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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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 Posted: Mon Jun 29, 2015 2:56 am Post subject: |
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| RM1983 wrote: |
They might be better off doing away with the ALT programme altogether and providing better training for their J teachers.
I think their ideal would be to just learn from Japanese teachers, so why they stick with this waste of time instead of moving towards this I dont know |
I think the team teaching paradigm is a good idea at it s core, just executed poorly. Having a FT in the class also lets Japanese students interact with a real live foreigner, something they may not get a chance to do otherwise.
Better training for JTEs on how to work with an ALT would help as would hiring better qualified ALTs.
(Pessimist that I am, I don't see either happening.) |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Mon Jun 29, 2015 2:58 am Post subject: |
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| mitsui wrote: |
| Another thing is, yes the JET tends to have not have a MA, doesn't go to conferences, doesn't read any research, so what do they know about the field? Not much. |
Speaking only for myself and not all ALTs, I have a MS Edu, attend conferences and read and conduct research. Yet I am still used as a speaking machine most of the time.
It is a very easy job, but I get frustrated with the lack of vision with many JTEs and the loss of opportunities for team teaching. |
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jkozera
Joined: 09 Jan 2015
Posts: 90
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| Posted: Mon Jun 29, 2015 3:44 am Post subject: |
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| steki47 wrote: |
| mitsui wrote: |
| Another thing is, yes the JET tends to have not have a MA, doesn't go to conferences, doesn't read any research, so what do they know about the field? Not much. |
Speaking only for myself and not all ALTs, I have a MS Edu, attend conferences and read and conduct research. Yet I am still used as a speaking machine most of the time.
It is a very easy job, but I get frustrated with the lack of vision with many JTEs and the loss of opportunities for team teaching. |
this, this is why I have a hard time wanting to get an MA/MS. Took me 6 years working full time an going to school to get my BA and TESL cert and I do not feel like a masters would really put me at a massive increase of teaching expectations or pay. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Mon Jun 29, 2015 4:23 am Post subject: |
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| jkozera wrote: |
| this, this is why I have a hard time wanting to get an MA/MS. Took me 6 years working full time an going to school to get my BA and TESL cert and I do not feel like a masters would really put me at a massive increase of teaching expectations or pay. |
I am looking into uni work but direct hire ALT/private HS would be fine as well. I want more money. Job security (seishain), if possible.
My MS has not paid off yet. I am still in dispatch ALT work. But I always get called for interviews and always get job offers. It is a big gold star on my resume.
Was it worth 3 years and $16K? I assume it will pay off in the long run. |
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Shakey
Joined: 29 Aug 2014
Posts: 199
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| Posted: Mon Jun 29, 2015 7:19 am Post subject: |
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| steki47 wrote: |
| It is a big gold star on my resume. |
Master's degrees are a dime a dozen these days in Korea and Japan, especially since kids can do them online now. Distance M.A. degrees are the new B.A. for young western TEFL teachers.
You'll have to have more than that to get a university teaching position in this new era, e.g. - 2 kyu or better Japanese proficiency and a lot of publications.
I have noticed that a lot of even the tenured TEFL positions advertised are not asking for a doctoral degree, but only a master's degree. So there is hope for you yet if you can cover the other two areas. |
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RM1983
Joined: 03 Jan 2007
Posts: 360
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| Posted: Mon Jun 29, 2015 12:17 pm Post subject: |
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| steki47 wrote: |
| RM1983 wrote: |
They might be better off doing away with the ALT programme altogether and providing better training for their J teachers.
I think their ideal would be to just learn from Japanese teachers, so why they stick with this waste of time instead of moving towards this I dont know |
I think the team teaching paradigm is a good idea at it s core, just executed poorly. Having a FT in the class also lets Japanese students interact with a real live foreigner, something they may not get a chance to do otherwise.
Better training for JTEs on how to work with an ALT would help as would hiring better qualified ALTs.
(Pessimist that I am, I don't see either happening.) |
I suppose you're right here. At the least having 2 teachers in the room can ensure every student gets some time with a teacher. Also, I'm pretty comfortable now asking for a translation if I do get stuck (it just annoys me if they SHOUT the translation after everything).
Be good to see some examples of excellence in team teaching actually. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Mon Jun 29, 2015 11:42 pm Post subject: |
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| RM1983 wrote: |
I suppose you're right here. At the least having 2 teachers in the room can ensure every student gets some time with a teacher. Also, I'm pretty comfortable now asking for a translation if I do get stuck (it just annoys me if they SHOUT the translation after everything).
Be good to see some examples of excellence in team teaching actually. |
There is a minimum of 2 teachers in the classroom. I often teach with 2 JTEs and sometimes 2 ALTs (usually to a schedule mishap). The end result is that students can get more face time and assistance from teachers. Usually works out well for them.
JTEs really run the gamut in ability and motivation. This year, I have 2 JTEs that are quite adept at utilizing an ALT. They know how to bring me into a natural conversation and include the students in a triangular fashion that has all 3 parties participating. Co-learning is the term, I think.
Sadly, they are rare. I deal mostly with the traditional JTE who controls the classroom and classtime is mainly JTE-Ss interaction with just a dash of the speaking machine.
Funny, this city holds regular workshops with JTEs and ALTs in which they practice team teaching techniques. And then I see very little improvement.
