You may have noticed from my re-contracting post that I've been feeling a little less...genki...about the job recently. Well, today was, happily, a day where the little things reminded me exactly why I love the job.
I usually prefer visiting small schools, but the one thing I love about big schools is walking through the halls in the time between classes. There are throngs of students and they almost all greet you as you walk by. That's my favourite thing. Usually they say "konnichiwa" and look shocked when I reply with a cheerful "hello!" but sometimes they actually recognize that I'm an English teacher and they say "hello!" right off the bat. In the latter case, they're usually really cheerful about it--as if it's a new game to be able to recognize the ALT and use the proper English greeting. Regardless of how the class went, or how tired I am after class, walking down the halls (particularly at the school I was at today, Sanbongi JHS) and greeting students never fails to bring a big smile (a grin, actually) to my face. ^_________^
Then too, today I ended off with a super genki (but not unmanageable) ichinensei class. Before class started, the students were talking to me and asking questions. One student asked if I went to Baskin Robbins (she thought she saw me there), and another asked how to say "hentai" in English. =D Of course, I didn't tell him right there, but I admit, I did tell him after class.
I guess it's kind of bad of me, but I really enjoy teaching students the "bad" words, if they ask, for example: "hentai," "geri," "unko," and "ji"--respectively, "pervert," "diarrhea," "poop," and "hemorrhoid."
In the same class, a student came up to the teacher to ask the difference between "a" and "the." (He's writing the Eiken test--a standardized English level placement test--the month, I gather.) I tried to help explain with broken Japanese, and he seemed to kind of get it. (Of course, it's difficult because there are a lot of different reasons why/cases where "the" should or should not be used.) It made me really happy to see a student taking initiative and asking for an explanation about a grammar point! ^_____^
So yeah, it was a good day. Since I recognize that I'm getting a little tired from teaching, I'm definitely going to have to make more of an effort to notice the little things that bring me happiness.
Tuesday, October 7, 2008
Monday, October 6, 2008
Do I smell bad or something?
On a completely random note, I am now completely neighbourless. The neighbour to my right moved out a while ago, but I don't know when the person(s) on the other side left. So much for my grand plans of saving money by borrowing heat from neighbouring apartments.
Oh well, I've still got much better insulation here than in the old (now Aaron's) house.
Despite being neighbourless, though, there are still always cars in the parking spots next to mine. I wonder how that works?
Oh well, I've still got much better insulation here than in the old (now Aaron's) house.
Despite being neighbourless, though, there are still always cars in the parking spots next to mine. I wonder how that works?
Re-contracting
When the three of us (Towada municipal ALTs) went into the office the week before last, we found re-contracting information in our boxes. The first thing that popped into my head was: "It's so EARLY!" We don't actually have to make our decision until the end of January/beginning of February, but I guess since the deadline for those making requests for transfers (for health reasons, to join a spouse, etc.) is earlier, they had to get the info out sooner rather than later.
I remember last year when I was sitting around at home/at the office with nothing to do in my first few weeks in Japan, I skimmed through the JET General Information Handbook (GIH). One part that I read fairly carefully was the "To Re-contract or Not" section. Here's the section (pretty much the same as last year) from this year's GIH:
At the time (as early as it was), I worried that I might decide to re-contract because of "procrastination." I mean, I applied for JET because I didn't know what I was going to do with my life if I wasn't going to be teaching, so it seemed probable that I might be tempted to stay a second year to put off that decision yet again.
As it turned out, however, I ended up (in a very short span of time) falling in love with my job, so it was a pretty easy decision to make. (It was two BIG check marks for both "Realistic Reasons to Re-Contract.")
This year, though, I think it's going to be a bit more difficult. When I re-contracted last year, I thought: "I'll probably stay for 3 years total." (So, another year after this one.) Up to the end of the summer, I'd have to say I was about 90-95% sure I'd be here for a third year (not to mention 50% in favour of staying for a full five!).
