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seklarwia
Joined: 20 Jan 2009
Posts: 1546
Location: Monkey onsen, Nagano
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 Posted: Sun Nov 22, 2009 6:47 am Post subject: |
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| fluffyhamster wrote: |
| At those 6 JHSs there was a total of 20 JTEs, and dividing them into somewhat artificially absolute good versus bad groupings actually yields (if I'm completely honest and frank) an even split of 10/10 into those JTEs I didn't mind working with at all versus those that I'd've honestly preferred not to (ranging from a mild to "strong" dislike - never too openly expressed, of course |
Wow... only 20 across 6 schools?
The JH schools around here must be quite a bit larger. I work with 8 JTEs in just my one JH.
I've also had the pleasure of having some of the other teachers as assistants when a JTE was absent (if I asked for them which hasn't been often).
My JTEs are quite happy to simply tell me what they have just learnt/done and to let me have free reigns with activities. If they need to do something specific within one of my classes, the JTEs will sit down with me to discuss ideas and look at potential problems.
Sometimes I'm in the first lesson of a unit. Here we normally do use the textbooks, as this shows the kids where in the book the grammar/vocab is and gives them a chance to write notes/explanations in Japanese which they can use for revision later. If the initial reading is a dialog, then both me and the JTE will act it out a couple of times with textbooks closed for the students, which forces the kids to listen rather than just read along and it allows us to add little things for humour (they concentrate more if its interesting). I'm in charge of drilling after, because my JTEs are perfectly happy to acknowledge that although their English is excellent, they sometimes mispronouce words and sometimes don't notice if the kids are falling into katakana pronunciation (something that will prove a nightmare later on if it is allowed in the intial vocabulary learning)
I don't have a regional accent, but of course I sound very different to the Americans in the videos and CDs that accompany the textbooks. But I've never been made to change how I speak/write. First years are introduced to English vs American spelling and pronunciation. And just recently 2nd years have started looking at lexical differences too.
In one first year class, one of the boys has been nicknamed Manchester after I made a comment on how he spoke in the first lesson. I don't even know his real name because nobody uses it anymore. His classmates love how he speaks, some of them try to imitate him sometimes and their teacher allows it. Even when he speaks Japanese, he sounds interesting; not quite Manchester... imagine Jonny Vegas.
My JTEs are also not afraid about losing face infront of the students. Although I tend to whisper quietly if they have spelt something wrong on the board or sheets, so that the can correct it themselves, my JTEs will ask aloud if they are are not sure how to spell something or whether they have the grammar correct, not caring whether the students hear.
I have had students and teachers come to me with marking disputes during tests, and I have had JTEs ask me to correct their corrections in the students notebooks (something that I still feel uncomfortable doing - but when I did the corrections on post it notes to allow the teacher to change themself, the teacher actually came back to me and told me that if its wrong, correct it and to do in another colour pen so that they could see it and make a note of it too).
I don't necessarily always agree with how things such as discipline is handled in the classroom. I have one JTE who is quite viciously strict and will be quite verbally/bordering physically aggressive. I have another who loves having me in the classroom because not only do they have the softest voice and loudest students, they couldn't say boo to a ghost. So things tend to go smoother since the kids know I'm not a pushover like their JTE.
That being said, there isn't one of the JTEs that I don't like working with in my school. I am not the walking tape recorder. I'm asked for input and have my ideas listened too. They are also considerate and realise that working with 8 JTEs each with their own teaching methods often requires quite a bit of prep. So they will do their share of prep work too. And I can ask them to do the leg work if I am busy.
I understand that schools and JTEs will vary, but after being in my school and having spoken to the other JH ALTs in the area (some JET, a couple of direct hirers and those from various dispatchers), although I have the some of the best JTEs to work with, in general very few of us have any real complaints about our JTEs. I can't speak for the SH schools and I won't compare even compare elementary schools since the situation there is so different. There are always likely to be a few bad eggs amongst JH JTEs just as there are more than few rotten amongst ALTs. But a lot of your experience in JH will come down to your personality. If you are likeable, with some work and persistance you can eventually get the JTEs to give you a little more freedom.
That being said, I recently spoke to an ALT who loved being the tape recorder. They never had to do any prep, so their time out of the the classroom was their own to do as they wished. And as soon as the music played in the afternoon they could leave and never had to do anything school related out of classroom/school hours. I would hate that, as I enjoy having input and even the silly non-English related things like baking with the special classes, playing sports or almost losing my fingers to a sewing machine in HE classes which not only allows me to spend more time with the kids but also allows me to develop a closer relationship with the other teachers in school.
But don't get me wrong: I'm not looking down on ALTs who are happy with a limited role in school... afterall, not every one is here for the work.
EDIT: Mr Hamtaro, only the first two lines were addressed to you in particular. Everything else are just my experiences. |
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GambateBingBangBOOM
Joined: 04 Nov 2003
Posts: 2021
Location: Japan
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| Posted: Sun Nov 22, 2009 2:45 pm Post subject: |
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To the OP:
Quick answer: It depends.
{On you. On the teachers you'd be working with. On the students. On the parents. On all the other stakeholders.}
If you've never tried elementary and you want to give it a shot, then you should! The more levels you've taught in Japan the better understanding you have of the system and what the kids go through (and so why the first year JHS kids start out ultra-genki and in less than a month look totally disillusioned like they thought they were going to a birthday party, but they ended up at a penitentiary instead. |
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flyer
Joined: 16 May 2003
Posts: 539
Location: Sapporo Japan
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| Posted: Tue Nov 24, 2009 1:52 am Post subject: |
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here is my 2c worth
I am lucky enough to teach both ES and JHS regularly
I could write heaps but suffice as to say I probably prefer ES but not by much.
I get much more to do, in the lesson and preparing it (in ES) but sometimes the kids are not interested and its hard
I have found it depends on the homeroom teacher a lot (how they run the class etc etc.
I find the young ones at ES very easy and fun. Occasionally there are a few difficult classes but there are difficult ones in JHS too sometimes.
I have found that there will always be some students that don't want to listen, do the lesson. You do you best but don't let it get to you.
After all kids sleep etc in some normal Japanese classes why should they be so dufferent with you.
As I said, I probably have the best, I teach both. Why not try to find a job that does both? I know there are many like this. |
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