Last Friday was the Graduation Ceremony for the third graders. Throughout the course of the week the students had been practicing the songs and routines. The second and first grade boys had been causing problems and rage-induced rants from the teachers, as per usual. Anyway, on the day it was a mixture of emotions. There were tears, cheers and words of inspiration from students and teachers. Parents all showed up in suits with their camcorders at the ready. I received “Thank you” messages from students and was asked for numerous selfies. I’d only known them for a year but it was a pleasure to have taught them. I wish them the best.
For most schools in Japan, this week is “Final Test Week”. One thing that I’ve been in charge of conducting is the Interview Test. I’ve chosen a selection of questions from the past couple of months, and have been assessing each student’s responses. One of the grammar points that I’ve included is “I have ____”; “I have a cat. I have two CDs”. It’s pretty simple and it’s taught early on in the curriculum. But about fifty percent of student responses have been frustratingly ruined by a chart-topping song. Continue reading “Pikotaro Sabotaged My Students’ Tests!”
As an Assistant Language Teacher (ALT) at junior high school level (JHS), I work with a Japanese Teacher of English (JTE). There really are too many abbreviations in this job. Anyway, this invites a “team teaching” approach to our lessons that thankfully doesn’t make me just a human tape player reciting from the crappy textbooks. We’ll prepare activities, present dialogue to give students a better understanding of “naturally” spoken English, and attempt to create a more involved learning atmosphere. But like anyone who is studying or teaching a second language, mistakes are bound to occur. The students present their own range of challenges, as I’ve discussed, but the teachers also can create some unique situations in the classroom. Continue reading “Correcting the Teacher, as an Assistant Teacher.”
The core fundamentals of teaching English at junior high schools in Japan are writing, reading and listening. You’ll see that “speaking” is strangely missing as it’s not assessed through established tests, stupidly. But I think that students tend to find that writing English is the most difficult aspect of learning the language. Anyway, one of my responsibilities is checking students written assignments, which is something that can sink you further into depression or provide comedy gold.
It’s that time of the week again, the day where I have to teach the second graders. Now, when I started teaching at junior high schools (JHS) this year, I really had no idea what I was going to get into. At my previous placement I had only taught at elementary schools (ES), a completely different domain. Occasionally the local ALTs (Assistant Language Teachers) would participated in International Days where we’d go to a JHS and do cultural activities based on our nationalities. I taught cricket once while my Irish mate showed off his hurling skills. But from these one-off events you’d get hints and glimpses at what students were like. Continue reading “The Challenges of Junior High 2nd Graders in Japan”
Looking at Japan’s news courage surrounding president-elect Donald Trump, it has primarily consisted of the opinions and critique of educated professors, experts, and the occasional empty-headed “pop-star”. Therefore the country’s comprehension of Trump is mainly from an adult perspective. During election day, I had numerous teachers commenting on why American’s were voting for