Job Discussion Forums

[Glenski]

Sweetsee,

Thanks for the response, but what is the goal of that "international course"? Four lessons a week is a LOT!!!

[Sweetsee]

My goal is for them to be able to converse in Enlish on a variety of topics.

[Glenski]

Hmm, that sounds too general and unfocused, especially for a high school situation. No offense.

Maybe those are your goals, but what are the goals given to you by the school? There had to be a curriculum made for it. What did it say (or what was explained to you)?

What I'm driving at is this. Your "goals" sound little more than that of an eikaiwa, and for a private high school, they should be a lot better delineated. I have taught second year HS students in OC classes with the purpose of learning how to write and present a speech. It was ludicrous because they didn't get any writing lessons from their other courses (Japanese OR English) until 3rd year, but that was the school's stupid policy. Oh, and we were supposed to find a textbook in 2 weeks. Yeah, right. The curriculum also had something in it that said their class would help them to achieve a ridiculous number on the next eiken test or TOEFL test.

[Laura C]

I've just had a class where one student had his back to me and the Japanese teacher the whole time (the school I work a has a pretty bad reputation). He was talking to the kid behind him. Anyway, towards the end of the class I went over to this kid to tell him to take out his notebook. He kept his back to me the whole time. I stood there for about 5 minutes, saying Turn around, etc, and he just ignored me. What do you do in that type of situation, where the students just plain ignore you? I have no problem telling someone to be quiet, sit properly, don't slouch etc, but when they don't do what you say, what (short of physical violence!) can you do?

I also don't know what to do now. I want something to happen, eg the kid to apologise to me, or his homeroom teacher speak to him. I don't think it'll make any difference in this particular case, but I don't want him just thinking he can do what he likes. I said to the JTE after class that I thought the homeroom teacher should speak to this kid, and he just agreed in the sense of Yes, that would be a good idea -- as opposed to Yes, we'll do that.

Seriously, I have never worked in a school this bad. I found out from the JTE after class that this student kicked a teacher a few weeks ago. So I'm concerned now that if I go into this class again this kid will now think he can play up. Yet i don't want to be the foreign teacher making a big fuss. THe teachers at my school put up with worse daily -- car windows have been smashed and bathroom mirrors broken, for example.

Advice much appreciated please.

L

[Sweetsee]

I would stand my ground. If he won't sit straight ask him to leave. The japanese word is: "soto". I would say it so he knew it. And be prepared to repeat it. Then count backward aloud from 5, 4, and so on when you get to one ignore him and continue with the lesson. After class, tell his gym teacher or homeroomy. Make a stand, say he was rude, get a dictionary out, it is a big deal.

At the same time don't go getting yourself in a spot with this knuckle head. It would be nice if you can communicate with someone on the staff.

Also, you may be surprised to find that you can turn things around with him. He just wants your attention. Try not to lose it, because when you do, you lose. We are winners!

Good luck and keep us posted.

[Laura C]

Sweetsee, thanks for the encouragement. But my ground was well stood on with this kid. This incident happened about 10 minutes from the end of class and I was by his desk the whole time. Dictionary wouldn't have worked because he wouldn't face me. I tried to walk around the desk to face him and he turned again. Meanwhile the Japanese teacher just looked on and smiled. I couldn't ask the kid to leave cos I'm an ALT and don't have the authority. 2 of the 3 JTEs I work with don't do anything with misbehaving kids. I do try and keep the class under control, but I don't want to be the type of teacher I see a lot, who has no teaching quals, not much experience, yet goes into a school and thinks they know everything. The times I've told kids to shut up it has really embarrassed the JTE. So what I started doing was, not talking til they shut up. This works, but then the JTE gets embarrassed and starts doing the dialogues for me!

I'd love to be able to ask students to leave, or to move their seats or whatever. I have no problem with that at all. But I'm just not allowed to!

Aaargh! It's been one of those days...