One month into nigakki (second term), though, and I feel like my certainty has dropped down to 80-85%. The problem is that I constantly feel tired. I mean, I still love the work, and when I'm actually in school, I get energy from the job and don't really feel fatigued, but once I get home...
Part of it is my own fault, since I stay up late downloading/reading manga, watching DVDs, reading books, surfing the net, etc. But then too, many nights I don't get home until 9pm becase I finish at school late, or I go to the office after school, and then have some sort of community class at night (eikaiwa, dance, etc.). When I finally get home, if I've got jishu gakushu (extra English class) or an elementary school visit that week, I usually spend an hour or two planning/preparing materials. And when faced with a choice between sleep or doing something to relax, I usually end up choosing the latter. ^^;;
So yeah, even though I think I'm as passionate about the job as before (maybe even more so now that I understand the Japanese school system a bit better), I'm worried that I might run out of energy partway through a third year. And I don't want to be here if I'm going to end up coasting.
Plus I'm a little worried about the possibility of "familiarity breeding contempt" at Kirita (with the students, at any rate). I've already had one jishu gakushu class where I felt like the ninensei were goofing off more so than usual because it was just me there. As much as I love the school (and hope that the feeling is reciprocated), I have to seriously consider that it might be better for the students to get a fresh face in.
*sigh*
Then too, I wonder if I made a mistake in going home for such a long time this summer? I didn't feel it when I first came back (to Japan), but recently I've been thinking a lot more about how much I miss everyone back home. I mean, I've made friends here, but the aspect of Christian fellowship is completely missing from my life here. Of course, part of that is my own fault for not making an effort to find (and stick with) a church. But then again, part of it is also my nature: I don't make (good) friends easily. I mean, I think I'm pretty easy to get along with, but I don't really let people in too far, y'know?
As for the possibility of staying for the full five years, well, the thought is still in the back of my mind, but the probability is probably down to 20-30% (from 50%). A big part of the drop is the fatigue which is making me reconsider even my third year, but there's also the fact that my mom has told me she and my dad would like me to come home after three years. (It's not just that they miss me, it's that my being away affects their ability to make their own life decisions...)
So yeah, I guess it's a good thing we got the re-contracting info so early, since it seems like I'll need all the time I can get to make my decision this year.
I just really hope that every ALT reads the GIH reasons "to re-contract or not." To me, the two "realistic reasons to re-contract" are really the only valid reasons to do so. Certainly people will have mixed motivations--I definitely enjoy the lifestyle here, and I would also like to save more money--but I think that if those two reasons aren't the primary reasons, I think there's the danger of turning into an ALT who coasts. And, as I've discussed a lot in previous posts (Attitudes/Goals & Reality; The "Internationalization" crutch), I think that ALTs who aren't focused on improving student learning or who don't pursue excellence in their work do a disservice to themselves, their students, their schools and the JET Programme as a whole.
My apologies for what probably sounds like a lot of "preaching" lately, but I think it's important that we, as Assistant Language Teachers remember that even if we don't have much experience or training, we've been given positions as teachers. And as teachers, part of our responsibility is to look out for the (educational) interests of our students. That's why the re-contracting decision shouldn't just be about "Am I happy with the job? Living in Japan?" etc., but should put a strong emphasis on considerations of "Am I doing a good job?" and "Will I be able to maintain my motivation to continue improving in my teaching for another year?"
One of my personal checks to see if I'm still appropriately engaged in the job is: "Can I answer "I'm happy/good/great" with full honesty when students ask me how I am every day?" Honestly, this term there've been a couple of times when "I'm fine" was as positive as I could get, and once or twice I had to honestly say I was only "so-so." But still, it's my goal to always be able to honestly answer "I'm happy" or "I'm good" or "I'm great" when students ask me how I am. If I can't do that, then I need to figure out why I'm not happy just to be in the class, because it's definitely a problem if I lose my passion for the job.
