Transcript ALT / JTE Relations

ALT / JTE Relations
 Introduction
 Warmup
 ALT/JTE Roles
 Cultural Differences
 Scenarios / Problem
solving
 Short Questionnaire
 Q&A
Introduction
Heidi Soto
 4th year ALT
 Tamana Koko, Arao Koko,
Tamana Kogyo
Yukiho Yoshimoto
 Tamana Koko English
teacher
ALT / JTE Roles: What are they?
ALTs, please tell us what you think the roles of JTEs are in your classroom?
JTEs, what do you think the role of your ALTs are in the classroom?
How do these answer s compare to your own thoughts about your role?
ALT / JTE Roles
From CLAIR’s Resource Materials and Teaching Handbook
and General Information Handbook
 ALTs are involved with the planning of lessons in cooperation
with Japanese foreign language teachers, interacting jointly with
the Japanese teacher in the classroom and evaluating the
effectiveness of the lessons.
 the ALT is an assistant to the Japanese teacher. The ALT should
not, therefore, be expected to conduct classes alone, or be the
“main” teacher. As an assistant, the ALT must respect the
syllabus requirements and wishes of the Japanese teacher during
lesson planning sessions.
 It is difficult to generalize about the ALT position. ALTs may
work closely with Japanese colleagues in developing the
curriculum and be given the responsibility to develop their own
materials, or their Japanese colleagues may have already decided
an overall plan. Whatever the case, it is important for ALTs to
talk with their colleagues at the beginning to establish the goals
and objectives for team-teaching lessons.
ALT / JTE Roles
According to MEXT’s Handbook for Team-Teaching
 ALTs assist with classes taught by JTE.
 Assist with the preparation of supplementary teaching
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materials
Assist with language training/practice for JTEs
Assist with the instruction of foreign language speaking
societies and other extracurricular activities
Provide language information for teachers’ consultants and
JTEs
Assist with foreign language speech contests
Assist with other duties as specified by the participant’s
host institution.
Things ALTs May Not Know…
 JTEs have two sides that they must use to present
themselves: Honne, and Tatemae.
 Teachers with homerooms have to take care of 30-40
students as if they are their own. This is on top of the
family they have to raise at home.
 Being emotional in school or class is not an option.
 Japanese teachers are more indirect with their requests
than direct. This is seen as being polite.
Please try not to get frustrated and be patient. You’ll
figure it out with time.
Things JTEs May Not Know…
 ALTs NEED the Internet.
 ALTs travel during the holidays to avoid homesickness
and depression.
 ALTs are used to being direct and assume that teachers
will give them direct instructions or guidance.
 Maybe ALTs appear a bit “zany” with their activities
and actions but it may also be a difference in culture.
Please be open-minded and accepting of other cultures.
Try new things.
HAPPY HALLOWEEN!
Making commercials
Problem Solving
Scenario #1
School Rabu Rabu Chugakko has one ALT who
comes to school once a week. The ALT works with
three JTEs for four classes. The ALT doesn’t plan
the lessons. When they are called to class, they
often assist by reciting from the textbook.
Halloween is coming up and the ALT would like to
teach them about their own culture by organizing
a Halloween lesson in English. The ALT knows
that the JTEs usually prefer to use only the
textbook and are normally reluctant in giving the
ALT full control of class.
Problem Solving
Scenario #2
School Totoro Shogakko has an ALT who works
there twice a week with 4 teachers. The ALT
teaches 3 classes each day. Usually, the ALT
approaches each teacher 10 minutes before their
class to explain the lesson. The JTEs, however,
don’t speak English well and don’t know what role
to play in class. The ALT also doesn’t speak
Japanese well. The games and lessons sometimes
don’t work out. How can the ALT and JTE
communicate their ideas without
misunderstanding?
Problem Solving
Scenario # 3
School Chu Chu Kogyo Koko has an ALT who
works there twice a week. The ALT teaches four
classes each day. The ALT usually brings their
lessons from their high-level academic school to
use at this lower-level technical school. The JTEs
feel that the level of these lessons are too high for
the students and find themselves translating
more than they would like to the students. The
JTEs don't know how to approach the ALT due to
cultural sensitivity and language issues.
ALTS Questionnaire
Please answer the following
1.) If you were taught Japanese in the way you teach English, would you
actually learn or just have fun?
2.) What kind of student were you in school?
a) Cool b) A Slacker c) Class Clown d) Disruptive
Teacher’s Pet g) Attentive
3.) What were the teachers like that you really respected?
4.) What did you do at your school’s culture festival?
e) Geeky f)
JTE Questionnaire
JTEs, please answer the following
1.) What do you like about ALTs? Ex. They are fun and crazy in class for
students.
2.) What do you dislike about ALTs? Ex. They are always late.
3.) Do you think students’ English abilities would become worse if the
ALT no longer worked at your school?
YES
NO Why?
4.) What did your ALT do at your school’s culture festival?
Let’s work together and make the world a happier place. Awww.