Oh well, easy job with lots of holidays. |
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marley'sghost
Joined: 04 Oct 2010
Posts: 255
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| Posted: Tue Jun 30, 2015 12:38 am Post subject: |
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| steki47 wrote: |
| RM1983 wrote: |
I suppose you're right here. At the least having 2 teachers in the room can ensure every student gets some time with a teacher. Also, I'm pretty comfortable now asking for a translation if I do get stuck (it just annoys me if they SHOUT the translation after everything).
Be good to see some examples of excellence in team teaching actually. |
There is a minimum of 2 teachers in the classroom. I often teach with 2 JTEs and sometimes 2 ALTs (usually to a schedule mishap). The end result is that students can get more face time and assistance from teachers. Usually works out well for them.
JTEs really run the gamut in ability and motivation. This year, I have 2 JTEs that are quite adept at utilizing an ALT. They know how to bring me into a natural conversation and include the students in a triangular fashion that has all 3 parties participating. Co-learning is the term, I think.
Sadly, they are rare. I deal mostly with the traditional JTE who controls the classroom and classtime is mainly JTE-Ss interaction with just a dash of the speaking machine.
Funny, this city holds regular workshops with JTEs and ALTs in which they practice team teaching techniques. And then I see very little improvement.
Oh well, easy job with lots of holidays. |
Sucks the human CD player is still in action. Having 2 JTEs would be great, if only just for added crowd control.
I've managed to escape the speaking machine trap, mostly in that I've been ALTing at my schools longer than any of the JTEs have been stationed there. It might help that I'm at least 10 years older than most of them.....So it's my show. I get them to point to where in the textbook they are, I whip out a worksheet and they follow my lead. Actually turns out to be less work if I just do it all myself.
I usually try to time things so that it's review. The goal is to get the kids to do some interviews or dramas or something that uses the material they already studied about once. Remember, they are not really studying language. They are studying about language, for a test. And in all fairness, imparting language skill is probably on the lower end of the JTE's responsibilities as a teacher.
I try and use as much English as possible in the instructions, though sometimes a bit of Japanese slips out if there is a time crunch or I don't concentrate. It does take real thought and preparation to explain and demonstrate things in English well. Every time I try and just wing it when doing something new, it's never good.
Takes a bit of time and diplomacy to wiggle your way in at first. At previous schools, when I was just getting stuck in the corner until it was CD time, I'd start by catching the JTE at the start of the week. "Hey sensei, can I have 5-10 minutes to do a little warm-up/review game?" When the teacher sees that you won't completely destroy their lesson with a criss-cross or shiritori game, all but the most useless would give me more co-operation and space to get involved.
And yeah, the, "SHOUT translation after everything...." I hear you friend. I need to talk to "B" sensei about that..... in a timely and diplomatic fashion...... |
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RM1983
Joined: 03 Jan 2007
Posts: 360
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| Posted: Tue Jun 30, 2015 2:51 pm Post subject: |
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Interesting(ish) story about one of my co-Ts today.
Last week she designed the exam a little bit too complex. First thing Monday morning she enlisted me to mark everything that didn't involve a translation. It took at least 4 or 5 goes to explain to me the intricacies of each question, and she got very anxious when I had to plan a class instead of marking it (had an hour to prep the class). Had to remark them once as she didnt explain it well.
Today we gave back the exams together and I saw her getting bombarded with complaints about exam details. So she deflects as much of this she can at me, and I have to explain her scheme to the students. She is standing there saying "it wasn't me! it was the ALT marking it ask him."
More interestingly, we agreed to give one student an extra point as I made an error (I probably made a few in honesty) but she turns down flat a 'halfu', advanced-level student who is angry at something. I sneaked a look and if she would have asked me I would have just given her an extra mark I think, but turned away flat by co-T.
We got back to the staff room, and she starts blaming the other J teacher who does most of her classes in English, as she claims it is too hard for everyone. And she went on to tell me that all the students were complaining about this other teacher.
A few months ago, she actually pulled rank on me over a speaking test I did, as she didnt believe that , in her words, "the fat bad student" coulld get a higher grade than his friend "good student".
Farcical. |
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marley'sghost
Joined: 04 Oct 2010
Posts: 255
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| Posted: Tue Jun 30, 2015 11:42 pm Post subject: |
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| @RM1983- Sounds more than a little frustrating. You have my sympathies. Are you private-hire, hakken or gyomu-itaku? It can make a difference when the school starts messing around with your schedule at the last minute and assigning you extra duties. |
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mitsui
Joined: 10 Jun 2007
Posts: 1562
Location: Kawasaki
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| Posted: Wed Jul 01, 2015 11:54 am Post subject: |
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Yep.
I found out after I signed the contract that I would have to go to the kindergarten twice even though my main job is at the high school.
It was not mentioned in the interview.
Today I was working when I was told by the boss:
Boss - What? You didn't go to the kindergarten? It is after 10:00. Oh it is too late.
Me - I was told that I would go in December, not on July 1st.
Boss - Didn't the Canadian teacher tell you?
Me - Nope (he was not told either)
She had the schedule on her desk in April, claims that she never got it.
It stated that two teachers would go to the kindergarten in December and in February.
Amazing how people can just lie and deny instead of apologize.
Really annoying when she can't just tell people directly but tends to tell someone to tell me. |
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