Thanks for the suggestions anyway!

L

[Sweetsee]

L ,

Get out there and enjoy the rest of the afternoon.

Didn't realize you were with JTE. Horrible isn't it? Only thing you can do is roll with it.

I guess I would say do what I used to do in a previous career and thet is don't get envolved in your work, have a laugh!

Really, foget that punk.

Have a good one!


S

[Mike L.]

I know it's hard not to me be emotionaly involved in your your work but this is a situation where you need to detatch yourself from it.

You are in the room with a non-entity, A JTE, this person is clearly not and perhaps has never been a teacher in any sense of the word.

When they put something like this in charge you either have go with it and not care or take control!! The later option is probably not available by the sounds of it..

I'd say if the kid isn't disrupting the class them leave him be..

If he is, I'd make mention of it to the mangmentonly if you think it will help. If not then don't bother..

Next Spring you could always find another job!!

[guest of Japan]

Laura C.

My previous high school had an extremely bad reputation and deservedly so.

My first advice is to start making your escape plan. Things may get better, but don't count on it. If you can endure the whole year great. If not, don't feel bad.

If the school is really bad don't waste your time on the little things. That student who won't look at you will pass just because he is attending your class. Low performance schools are money making machines and nothing more. Save your energy for the really disruptive behavior: cell phones, video games, classroom beauty salons, and fighting.

Many of the students who attend the low level schools are there either because they are learning disabled, and/or have severe behavioral problems. If you could take a survey you would find that the majority of the students represent the bullies and the bullied of their jr. highs. Your school probably has an absentee rate of over 30%. In these types of schools just getting the students to come is the first challenge.

I agree with Mike L. The first thing you need to do (and the hardest) is to let go of the stress. Most importantly, try not to take it home. Friends really get tired of hearing the same stories, trust me.

Next just accept the fact that you are going to have no progress with 20% of your students. I'm not saying don't try to teach them, just don't make them a priority.

As for classroom teaching try to very your activities. You'll need to cover material that is quantifiable. For this I reccommend using the textbook "Side by Side." Try to cover only the simplest elements from the book. Get to know the photocopier very well, so as to modify the practice exercises into information exchange. An exercise that you think will take 5 minutes will usually take about 25. Keep your speaking time in front of the class to under 10 minutes. Utilize the JT for translation and to explain the tasks and model. Probably the school provided book is too high for the students.

Once the students are in groups you'll find that the better students will actually try to do the work. You will have to keep them on task a little, but their effort should be pretty good. Pair work provides you with a good opportunity to work with the misbehaving students one to one. They'll often respond very well to this opportunity, though not always. You should strongly urge the JT to due the same thing (in fact more). For the extremely, extremely low students you might be surprised to learn that they aren't resistent to learning. They just don't have the foggiest idea what is going on. Some of the better JTs I worked with got these students to practice writing their names in English during pair work time. It took some students several months to do this without a model.

You also have to vary your activities, by doing some fun things. Play bingo with the vocabulary words that you come across in the text. Buy cheap candies to give out as prizes. You'll get over 90% participation doing this and the JT will think you are a genious. I also reccommend to fill in the blank listening exercises to really slow pop songs. Go through you cd collection and find the clearest slowest songs you can. You can find the words to almost every song ever written on the net using google. Blank out about 15 words from the song lyrics and give everyone a copy. Play the song through 1 time at full speed to see how many answers students can get. (They won't get many) Play it through line by line the second time as the students tell you the answers to put on the board. This activity will usually take about 1o to 15 minutes. A lot of students will respond to this, because it's a little fun and taps into a music interest. It's very difficult to quantify for a test, and the English will be much too difficult for the students to function with beyond a listening for sound level.

