Job Discussion Forums

[gaijinalways]

I realize here in Japan that there seems to be a growing majority of foreign teachers who emulate the Japanese professors that I work alongside; come late to class (when the bell rings, many are just getting ready to leave the teacher's room ) and finish class early. So what is billed as a 90 minute lesson translates into a good 70 minutes or so.

Also, some teachers think that homework is not necessary (plus it's more work), so why bother?

My normal routine is, I go to the classroom earlier to organize my papers and to put a class summary on the board. If I followed the 'Japanese' routine, I would need less activities (and maybe would get better student surveys = less homework and shorter classes ).

My question is; Should I follow suit and get more money (at least for the time I put in)?

[furiousmilksheikali]

That depends on how much pride you take in your work.

[gaijinalways]

Well, I don't know, some of the teachers do a good job for the time that they are in the classroom, but it's just a tendancy in Japanese universities to go to the classroom late.

[Sweetsee]

High schools, too!

[shuize]

In this, I think the Japanese know best. 90 minutes is way too long. But 60 minutes is just about right. In order to ensure a good 60 minute class, the universities set the schedule at 90 knowing most faculty are going to show up 10 minutes late, spend 5-10 minutes horsing around getting organized and taking attendence, and then leaving 10 minutes early.

[dmb]

[shuize]

[dmb]

[Glenski]

I really cannot believe what I am reading here. First of all, you are trying to compare Japanese teachers with foreign ones. Try teaching your lessons in Japanese. You can fill the time faster. Moreover, your students will see a J teacher in a different light than a foreign one (perhaps with more respect? certainly more of a sempai and authority figure unless you are a strict disciplinarian).

Do Japanese teachers waste time by coming late? Sure, anyone does if they do that. Can J teachers make up the time simply because they speak the language fluently? I believe so, but they still lost 10 minutes. Correction, the students lost 10 minutes of (presumably) valuable instruction time, whether as input or to ask questions.

Why emulate that? Show that you are a good teacher. Arrive on time or a wee bit early. Get your notes together, unless you are a "wing it" sort of person. Chat a moment with people to loosen them up. Let them see you are not a staunch disciplinarian 100% of the time. Lay out the homework (assuming you have any to hand back) and let the earlybirds pick it up so as not to waste further time in class. In universities, you may actually be graded by students on their end of semester evaluations, so why be graded poorly for coming in late, and then wonder why your contract wasn't renewed?

I'm with dmb here.
Teachers should talk about 20% of the time in class and let students do the rest of the talking. Shortsuit them 10 minutes, and you do them a disservice. In university, depending on the student major, you might actually disappoint some students by not giving them enough time to use what they are trying to learn.

"Wrap things up in an hour" sounds like someone is sick and tired after doing a lesson for 60 minutes and has not figured out how to be quiet and give students things to do. 5 minutes for attendance and returning homework, 5-10 minutes to explain any glaring problems with the homework that everyone should know about, jump into the lesson with a warm-up, 3 activities involving only the students (or students and a tape recorder), some T/S interaction for feedback control, and finally assigning homework and doing some cool-down activity. Like dmb, I usually find myself chasing the clock.

University students (or their parents) pay dear money, and I am one to give them every minute's worth. I used to teach in private high school, where fees were high, and I also gave them their (parents') money's worth. In HS they darned well weren't going to get any speaking practice from their J teachers!

[spiral78]

If I were listening to my own voice, 60 minutes would be way too long.

But my students work together to complete tasks in English (with my support when needed), and 90 minutes is very often too short.

I agree with dmb - what about student talking time?

Still, the big answer has to do with your own teaching environment. If all of your work colleagues are standing before a class with papers in their hands, it's probably not recommended to depart radically from that practice.

[Sheikh Inal Ovar]

I run out after about 35 minutes ... without stopping to look back ...

[EverReady]

Not in love with the sound of your own voice? It sounds like you are one of the many (and we have them here where I work as well) who spends most of the class lecturing/dominating the class instead of having the students do most of the participation.

[shuize]

What makes everyone think the students aren't talking? Just because I'm usually able to wrap up in about an hour doesn't mean I'm necessarily talking the whole time. I talk. Students talk to me. Students also talk to each other. I just don't see any point in boring the students with needless fluff just to make myself feel good about being in charge. I'd rather be efficient.

[spiral78]

We think the students aren't talking because you said you get tired of the sound of your own voice.

[Glenski]

needless fluff

If you have 90 minutes, use all of it. Efficient teachers won't consider any free moment "needless fluff" time. They put it to use.

So you can wrap up just about any lesson plan in 60 minutes. Good, if the lessons were 60 minutes long. Use your self-acclaimed efficiency and add material to make a 90 minute lesson. Your students will probably appreciate the extra 30 minutes you gave them to talk.