards members of outgroups.

Lew Kwan Yew of Singapore argued that democracy wouldn't work in a multicultural society as the Indians would overwhelmingly vote for an Indian candidate. This one is pretty bleak.

But, yeah, the Japanese have never had a revolution from below.

Sort of uncomfortable research when you think about it. That we are more "rebellious" by nature lends support to the idea here that non-Japanese are genetically prone to criminality.

rxk22

Joined: 19 May 2010
Posts: 1629

Posted: Mon Mar 02, 2015 12:15 pm Post subject:

Great write up! I think communication was the hardest thing to deal with as an ALT. No one really told me what they expected of me. I just winged it. All the time. So of course I made mistakes. I had been in Japan before, so I prolly stepped on less toes than others. Still though. But as people and teachers, we get very little feedback. So I can not fault the JTEs, as no one tells them when they are messing up, or being pushy/annoying/unreasonable. I couldn't imagine an ALT walking out of class. That seems pretty unprofessional. I have had some criminally bad kids, but I would never walk out of class(my ALT trainer even said he was surprised at how bad my school was). I guess an ALT doing that could sour JTEs on ALTs. Even more so since the JTEs transfer a lot, and word gets round.

steki47

Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka

Posted: Mon Mar 02, 2015 9:08 pm Post subject:

RM1983 wrote:

Sort of uncomfortable research when you think about it. That we are more "rebellious" by nature lends support to the idea here that non-Japanese are genetically prone to criminality.

Maybe not criminality per se, but aggressive behavior (which includes criminal behavior). Testosterone levels on average vary between genetic populations, and aggressive behavior follows that progression. Muscles levels, risk-taking, confidence, introversion-extroversion scale, sense of self identity appear to correalted to testosterone levels. Male>female as well.

"Uncomfortable"? I suppose if one expects everyone to be equal and life should be wonderful 24/7. Sort of joking here, but I am not sure why this research be more uncomfortable than any other field. Language acquisition or weight loss.

In fact, I take the opposite approach and find this area quite interesting and potentially useful in explaining patterns of human behavior.

steki47

Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka

Posted: Mon Mar 02, 2015 9:19 pm Post subject:

rxk22 wrote:

I couldn't imagine an ALT walking out of class. That seems pretty unprofessional.

I have walked out of classes twice this year. Both first year JHS at the same school. The first time was one boy who was talking with his friend across the room while also giving and running commentary about my lesson, my voice and my physical features. While bouncing a rubber ball and pushing the girl next to him, who was clearly upset. I snapped on the kid and shouted at him. He was truly baffled as to why I was upset. The JTE did not have much control over him or the class. (That JTE took stress leave and quit the next week.)

I was so upset with him and myself for losing my temper I walked around the building for awhile.

The second time was another first year class that did not respond at all to my very simple activity. I tried gestures and modeling the activity 2-3 times. They just stared at me with those blank mute faces. I took the cards off the blackboard and walked out.

I don't recommend it and can see why JTEs/ALT supervisors would disapprove, but I find some JHS kids (my current school now) to be so rude, unmotivated and downright insulting and hostile that I prefer to walk out of the class than stay there being insulted and mocked by a pack of teens. My own self esteem is more important.

This sometimes works out well. Some JTEs will make the child apologize to me.

fluffyhamster

Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again

Posted: Tue Mar 03, 2015 5:04 am Post subject:

Language learning and speaking is in essence risk-taking (albeit of a rather modest sort). Perhaps the simplest piece of advice we could offer JTEs would be to grow a pair LOL.

steki47

Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka

Posted: Tue Mar 03, 2015 12:51 pm Post subject:

fluffyhamster wrote:

Language learning and speaking is in essence risk-taking (albeit of a rather modest sort). Perhaps the simplest piece of advice we could offer JTEs would be to grow a pair LOL.

And that is the key issue here. The Japanese are generally conservative and risk-averse and the disappointing results of their teaching will simply serve to reinforce the idea that more drill and kill lessons are needed. Talking about a negative feedback cycle here.

As such, they may be even less likely to try new ideas or-clutch the pearls-consult us for ideas.

RM1983

Joined: 03 Jan 2007
Posts: 360

Posted: Tue Mar 03, 2015 2:25 pm Post subject:

steki47 wrote:

fluffyhamster wrote:

Language learning and speaking is in essence risk-taking (albeit of a rather modest sort). Perhaps the simplest piece of advice we could offer JTEs would be to grow a pair LOL.

Uncomfortable from a PC point of view of course. Rings true though, although really only for Japan. Koreans for example have no qualms about bowling up to a complete stranger and asking them if they are married and etc. It is the unique Japanese once again though I suspect, what a burden it is being an island race!

Let me know when you find the answer though. My 1st years today need to know it. Ive only been teaching them once a month on average this year and Ive seen them turn from little genksters who write "bog" instead of "dog" to
to capable writers who wont raise a murmur. Last lesson with em tomorrow though so that is that.

The transformation over a year or so makes me think it's nurture not nature but Id be interested to read more about such ideas.

steki47

Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka

Posted: Tue Mar 03, 2015 9:17 pm Post subject:

RM1983 wrote:

1. Koreans may be more outgoing or forward in the way you described, but I can imagine they are less likely to go against the orders of their bosses or parents than some Westerners.

