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by sendaiben
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Ken Robinson’s latest talk
Ken Robinson, the most popular speaker on the TED website, and someone who talks about education to boot. I’m guessing many of my readers have seen this talk already, but just in case I’m putting it on here.
Ken Robinson is one of my favourite speakers. He is incredibly skilled. Notice how he speaks for 20 minutes in the video above, with no notes, no slides, nothing to support him, and still manages to be compelling and stay on track. I can only imagine the hours of practice that went into that one off-the-cuff seeming talk.
This particular talk struck a chord because it seems to go against everything I’m working on at the moment in terms of setting standards and expectations at my university. However, once I thought about it, our programs involve setting expectations but then giving students a lot of leeway as to how they meet them (which books they choose to read, how they talk about articles, which websites they choose to use). We don’t expect the same from all students, but we expect all students to put in similar amounts of time and effort (or understand the consequences of not doing so).
Having watched the talk, do you see any connection to your own teaching practice?
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by sendaiben
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Women in Japan
I just saw this poster in my building commemorating the fact that 100 years ago in 1913, Tohoku University was the first university in Japan to admit women as students. I didn’t know that, and I am quite pleased to be working at such a progressive place (here’s hoping they’ll be progressive enough to allow me to stay on past my initial contract LOL).
This is interesting to me in two ways:
1) has women’s place in Japanese society really improved all that much in 100 years?
2) is society going to facilitate women working in the future?
It always struck me as strange that there are such structural and societal limitations on women in a democracy where they make up more than half of the electorate… but I have come to realize that a lot of the obstacles working women in Japan face come from societal expectations, often voiced by other women. Japan seems to be one of the last holdouts of the housewife mother, to an extent that I haven’t seen in Europe of the US. Specifically, I am thinking about how volunteer and community groups (like PTAs, chounaikai, sports team parent groups, etc.) make no efforts to cut working mothers any slack. If anything, they seem to pick on them, at least in my limited experience.
At the same time you get politicians making asinine comments like this and you wonder if things are going to change in the future?
Looking at Japan’s demographic future (the government projects an aging population of less than 100 million by 2050), and lack of plans for mass immigration (this is the government’s focus at the moment, but I can’t see many people applying), women seem to be the economy’s last shot…
And yet women seem to have expectations of men that are becoming increasingly unrealistic, at least according to the small sample in the link. This has been mooted as one of the main contributing factors to the low birth rate -after all, if you don’t have enough money to get married, you probably aren’t going to be having children either (or at least one would hope so).
What do you think? Is Japanese society supportive of women choosing what to do in life? Can you see it changing in the future?
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by sendaiben
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Every Kid Needs a Champion -what a great TED talk
I saw a fantastic TED talk the other day, and wanted to share it with you. I think it is very applicable to all teachers, including eikaiwa and university.
I would love to be half as inspiring as this woman.
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by sendaiben
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If I ruled the world… the JET Programme
So the story I wrote about yesterday seems to have caught the eye and the imagination of people I know. I have yet to see a positive response, even among former JETs.
There are various reasons for that, but the most important one seems to be the opportunity cost of this plan -there are probably much more effective things that could be done with the money. I’d like to put all that aside and just focus on what could be done to make the JET Programme and wider ALT utilization more effective.
1. Make JET an up or out program
Almost all ALTs are excited, happy, enthusiastic, and motivated when they first arrive in Japan. That energy and enthusiasm, combined with not knowing anything about Japan, is hugely beneficial for students. However, after a year, depending on how their year has gone, how they have been treated by teachers and schools, and how their particular ALT community is, they will change. Some will pick up bad habits and stagnate in the computer room, some will settle into a comfortable existence, and some will learn as much as they can about teaching and work hard to improve themselves.
At that point I believe most ALTs should move on. JET is, as many have mentioned, an exchange program, a way for Japan to increase its soft power, and a way to internationalize smaller and out of the way communities. I think it works very well in these respects, but most of the benefits are in the first year.
A small number of ALTs should be chosen for promotion, given extensive training and more responsibilities, and put on a career track to become special teachers (with possible tenure, a normal pay scale and benefits, and the ability to teach by themselves). These special teachers would then assist with managing regular ALTs as well as be assigned to schools as English teachers.
This way the current goals of JET programme would be met while allowing it to serve as a source of high-quality native speaker instructors.
2. More oversight
Make schools and boards of education submit plans for how they intend to train and utilize ALTs, and follow up to ensure that they do. Schools that fail to find a useful and productive role for their ALTs should not receive one. The huge variation in how ALTs are treated is probably one of the worst problems with the system, and a lot of it is due to the ‘hands-off’ nature of the ‘recruited centrally, employed locally’ approach currently in use.
3. More training and guidance for schools and teachers
In many cases, teachers and schools aren’t quite sure what to do with ALTs. I would like to see the Ministry of Education provide more training and examples of best practice to schools and teachers. Often, the youngest teachers are assigned to be ALT supervisors, whereas in many cases the head of English would be more suitable.
Many ALTs are stuck in ‘tape-recorder’ team-teaching situations where they basically sit in on another teacher’s class and participate sporadically. This is not particularly useful or fulfilling. Instead, ALTs could take small groups aside for speaking practice (like the Spanish, French, and German language assistants in my own secondary school did), mark and check written work, help with creating written, audio, or online materials, or provide after-school teaching for students.
Having trusted and experienced native teachers as described in 1. above would also help here.
Conclusion
I don’t think the JET programme is all bad. Yes, I would rather see some of the money go towards training Japanese teachers or creating more effective teaching materials (particularly online). However, I think the JET programme provides some very positive results for Japan, and I would be sad to see it eliminated completely.
Finally, one potential positive for this plan is that it may go some way to reversing or even ending the trend towards outsourcing ALTs or teachers, which I think has no redeeming features. It is very possible that the new JET ALTs will not be adding to the total pool of ALTs, but rather replacing assistants provided by dispatch companies. That would be a fine result in my opinion. The sooner the parasitic ALT dispatch companies are driven out the better.
I look forward to your comments!
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by sendaiben
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36,000 JET ALTs a year?
I saw this mentioned in the news last week, and a post on Mutantfrog Travelogue reminded me of the story just now.
I have a lot of history with the JET Programme. I first came to Sendai on JET, had three great years in junior high schools and an elementary school, then was involved in running the Miyagi program as the Chief ALT Advisor for four years. I think I saw the best and the worst of JET.
The best thing about JET is that it has the potential to take intelligent, educated, energetic, and motivated people and put them in a position where they can interact with, inspire, mentor, and befriend Japanese children and teachers. When this works it works incredibly well, and I have had the pleasure of working with some exemplary JETs in my time.
The worst thing about JET is when teachers and schools are not supportive, don’t provide clear working guidelines or support their ALTs, and host institutions are unwilling to actively manage JETs and provide feedback and discipline where necessary.
Assistant Language Teachers on the JET Programme are assistants. They are able to help, support, and contribute to classes when their colleagues and schools work to make that possible. Like many things in English education in Japan, training and implementation are going to make most of the difference, not spending more money or deciding to put an ALT in every school (whether they want one or not). There seems to be an expectation that ALTs should be radically improving English education in Japan, but to me that is like saying that the new textbooks should magically do that. It’s not going to happen unless the teachers and schools facilitate and allow it to.
In the spirit of my ‘if I ruled the world’ blog posts from last month (on elementary school, junior high school, high school, and university English education in Japan) I am going to come up with some suggestions for the JET Programme on the blog tomorrow.
In the meantime, what do you think about the proposal to double JET numbers? Any good or bad experiences with JET? Please leave a comment below.