A list of dos and don’ts for ALTs and other language teachers
I read Baye McNeill’s excellent book Loco in Yokohama a few weeks ago, and thoroughly enjoyed it. It’s a great read and it took me right back to my days teaching in junior high school as a first- and second-year ALT on the JET Programme.
It also reminded me of what I used to do in the classroom back then.
Like many ALTs, I came to Japan with little teaching experience (I had taught a couple of classes and done some tutoring in China). I received minimal training and very little supervision from my colleagues and supervisors, both in the school and in the local board of education. I got a lot of advice from other ALTs and just muddled through.
Thinking back now I can think of many ways I could have been more effective and served my students better. Don’t get me wrong, I think I did my best with the information I had and made a positive contribution, but I could have done so much more.
Here is my advice to ALTs and language teachers in Japanese junior and senior high schools:
- DO think about your goals for the year, the month, and the class. Lesson planning should end with the language target and textbook page, not start there. Try to link lessons together so that students can review and preview past and future activities and language.
- DON’T worry about things being fun. Video games are fun. Hanging out with your friends is fun. Language classes are seldom fun. Instead of fun, think about challenging, achievable, and meaningful. Success is the most motivating experience for students, and many of them are turned off by classes in which they never experience success. Give them that, and they will enjoy the class much more than if they had done some ‘fun’ activities. I haven’t seen many math classes here in Japan revolving around games, so why should language classes?
- DO think about time on task. Many classroom activities involve just one or two students, while all the others just watch or get bored. Games like pass the parcel, criss cross, and relay games were staples in my classroom, but I now believe that having students ask and answer simple questions in pairs for a couple of minutes would have been a much more useful activity. I bet many of the students would have enjoyed it more too.
- DON’T talk too much. I believe students need to use the language to acquire it, which in any class bigger than five students or so means doing pair or small group activities. Make sure there is a healthy balance of teacher talking time and student talking time in your class.
- DO set homework and encourage students to practice outside of class. Self-study using printed, audio, or online materials is the only realistic way for students to get good at English. Model appropriate activities in class and follow up to see what students are doing. Take an interest in the students who are practicing and keep nagging the ones that don’t.
- DON’T give up. I haven’t met a single student who doesn’t secretly want to be good at English. Keep giving them the chance to have a bit of success, to find something interesting to do in or with English, and you might be able to change their future relationship with the language.
What do you think of the list? Anything to add or disagree with?