Dealing with the Japanese teachers. You may be the ALT, but the JT don't have training in teaching oral English. This makes the class yours. They are there to assist you. However they do have pride. Ask them questions about what they think about the classes and do you best not to become defensive when they tell you something that gets on your nerves. They don't know what to do either. If the communication is good then you can gently introduce ideas for things they can do in class like working one to one with your behavior problems. Also take every opportunity to give praise to the JT for things they do that you do like and want to see more of.

Lastly, create a bit of a support group with teachers who are not English teachers. Ask them what kind of problems they have in classes and how they deal with things. If you can observe the class of a teacher who you think may be very effective in the classroom. If you can establish good rapport with some of the other teachers you'll find that you give yourself a little more autonomy in the classroom. By this I mean the English teachers are less likely to criticize you outside the group if you seem to have allies.

After all this, things won't be perfect. Just pick your battles in the classroom wisely.

Bad school survivor, Mark

[shmooj]

Guys, if you have a JTE in the class you can pass the buck. In this situation, I would always take the attitude that the class is not actually mine and any situations like the ones you describe can quite simply be laid at their feet. There are days here I LONG for someone like a JTE to sort out one or two of my kids

Laura C, I would have taken my cue from the JTE. Standing their smiling? Oh well okay then, ignore him. You must have what, 20+ kids in there anyway and one bad apple does not the whole barrel spoil. Water off a duck's back.

Actually, something has just come to mind which might work. I use humour a load in the classroom. I would probably have done something really wacky and funny at the front of the class to see if it would draw this kid's curiosity - juggle three balls or something. I would just watch out of the corner of my eye to see if he glanced round. If he did, I wouldn't make a big deal of it but note it quietly and try to repeat this a few times in later classes.

I often find that something non-linguistic works well to draw out those whose main issue in my class is the language barrier.

[Sweetsee]

Well, this thread has run it's course.

I think it's amazing that there are people like the previous poster who take the time to help people. As I was reading I had to think, wow, how can somebody type like that. The time and energy required to write so, so...eloquently.

And the fact that the writer knows exactly what he is talking about. How many other professionals take the time to reveal the tricks of their trade so freely?

It makes me feel good because I started the thread. I have renewed vigor and enthusiasm for my work and hopefully Laura C will feel she is not alone and there are people who care.

Life is what you make it!

[Glenski]

Laura,
Couple of questions.
1. You are an ALT. Is that JET ALT?
2. Why did you wait until the last 10 minutes of the class to even try disciplining that punk? By then, he had the upper hand.
3. How old/experienced is your JTE?

If you are NOT a JET ALT, you have 2 choices:
work to change the kid, or
let it slide (because the teacher seems to do so)

If you choose to get the kid to sit straight, you either work with the JTE (at this point, from what you wrote, it sounds impractical), or you go around him/her and go higher up.

"Short of physical violence"? Hey, nothing wrong with a cuff across the top tuft of his hair (not on his head). I have seen JTEs do it all the time, and I sometimes do it. The choice is yours, but at the very least, this might get his attention. You could do things a bit stronger and pull out his desk. He isn't using it anyway. Stand there and tap his shoulder and say "sumimasen" until he acknowledges you.

Or you could just move the student behind him to another location, leaving the punk with no one to talk to. Perhaps the next time you start class, don't even start things. Tell him to leave. Put his desk in the hall or facing a wall. Send him to the staff room. Just don't give him the satisfaction of staying in the class and acting up. Yes, he wants attention, but not from you. He wants it from the rest of the classmates.

If you choose to change things, you need support. If you can't get it from the JTE (preplanned even before classes begin), then you have to discuss things with his homeroom teacher (and coach if he has one). Also, talk to the boss of the teachers for his grade, and talk to the kyoto-sensei. If all you get is lip service, then don't even attempt any of the confrontational stuff I've described. (Although I would highly recommend isolating that punk any way you can. Moving his buddies is easiest.)