But yeah, guess I've got some hard thinking ahead of me in terms of re-contracting.
I remember last year when I was sitting around at home/at the office with nothing to do in my first few weeks in Japan, I skimmed through the JET General Information Handbook (GIH). One part that I read fairly carefully was the "To Re-contract or Not" section. Here's the section (pretty much the same as last year) from this year's GIH:
To Re-contract or Not...
Re-contracting deserves deep consideration and deliberation. Please double check the questions below in
order to be certain about your decision.
・What expectations of being a JET Programme participant did you hold before coming to Japan?
・How do those expectations compare to your actual life in Japan?
・Are you able to learn new things and challenge yourself in Japan?
・How will you use what you have learned in Japan after you leave?
Chances are when you joined the JET Programme you had expectations, preconceptions, and an idea of what the job was going to entail. In addition, you probably anticipated how you would use that work experience in your future. However, the job may not be what you had anticipated. This is the time to re-evaluate.
Realistic Reasons to Re-contract
・You are content with your position and work.
・You feel that you are making a contribution that has a positive effect on others.
When re-contracting, beware of deceptive rationalisations like, ―I‘ll save money next year‖ or ―I‘ll learn Japanese next year‖. The nature of the beast is to be lazy, and unless there is a radical change in your life (a change which re-contracting does not necessarily bring about), odds are that your life will not change dramatically in your second or third year.
Realistic Reasons Not to Re-contract
・Procrastination. Think long and hard about your life path. Do not re-contract only to delay a more
difficult decision.
・Money. Participating on the JET Programme for the sole purpose of money-making.
・Obligation. You feel pressure from those people in your community to re-contract with the JET Programme. (Your Contracting Organisation may resist your decision not to re-contract, however, the operations of your Contracting Organisation will not come to a stand still as the result of you not recontracting.)
・For no particular reason at all. You may like the foreigner-centred lifestyle, the kindness you receive from those around you, money in your pocket and time on your hands but, even if you do not tire of these things, they probably will not leave you with anything when they are gone. Your presence in Japan gives you many opportunities. If you are going to stay in Japan, stay for a reason. Do not waste the opportunity.
A Word of Caution
While in a foreign country a person undergoes many changes and mood swings. Do not make your decision overnight. Talk with friends, talk with your Supervisor, talk with your family. Think it through and make your decision with confidence.
At the time (as early as it was), I worried that I might decide to re-contract because of "procrastination." I mean, I applied for JET because I didn't know what I was going to do with my life if I wasn't going to be teaching, so it seemed probable that I might be tempted to stay a second year to put off that decision yet again.
As it turned out, however, I ended up (in a very short span of time) falling in love with my job, so it was a pretty easy decision to make. (It was two BIG check marks for both "Realistic Reasons to Re-Contract.")
This year, though, I think it's going to be a bit more difficult. When I re-contracted last year, I thought: "I'll probably stay for 3 years total." (So, another year after this one.) Up to the end of the summer, I'd have to say I was about 90-95% sure I'd be here for a third year (not to mention 50% in favour of staying for a full five!).
One month into nigakki (second term), though, and I feel like my certainty has dropped down to 80-85%. The problem is that I constantly feel tired. I mean, I still love the work, and when I'm actually in school, I get energy from the job and don't really feel fatigued, but once I get home...
Part of it is my own fault, since I stay up late downloading/reading manga, watching DVDs, reading books, surfing the net, etc. But then too, many nights I don't get home until 9pm becase I finish at school late, or I go to the office after school, and then have some sort of community class at night (eikaiwa, dance, etc.). When I finally get home, if I've got jishu gakushu (extra English class) or an elementary school visit that week, I usually spend an hour or two planning/preparing materials. And when faced with a choice between sleep or doing something to relax, I usually end up choosing the latter. ^^;;
So yeah, even though I think I'm as passionate about the job as before (maybe even more so now that I understand the Japanese school system a bit better), I'm worried that I might run out of energy partway through a third year. And I don't want to be here if I'm going to end up coasting.