2. RE: Your 1st graders. With kids, one year can contain massive physical and mental growth. Babies double in size their first year and start walking. In my first year JHS classes I can see an incredible array of variation in physical development. Some of the boys are going through puberty and their voices are cracking while others still look like kids. I have one guy who has the beginning of a mustache!

As for nurture, I would also agree. JHS is when Japanese society really starts to crack the whip on kids with the uniforms and vertical transmission classroom. Some kids don't respond too well, of course.

3. Nature/nuture. It's not N or N, but rather N AND N. Genes and culture are two forces working together. Check out the dual inheritance theory:
http://en.wikipedia.org/wiki/Dual_inheritance_theory

Francis Galton, cousin of Darwin, asked the question of nature or nuture and this is now known as the Galtonian Fallacy. Galton also wrote of the various "races" in ways which we might now call "racist".

Gould took it to the other extreme with his Blank Slate/100% environment argument. "Not In Our Genes", he wrote. Gould was a fraud and a Communist who was more interested in promoting his noxious political agenda than advancing science and our understanding of humanity. His fraud has been well documented, yet he still gets cited in Nature magazine sometimes.

More importantly, that PC Blank Slate (=Marxist) stance is still held by many social scientists who argue against biological models with not much data to refute it. Just rhetoric and agenda. The social sciences have been split along these lines for a couple of generations.

One example (about gender equality):

http://www.mrctv.org/sites/default/files/embedcache/108650.html

About race:

http://www.mrctv.org/sites/default/files/embedcache/108655.html

About nature/nurture:

http://www.mrctv.org/sites/default/files/embedcache/108656.html

*This whole series is awesome!

The lines from the Norwegian researchers in the first video start with a false arrogance and dismissals and end with sputtering excuses. Bad science. NOT science.

marley'sghost

Joined: 04 Oct 2010
Posts: 255

Posted: Tue Mar 03, 2015 11:49 pm Post subject:

steki47 wrote:

rxk22 wrote:

I couldn't imagine an ALT walking out of class. That seems pretty unprofessional.

Oh man..... You have my sympathies. I've had bad to criminally bad kids, but it sounds like your school is one step further down the ladder. If it's any consolation, often really bad classes peak early. The really horrible, horrible ones drop out by 2nd grade, and by 3rd grade the remaining do start to grow up a bit. Ironically, the "worst" school I worked at was less troublesome and annoying than one of the ones I work at now. Just for that reason, the really bad ones did not really come to school. The little monsters I have now are all on the baseball team.
It was (and is) really frustrating, coming from a legalistic, "These are the rules and these are the consequences of your actions." American educational background. Some of these twerps do nothing all day but stomp around the halls during class hooting and laughing, and they'll be out at practice like nothing happened.
Glad you got the teacher to bring the kid in to apologize. I've had teachers apologize for the student's behavior, but almost never do they bring the kid. Well once, but that was an honest mistake on the kid's part. He really did not know that you don't write the "F" word on the board when playing shiritori. "I just heard it in a movie...." . This was years ago. The monsters are hardly that innocent anymore.
Maybe Womni's next workshop should be on discipline. Laughing

steki47

Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka

Posted: Wed Mar 04, 2015 12:07 am Post subject:

marley'sghost wrote:

It was (and is) really frustrating, coming from a legalistic, "These are the rules and these are the consequences of your actions." American educational background.

Exactly! There are no immediate consequences in JHS until 3rd year. Then they suddenly buckle down and focus. Well, 99% of them. Until then it is a free for all with some JTEs trying to control the class and others simply tuning the kids out. Worst of all, other students look visibly upset at the 3-4 buys who fart around in class.

Walking out was unprofessional of me. At the time I decided it was best to not be in the class. Blowing my top didn't solve much. I scared the crap out of the one kid. Now I find myself compensating by praising him every chance I get. Not entirely a bad thing.

One week left then spring holiday.

PS I really don't have these problems with ES students. They are cute and playful and so I am cute and playful. Nice, easy feedback cycle. They want to play games with me. They want to earn stickers on their clipboards.

Suppose my physical size may help as well. Some of those JHS boys are getting big!

kpjf

Joined: 18 Jan 2012
Posts: 385

Posted: Thu Mar 05, 2015 8:27 pm Post subject:

fluffyhamster wrote:

3) overhaul the Mandarin GCSE so that there is only a minimal or zero focus on the native orthography. Pinyin-only is probably the way to go for this level, leave any formal study of the hanzi until A level.

Hey Fluffy,

Looking on UCAS for PGCE options with Mandarin there appear to be barely 5 places offering this language. Not much if this is meant to be the language kids are supposed to be learning nowadays?

I wonder how it's taught now. Surely they don't have to study hanzi. Wouldn't they all be failing their GCSEs? Very Happy

Maitoshi

Joined: 04 May 2014
Posts: 718
Location: 何処でも

Posted: Thu Mar 05, 2015 9:40 pm Post subject:

I guess if we aren't concerned with literacy in the target language, language study can be simplified quite a bit.

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