I currently work with one other foreign teacher. We think we make a really fab tight-knit team. From April there will be English conversation classes for the 4th year students and so an extra 10 classes are on the schedule. Two years ago the school didn’t re-hire the male teachers we had working part time preferring to just keep me and Jenny to teach everything (minus 4th year who were given an extra lesson in the language lab instead?!) Anyhow, the school have decided that 4th years need English conversation classes again to supplement the regular English classes. Jenny and I have a full timetable and so the school are on the hunt for a part timer – never easy to find.
When we both joined the staff at the school, the previous English conversation teachers had NO resourses. I repeat NO resources! I have no idea what exactly they did in lessons – there were text books for 2nd and 3rd years (and 4th who used the SAME text book as 3rd years!) 1st years had no text book to speak of. There were no materials, no flashcards or visuals, no curriculum, no lesson plans, nothing written down and recorded to show what they did everyday. Unbelieveable, I know. More unbelieveable is the fact that they were allowed to work like this and no-one in authority had the noggin to check what they were doing (or not doing!) They weren’t told what was expected of them either. This is the one thing that really pisses me off about teaching here – the notion that as long as the students are in the same room as an native English speaker, it must be good for them and they will automatically pick up the natural rhythms of native English! They have no idea what they want the native English teachers to do. Fast forward two years and between the two of us, Jenny and myself have created suitable curriculums for each junior high year group and endless practical, reusable resources and visuals to aid the teaching of a foreign language.
We have also introduced listening tests – big important ones that get on the school’s examination schedule – not piddly little ones conducted during lessons. Now Jenny is in charge (and not some slacker man) we get to realize our place in the scheme of things. We are entitled to give proper lengthy tests but you have to sign up for them. The previous guy didn’t want to make more work for himself especially if it meant that the students benefitted and actually learnt something! Anyhow, these tests (current mid-terms start today!) take a lot of preparation and team work. Writing the material, recording the material, (Japanese teachers all want to be ON the test CD) writing the test paper and then checking that the CD and test paper are in synch and that there are no blips. It’s a project that takes a few weeks or longer but as we have a curriculum and lesson plans and we know how many lessons the students will have before the test, we know what to include because we have it all planned out in our curriculum. It’s not rocket science, but it really is great to work with someone who knows what we are doing and where we are heading. Previously, we had to work with the guys who would come in after Christmas break, and two minutes before lessons start would ask “What are WE doing today?” They really didn’t have a clue and actually thought that they were doing the school a big favour by turning up for the classes. One guy, I kid you not, actually commented on my materials ones day. I’m not talking documents or anything, I’m talking about a small plastic box with a handle (100 yen shop!) to carry pens and magnets and little bits and bobs that I may have needed during the lesson. He was amazed that I was so organised and had “loads of stuff”. To him, having a few pens and magnets was the epitome of being organised. That’s all it takes to be a teacher, right? Another guy really didn’t see his “sacking” coming. Right before he went in to talk to the deputy about his next schedule/timetable – he was planning to ask for more hours if possible, he confided to me. I had to sit there pretending I didn’t know that they weren’t going to re-hire him. In the meeting they told him directly that Jenny and me were going to teach all the lessons and that his services were no longer available. Completely clueless about EVERYTHING!
Why am I telling you all this? I’m getting to a point I know I am – something to do with how we are perceived here in Japan. So we are on the hunt for a new teacher, but not through the regular channels but through the grapevine. I don’t know anyone who lives close enough to the school or who only wants to work part time so the school has recommended (now this is the school’s description and this is what set alarm bells off in my head and Jenny’s head) “the pastor’s wife!” We were told that she is really nice and currently works as an ALT in an elementary school, she’s been in Japan for a long time, with a Japanese husband who also used to teach here at the school. So basically we learnt that she was a native speaker “who goes to the same church” as a lot of the teachers who currently work here. The reality is somewhat different we learnt. She is a qualified teacher with a licence AND lots of experience making curriculums and materials for a wide age and ability group. She is a real contender for the job and not just somebody who is a friend of a friend doing a favour for the school. These important pieces of information were absent from the info we got from the school because the school doesn’t think that these are important to the job? Because being a church-going Christian is more important to teaching teenage girls? I’m not knocking Christianity, especially at this time of year, but why did the school give us the impression that they would settle for anybody who can speak English to join the team? No qualifications required. The alarm bells are not so loud now and we have a few other applicants, too so it’s beginning to look like a proper interview process with real candidates. Yeah!
It got me and Jenny thinking about why WE were hired. Not for our experience, abilities and dedication, I’m sure. They don’t consider our expertise half the time. Or they don’t verbalise it the way a westerner would. Back home you get both positive and negative feedback in the place of work. Part of me feels that I was employed firstly, as a part timer 3 days a week, because I was flexible and could work any of the days as I didn’t have another part time job to consider or fit in around the job. Now I work five full days as a part timer with no extra curicular and this suits me at the moment due to hoikuen time restrictions and what not. I was a good choice because I don’t need to work full time because I have a husband who is employed with a Japanese company.
There, I said it! People still think like this in 2011.
It has been bothering me since this business of finding a new teacher has started. They want anyone who can fit into the timetable, but don’t consider if they can fit into the fabric of the school and work like a professional using the relevant skills needed for the job. Lucky for them, Jenny and myself DO fit in and have carved out a respectable path for English conversation to follow. Since we introduced the proper listening tests, the junior high school girls “suddenly” leapt to the top of the ranking in Tokyo for the Benesse Listening Tests. Despite having one less English grammar lesson with their Japanese teachers, they aced the test – the first year we introduced our tests. Yes, I’m blowing my own trumpet and Jenny’s, because the school certainly won’t thank us or recognise the effort involved to get results. Hell no, we learnt AFTER this year’s Benesse Listening tests that the students had already taken to test. Why don’t they actively involve us in these things?
I think it is a Japanese thing about the way you learn languages just by hanging out with foreigners every now and again. Lots of my neighbours and especially lots of the mums at hoikuen are keen for my kids to befriend their kids for this very same reason. Being in close proximity to a native English speaker must eventually rub off on you, no? They don’t even attempt to hide their true colours. Hardly a day goes by without some mother saying to me that wouldn’t it be great if our kids played together and James (never Alexa) can then speak to them in English as they play in the sandpit. Completely ignoring the fact that my kids, who can speak English to each other if they wish, prefer to speak in Japanese to each other. They reserve English for special people, like mummy!
Anyway, better get my arse into gear and get to school to start these listening tests…