Plus I'm a little worried about the possibility of "familiarity breeding contempt" at Kirita (with the students, at any rate). I've already had one jishu gakushu class where I felt like the ninensei were goofing off more so than usual because it was just me there. As much as I love the school (and hope that the feeling is reciprocated), I have to seriously consider that it might be better for the students to get a fresh face in.
*sigh*
Then too, I wonder if I made a mistake in going home for such a long time this summer? I didn't feel it when I first came back (to Japan), but recently I've been thinking a lot more about how much I miss everyone back home. I mean, I've made friends here, but the aspect of Christian fellowship is completely missing from my life here. Of course, part of that is my own fault for not making an effort to find (and stick with) a church. But then again, part of it is also my nature: I don't make (good) friends easily. I mean, I think I'm pretty easy to get along with, but I don't really let people in too far, y'know?
As for the possibility of staying for the full five years, well, the thought is still in the back of my mind, but the probability is probably down to 20-30% (from 50%). A big part of the drop is the fatigue which is making me reconsider even my third year, but there's also the fact that my mom has told me she and my dad would like me to come home after three years. (It's not just that they miss me, it's that my being away affects their ability to make their own life decisions...)
So yeah, I guess it's a good thing we got the re-contracting info so early, since it seems like I'll need all the time I can get to make my decision this year.
I just really hope that every ALT reads the GIH reasons "to re-contract or not." To me, the two "realistic reasons to re-contract" are really the only valid reasons to do so. Certainly people will have mixed motivations--I definitely enjoy the lifestyle here, and I would also like to save more money--but I think that if those two reasons aren't the primary reasons, I think there's the danger of turning into an ALT who coasts. And, as I've discussed a lot in previous posts (Attitudes/Goals & Reality; The "Internationalization" crutch), I think that ALTs who aren't focused on improving student learning or who don't pursue excellence in their work do a disservice to themselves, their students, their schools and the JET Programme as a whole.
My apologies for what probably sounds like a lot of "preaching" lately, but I think it's important that we, as Assistant Language Teachers remember that even if we don't have much experience or training, we've been given positions as teachers. And as teachers, part of our responsibility is to look out for the (educational) interests of our students. That's why the re-contracting decision shouldn't just be about "Am I happy with the job? Living in Japan?" etc., but should put a strong emphasis on considerations of "Am I doing a good job?" and "Will I be able to maintain my motivation to continue improving in my teaching for another year?"
One of my personal checks to see if I'm still appropriately engaged in the job is: "Can I answer "I'm happy/good/great" with full honesty when students ask me how I am every day?" Honestly, this term there've been a couple of times when "I'm fine" was as positive as I could get, and once or twice I had to honestly say I was only "so-so." But still, it's my goal to always be able to honestly answer "I'm happy" or "I'm good" or "I'm great" when students ask me how I am. If I can't do that, then I need to figure out why I'm not happy just to be in the class, because it's definitely a problem if I lose my passion for the job.
But yeah, guess I've got some hard thinking ahead of me in terms of re-contracting.
Friday, October 3, 2008
Attitude/Goals & Reality
Re: The "Internationalization" crutch
There are a lot of things we, as ALTs, cannot control. We can't choose where we get placed, what position we're assigned in our cities/towns/villages (elementary, junior high, senior high), how often we teach, whom we teach with, etc. etc.
The one thing we can control, however, is our attitude towards the job. And really, that's the thing that matters most.
I'm not sure where it's from, but a favourite saying of mine is: "If you reach for the moon, you can never fail to reach the stars."
And that saying is largely why I think it's so important to have the attitude/goal that the ALT's job is to help students learn English.
