Job Discussion Forums

[sumyunguy]

Okay, there is no short version. Also, I know people have written about this before, but I wanted to give my own take on applying to GEOS, should anyone be considering doing so...

First, no, I didn't get accepted, so you could write me off as biased and over-bitter if I criticize the process....but see what you think. I�ll tell it as I saw it.

It started with the usual grammar test, not very long, but a STRICT ten minutes to complete. There was no warning about a minute left or some such, just "stop writing please." I'm the type who likes to check his answers carefully along the way, meaning I didn't even get started on the last section. Very frustrating, especially as it looked as if it was going to be easy (the main thing for the test is KNOW YOUR PARTS OF SPEECH; otherwise, with basic punctuation skills, a decent vocabulary, and reasonably good spelling, you should be fine).

Still, while I don't agree with being a hard-ass about a timed grammar test (is a person who takes 9 or 10 minutes to finish the test rather than 11 or 12 really more qualified to teach English in Japan?) I'll allow this misstep as MOSTLY MY FAULT.

Not so with the 'group activity', though. This did not go well at all, and I was more than a little pissed by the end of the day that this nonsense played such a part in the selection process. (The "interview" stage was kind of silly as well, just reading off a page generic interview questions�then answering�in front of a recruiter....strangely staged, but typical content, nothing much worth talking about�the recruiter seemed to approve my answers at any rate, standard but honest, so at least I wasn't cut).

But here was the deal with the group activity: everyone wrote questions they had about either teaching, GEOS, or Japan, then we divided up into three big groups, one for each category, with about six minutes to supposedly "answer" these questions, and put on some kind of presentation at the front of the room. If we didn't know an answer, they told us to fake it. Never mind that it's a rather stupid premise to begin with, that wasn't the real issue. Obviously the GEOS recruiters are only slightly interested in what you already know; mostly this is a chance to see how you do standing up in front of a group, and how interesting of a 'lesson' you can throw together in six minutes (though when you'd ever have to do that in real life, I don't know, unless you forgot to lesson plan the night before). And please don't tell me the six minute timeframe was to save time for other things--if you only knew how much time these two recruiters, Japanese and Canadian alike, wasted on other things: long, mostly un-funny anecdotes about their experiences progressing up the GEOS ladder (that I wasn't laughing may have been, seriously, a strike against me, as I noticed while one was talking the other was often taking notes); then, later, there was the Japanese one giving us a lecture about "tanninsei" vs. "ticket-sei" styles of English schools (keeping the same students vs. different students each class) that ran forty-odd minutes and still WASN'T ACTUALLY FINISHED when it was time to vacate the conference room in the famous (but surprisingly grubby) Hotel Pennsylvania. And this lecture, which seemed to go in circles, atop more anecdotes in semi-broken English (from a former GEOS English teacher!!) could have been summed up in, no exaggeration, as much time as they gave us to prep for the group activity. It's not out of the realm of possibility that this was all an elaborate set-up to see who could stay fresh at the end of a long day, who could stand it without eyes drooping, but again, that�s not real-world, since we're supposed to be the ones at the front of the class, trying not to bore, not keep from being bored. So far as I could tell, the whole lecture was little more than a chance for the pompous know-it-all in front of me to jump in and answer every question thrown out, in low, confiding tones at that, as though he and the recruiter had already reached some sort of understanding..

Anyhow, the group lesson was the real killer because you lose almost all individual control over how things will go with a group that size. It's a lottery what kind of people you will end up with. And I'm not trying to name-call--for the most part I liked these people. But we lacked direction. The group of three or so that was handed the bundle of questions sort of took the lead by default, taking forever to 'sort' the questions, while the rest of us sort of leaned in and said what we could, trying to read from several feet away. I should have insisted they divide up the questions for everyone, so it looked less like three people doing all the work. I also cursed myself for not taking a stronger lead in getting a more interesting presentation going. I did suggest early on that we have question askers and question answerers, and the answerers would be outside the room, then stride in on cue with the answer, a little drama you know. Nothing great, I realize, but remember there wasn't much time, and I think any sign of creativity, anything visual to get people's attention, would have been welcome. Anything other than what we did, which was stand rigid and mechanically answer each other's questions--and not smoothly, at that. We had to go first, and we were easily the worst group. The others were essentially the same, nothing too creative, but better organized, and like they'd spent more time practicing, less time debating over how to proceed. They had more �presence� than we did, but I honestly believe that was just the effect of the practice and organization. Sounding cool and confident, just like screwing up, is contagious within a group setting.

And it's funny, when I put out my idea, not-exactly-brilliant though it may have been, a majority of the group seemed to like it...it just never went forward. As soon as solidarity was had nearly been achieved, we'd disintegrate back into subsets of two and three, talking on top of one another. We were leaderless, and I'm the first to admit I was to blame as much as anyone. It'd be a nice skill to have for times like that, and maybe we should all work on it, but here's what GEOS needs to understand: having the ability to take charge of your peers in a recruitment session has almost no relevance to teaching. Yes, you 'lead' a class, but I�ve taught before, and found it a totally different role. Your students are not your 'equals' in the sense of people who figure they know as much or more than you; they�re not clamoring for their own ideas in an effort to look busy and win a job. Laid-back and amiable works with teaching English�forming those relationships GEOS always talks about�with the additional key being interesting lessons.

GEOS is adamant about not giving you any feed-back after a cut--which I know is standard for all these companies, though how a note or two on your declination letter could hurt, I don't know (my college professors certainly weren't 'afraid' to talk to me about shortcomings on a paper--what, are these guys expecting a punch in the nose or something? Or maybe that, a couple pointers in our grasp, we'll finally crack the code for how you DO get hired and blow their cover good?).

Still, in case any GEOS personnel should read this, here's my one bit of feed-back for them: make it about the teaching. The teaching demo ought to be the first thing, not the last. If I'm cut because you don't think I can hack it as a teacher, so be it, but don't piece together such a conclusion from a bunch of stuff that isn't teaching, then cut me before I even get a chance. If there're too many people at the beginning for a long lesson, then assign a short lesson first, with the longer one later. But give people a CHANCE to pass or fail doing what they're there for.

Sorry this turned into such an essay, but hopefully someone will get something out of it�I know I like to read everything I can about these �recruitment sessions�. If nothing else I feel better; thanks Dave�s Forum.

[Angelfish]

They don't make it about the teaching, because when it comes down to it, the job isn't about the teaching. The teaching is a sideline to making as much money as possible from each and every student. Whatever they said about sales, you are a salesperson for Geos, who teaches English on the side.

[furiousmilksheikali]

Do GEOS still have three-day interview sessions? I know they often reject about half of their applicants after the first day but sometimes applicants get rejected for simply not appearing to be yes-men. They tend to be a little suspicious of those who don't show enough "genki-ness".

[bailemos]

- Apply to Aeon or if you re up for it, Nova, or any other eikaiwa that appeals ..

[kahilm]

I was at the same interview at the Hotel Penn.

I was in the second group to present. I was also asked to come back for the 2nd and 3rd days, and was told in my final personal interview that I would be recommended to the head office in Tokyo. Either way, I'll know for sure by the end of today if I'm offered a position or not.

As for your complaints about the group activity... well, I thought everyone did a pretty good job. No one seemed too nervous about presenting material in front of people and I assume that's the main thing the recruiters were looking for.

Perhaps it was something else that prevented you from being invited back for day 2. Either way, don't sweat it too much. Try for the other eikaiwas, and keep your attitude positive. Like one of the recruiters said, you don't have to be a clown in your genki-ness, just be yourself. However, if yourself is bitter and jaded and without humor... then you might have a problem.