FWIW, my colleague politely told a student to put on his necktie the moment classes started. The kid did it at a snail's pace. He was late to class, so my friend politely asked him why. He wouldn't give a straight answer, and he wouldn't go to the front of the class to explain. Yeah, yeah, yeah, was all he would say, as if he had the power to brush off the direct (polite) order of a teacher. So, my friend stepped outside the room and beckoned for him to come. A couple of stern commands later, and he did. He asked the punk why he wouldn't do the things he was told/asked. No answer, just a staring contest with his shirt hanging out and tie loosely done. Ok, so politeness and professionalism wouldn't elicit an answer. So, he marched the kid to the staff room (his teaching partner continued with class), and even though the kid wanted to tuck in his shirt and straighten his tie along the way, my friend convinced him not to. He wanted the kyoto-sensei to see him as is. Fortunately, my friend and the kyoto-sensei are on good terms, and he politely explained the situation. He then told the kyoto-sensei he didn't want the kid to come back to class until he had apologized in the room and his parents were informed. Know what? Both happened.

[TokyoLiz]

Glenski,

Good illustration of how to build allies amongst your school administration, teachers and get the respect of the kids. You've got to have a level head, be firm and consistent if you are going to take discipline into your own hands.

I've had a variety of experiences as a JET ALT and now as a full-fledged English teacher in a high school.

For teachers frustrated about discipline -
There are some points to consider when you look at the discipline (or lack) in the classroom and the response of the JTE. Keep in mind the general atmosphere of the school, of which you are not fully aware unless you speak the language adequately. Also, bear in mind that the home room teacher determines a lot about the atmosphere of a particular class. If the HR teacher is lackadaisical (by Japanese standards) the kids will not respond to you no matter how engaging your lesson plan. The kids simply do not have the foundation for confidence in the teacher. Also, take into account the state that the JTE is in. Is he or she really young? Japanese teachers don't get half the amount of internship hours and training that teachers get in university teacher training in my home country. Instead, the Japanese teacher learns on the job. If they don't have adequate support from the senior teachers, they sink. If, on the other hand, your teacher is a right-wing xenophobe, he or she has already set the tone for how you, the foreign teacher will be received. There are lots of people in this country who go into education with strong political agendas, though you may not be fully aware of what they think about you gaijin teachers.

My own experience has been really interesting. I taught junior high out in Ehime-ken while I was on the JET program. I worked at one really good public junior high where the kids responded to me reasonably well, and they had exposure to one other JET ALT. All my classes went really well - the JTE took the lead when it came to setting up the lesson and disciplining the kids, and with each of them (4 English teachers) we settled into a routine that suited our skills and the kids' genkiness level. In only one class with one teacher I became frustrated. M sensei would tell me 10 minutes before class that she wanted to do some vocabulary review. I'd scramble to put together a game for a class of 40, she'd retreat to the back of the room, and I'd handle everything from greeting, getting the kids' desks arranged and conducting the activity.

I only learned towards the end of my year with JET that she had been going through cancer treatment the whole time she was attending work!

There are things you just don't know.

About making the most of your experience in Japan -
You've got to trust your gut feeling. If you're not a JET, but contracted, and you have a bad feeling - the undercurrent of violence in the school, negative perceptions of foreign people tolerated too much, a lack of communication with staff - get out quick.

I escaped from a really miserable school last year. I only worked there 4 months. Life is short - I'm guessing you're here for a while and want to have a good experience. Start shopping for another job.

In the mean time, if you have time, find ways to build rapport with the kids who you get on well with, and draw them out in the hallways, in a club, or in the cafeteria. The kids often are more willing to give back to you the energy you put in.

[JimDunlop2]

In my previous job, I had a little demon-spawn who must have been sired by the loins of Satan himself! This kid was unbelievable -- and only in the 4th grade at that. It got to the point where parents of the other students were complaining because this kid was insulting and harassing their kids (calling them really bad names and whatnot). Unfortunately, I could only catch the BIG stuff because of my limited Japanese ability. The JTE did nothing (we taught seperately in 40 min blocks -- first me, then her -- but we would not be in the same class together). I asked her how she fared with him and she said that she only warned him about his behavior -- nothing more.

