Job Discussion Forums

[JimDunlop2]

Well, I just finished a month at a Jr. High School and enjoyed almost every day of it.... But now have been thrown into my next gig.... (The city school board I work for shuffles ALTs between 2 schools -- a month at one then a month at the other)...

I've now gotten my first taste of how "the other side" lives... Overall, rather similar, but the staff have to figure me out and I them, of course. But anyway, I've found that in this school, the grade 8 students (VERY unlike the first) have quite an attitude... I think it's mainly the boys, but they are quite noisy, don't pay attention and when it comes to asking them for class interaction -- forget it! (Common problems anywhere, right?)

Well, interestingly enough my gr.9 students were pretty awesome behavior-wise (although one class was WAY behind -- the other was right on track)...

But anyway, here are my questions: Can anyone recommend any one or more of the following:

1. Good discipline tactics that work in a JPN public Jr. High setting (with a JPN teacher in the room at most times)

2. Activities/games/exercises that will either settle down an unruly class, or encourage most of them to participate..... (I know I can't bat 1000 so I'm aiming for MOST)....

3. Specific activities to help classes(grade 9) that are fairly behind and incapable (or unwilling) to speak out in class.

As a final note.....

Taken from another thread: Glenski:

[Experienced]

The behavior of the class depends a lot upon the Japanese teacher in charge. Once when I was teaching an unruly class because the teacher had no backbone (although she was pleasant), I was trying to do drills with them. About a third of the students weren't paying attention and just kept getting louder and louder talking among themselves. Finally, I just stood there in front of class silently for about 10 seconds. The students kept yacking away. I then slammed a book down on the table and yelled "QUIET" as loud as I could. Everyone was shocked. The Japanese teacher was shocked. I was kind of shocked too. But it worked. Everyone shut up. Then I proceeded to do the drills again. Everyone participated this time.

The authoritative approach might work the first time. But eventually, you'll have to do other things. Unfortunately, I taught the class mentioned above just that one time because I too was being rotated.

This thread is a good idea. I hope to read about what others have done.

[Glenski]

I'll start this with a statement that you are probably not going to like. If you are only in the setting for a month, why are you so concerned? You're going to be gone before they have a chance to get to know you. Besides, it's not really your place to discipline kids with that JTE in the room. If he/she doesn't do anything, and he/she is there for the duration, let him/her handle things. You just come and go when your time is up.

Ok, now for your specific questions.

1. Not much, but definitely find out what that teacher expects of you. Tap the sleepers gently on the head or shoulders. Tell them if they are too tired/exhausted to stay away, go home or to the hoken center. Do this EVERY TIME. My students are beginning to tell each other this. And, so does my JTE teaching partner in one class. Don't know what other discipline problems you have. For anyone coming in 30 seconds after the bell, I announce to the whole class that this person is late, and record it in the attendance book right there. Three lates = an absence at my school, and too many absences count highly against a student. I also tell the student to come to the front and explain his/her tardiness...in as much English as possible. (In your case, this sounds like the JTE's job.) For students who are talking, I stop the class, point to the talkers, and fold my arms to wait. And, wait. And, wait until the talking stops. Other students want the class to proceed, so they often tell those students to shut up. If that doesn't work, move them. Separate them. Treat them like the babies they are, and one of my tactics is to put a desk facing a blank wall and have them sit in it for the rest of the class. Or have them put a desk in the front of the room facing the class and sit in it. One of my colleagues just sends them out of the room; doesn't matter where they go, just out. Or he has them lean against a wall like an invisible chair was there. (Again, I think this is all up to your JTE.)

2. Encouraging students means getting them to do things interesting to THEM. Low risk of embarrassment. So, I vote for pair work or very small groups. Do surveys. Do info gaps. Make board games and change partners often in one lesson. Go to every student that you can and find out if they understood your directions, and explain again if needed. Don't take the troublemakers or kids who refuse to play too seriously. Kid around with them and tell them this is their ONLY chance to use what they are studying. After only 2 years, they know SOMETHING, and let them know you know that. Above all, let everyone know that making mistakes is OK, and that quiet students can't learn because you have no way of knowing how to help them.

How to settle down an unruly class? You'll have to define unruly, and again we revert back to the JTE's responsibility. Start by putting on the board what you intend to do for that period. Then, if they get out of hand, call out stop just loudly enough so they get the message. Then, explain why you are erasing the most fun item from today's agenda, even if only a few kids caused the ruckus. Then, just stand there and let them think about it. Don't let them study ANYTHING or say a WORD for 10 minutes if you have to. Tell them THAT is the penalty, and the cost is not learning anything. (If unruly means simply that they won't stop the games/activities you started, that's another story.)

3. Lots and lots of pair work and board games and info gaps. Lots and lots of personal attention, even if it means draining your energy. Lots and lots of assistance from the JTE. Lots and lots of encouragement on even the simplest success or attempt. As little negativity as possible ("Hmmm, that's a good answer, Takashi..... hmmm.... not bad.....it's ALMOST what I wanted...... can you try again?")

[johnslat]

Dear Glenski,
Very good advice, I'd say - and not only for Japan. I just got back from subbing a junior high Special Ed class today in Santa Fe, NM, and during the day I used every one of your suggestions. I've also found that cultivating "the look of death" doesn't hurt any, either. And, on a few occasions, I've arm-wrestled with the prime offenders - the stakes being that if I win, they have to behave (my God - I'm starting to sound like dan). But heck - it WORKS (so far I've been lucky; I'm undefeated at the junior and senior high school levels - and besides, it's good exercise and instills a lot more respect in many of them). It's also good to try to develop rapport on an individual level, when you're checking their work, for example. Try to connect with something he/she likes. Once they see you as an individual, it helps. And, as you wrote: BE POSITIVE !!!
Regards,
John

[JimDunlop2]

Thanks for the practical advice.... I will re-read this thread several times so I can put this stuff to good use...

[shmooj]

[Gordon]

[Tonester]

The Japanese call it "The Kancho" but I wouldn't know what it would be in Korea.