Even if we fall far short of the goal in reality (because circumstances constrain us), if we have learning as our goal, and have the attitude that we want to be teaching, we will make the most of every opportunity presented to us.
For example, if all our JTEs allow us to do is to pronounce words for students to repeat, we can use the opportunity to teach them the proper syllables to emphasize, or how to correctly pronounce certain sounds (like "L" vs "R.") I'm not saying it has to be a full blown, or even explicit lesson--it can accomplished simply by overexaggerating our facial expressions and stresses when pronouncing words (students will catch on!) .
Even if all we are doing is walking around the class and observing while a JTE is explaining English grammar points in Japanese (something I spend probably 70% or more of my time doing at my base school), if we have the attitude/goal of teaching, we can view the observation time as a chance to see where students have difficulty. Also, we can take it as an opportunity to learn the grammar in Japanese so we can better help students later on.
There will most likely be times when the only thing we actually manage to accomplish will be (so-called) "internationalization," but accepting that reality doesn't mean we have to lower our sights from the goal of teaching. (In fact, I think having "internationalization" as a goal would make the aforementioned situation even more aggravating and make an ALT feel even less useful.)
It's fine to be comforted by the fact that, if nothing else, we're helping with "internationalization," but if we are satisfied with only promoting "internationalization," we are doing a disservice to ourselves, our students, and the JET program as a whole. If we give up and believe ourselves limited to "internationalization," that belief will become a reality.
Perhaps I'm being idealistic, but I truly believe that if we work wholeheartedly towards the goal of helping students to learn English, even the most restrictive, constraining teachers will eventually acknowledge our efforts and allow us to do more. More importantly, I think the desire to teach will enable us to turn even mundane duties into teaching opportunities.
There are a lot of things we, as ALTs, cannot control. We can't choose where we get placed, what position we're assigned in our cities/towns/villages (elementary, junior high, senior high), how often we teach, whom we teach with, etc. etc.
The one thing we can control, however, is our attitude towards the job. And really, that's the thing that matters most.
I'm not sure where it's from, but a favourite saying of mine is: "If you reach for the moon, you can never fail to reach the stars."
And that saying is largely why I think it's so important to have the attitude/goal that the ALT's job is to help students learn English.
Even if we fall far short of the goal in reality (because circumstances constrain us), if we have learning as our goal, and have the attitude that we want to be teaching, we will make the most of every opportunity presented to us.
For example, if all our JTEs allow us to do is to pronounce words for students to repeat, we can use the opportunity to teach them the proper syllables to emphasize, or how to correctly pronounce certain sounds (like "L" vs "R.") I'm not saying it has to be a full blown, or even explicit lesson--it can accomplished simply by overexaggerating our facial expressions and stresses when pronouncing words (students will catch on!) .
Even if all we are doing is walking around the class and observing while a JTE is explaining English grammar points in Japanese (something I spend probably 70% or more of my time doing at my base school), if we have the attitude/goal of teaching, we can view the observation time as a chance to see where students have difficulty. Also, we can take it as an opportunity to learn the grammar in Japanese so we can better help students later on.
There will most likely be times when the only thing we actually manage to accomplish will be (so-called) "internationalization," but accepting that reality doesn't mean we have to lower our sights from the goal of teaching. (In fact, I think having "internationalization" as a goal would make the aforementioned situation even more aggravating and make an ALT feel even less useful.)
It's fine to be comforted by the fact that, if nothing else, we're helping with "internationalization," but if we are satisfied with only promoting "internationalization," we are doing a disservice to ourselves, our students, and the JET program as a whole. If we give up and believe ourselves limited to "internationalization," that belief will become a reality.
Perhaps I'm being idealistic, but I truly believe that if we work wholeheartedly towards the goal of helping students to learn English, even the most restrictive, constraining teachers will eventually acknowledge our efforts and allow us to do more. More importantly, I think the desire to teach will enable us to turn even mundane duties into teaching opportunities.
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