Well, it eventually reached critical mass and I knew it would. So, before it did, I warned the school administration of impending events -- that I would be sending him to the office if he misbehaved (so they would be ready for it (and him) when it happened).

Like clockwork, the inevitable happened. So I stopped the class, looked him dead in the eye, and said: "Out!" and pointed to the door. He looked really surprised, then shook his head, and went started playing with his gameboy. So I repeated myself very loudly: "OUT!" (Not quite yelling). He tried to ignore me, so I grabbed his desk, and quite suddenly tore it away from him and his chair and slid it about 5 feet away from him... I then grabbed his school bag, pointed to the door, and said: "Out! Now! You and me are going to see Kocho sensei!... MOVE!"

He got scared, got up, and marched out with me behind him. I took him down to the office, sat him down and we had a chat with the administration. I had them translate to him in nihongo that if he EVER did so much as make one more out-of line comment, gesture or rude incident, I would kick him out of class, and he would not be welcome back. I said I would force him to call his mother on the phone to pick him up and explain why he was ejected.

Next class, 100% improvement. Well mannered and everything. As time went on, he got worse again, but never to the level where he become unmanageable -- or couldn't be put in his place with just a quick dirty look.

I don't of course recommend this particulr approach for all situations, but in this one, that's what it took to fix it -- and I wouldn't hesitate for an instant to do it again regardless of how uncomfortable the administration may have been with it.

Just my two bits. Good luck in your class. Like others have said: lay down the law and don't let them get away with ANYTHING or you will regret it later.

[Laura C]

Hi guys,

Thanks so much for your replies -- I agree that I need to not let things like that stress me.

Again though, I do not take this class at all. The JTE works from the Sunshine textbook, and I am called on every few minutes to pronounce a word. Therefore if I tell a kid to shut up etc, I am interrupting the JTE as well as making it obvious he/she can't control the class. Also, some of the JTEs are clearly embarrassed when I discipline the class. For example, in one of my classes on Monday, the kids wouldn't stand up at the start of the class to greet us. The JTE likes me to greet them instead of her. I stood there, with my death stare on, making eye contact with the kids sitting and telling them to stand up. They were all doing this, but then the JTE told me to greet the class anyway. I said, I'm just waiting until they are all standing up, not doing homework, talking etc -- and she then did the greeting for me while half the class were still sitting and talking! Result -- kids able to take the p*ss and nothing I could do despite my best efforts.

I teach a couple of classes a week where I am the main teacher and the JTE assists. I have NO problems in those classes. I did at first, but made it clear I wasn't going to put up with misbehaving, and the kids are now cool with me. In fact, almost all the 'bad' kids in my school have come round and behave when I tell them. It's just a core few, that the JTEs can't do anything with either.

Glenski, I'm not a JET ALT. I was some years ago, and had the main control in the class. Again, no probs, I chucked a few kids out from a few classes, told some to be quiet, and after that everything was OK. Ta for letting me know about the cuff on the head thing -- but it wouldn't have worked with this kid, as he hit a teacher a few weeks ago (I only found this out after the class).

Picking my battles wisely sesm to be the way to go, as I really can't do anything in the class. The reason why this happened towards the end of the class was cos that was when the kids were doing their notebook writing. That is the only time in the class I can discipline kids without interrupting a class I am not taking, and that is when I do go over to the noisy kids and tell them to sit up, take their books out etc. I'm watching them for 40 minutes waiting for my chance!

To stress again, I have no problem disciplining kids if it is my class -- but this one wasn't. I guess if the situation happens again I'll just take my cue from the JTE, difficult though that may be...

I have this same class today -- but it's been cancelled on my schedule, so the problem won't come up for another week or so (gives me time to calm down and get over it!). Thanks again for your help everyone,

L