Teach English in Xinhe Zhen - Qingdao Shi

Countries like The UK, The USA, and Canada are accustomed to a diverse society that encompasses various people groups and backgrounds. As an ESL teacher, there is a high probability that one will be living and working in a country that may be considered homogeneous. While living in a homogeneous nation can be considered courageous and adventuresome, it is not without its challenges. In my home country, individuality and uniqueness are encouraged. Contrastly, in Japan, where I have been teaching English for approximately four years, it is frowned upon. From how one dresses to their hairstyle choices. From their clothing colors to their preferences of perfumes and colognes; these seemingly trivial matters can either help one to acclimate smoothly into Japanese society or ostracize you. This is unquestionably prevalent in the work environment. Schools are no exception. As an Assistant Language Teacher (ALT) and Head Teacher (HT), I have worked in many schools; ranging from elementary to high school. I have worked alongside many homeroom teachers (HRTs) as well as Japanese Teachers of English (JTEs). I have done very well, and I have made mistakes. What I have learned to be a constant truth is that when the ALT and the HRT/JTE do not have a healthy, harmonious working relationship, the lesson delivery is substandard; and ultimately the children suffer. From my experience, it is usually within the ALT's power to cultivate a cooperative partnership with the HRTs. The schools are accustomed to getting a different ALT almost annually. It can be somewhat bothersome for them. The HRT has to work with yet another new person that presumably does not speak their native tongue. Most HRTs are not confident in their ability to speak English, let alone teach it. Therefore having to expose their English level to a new 'expert' can be embarrassing, particularly for those who grew up in Japanese culture where shame is used as a means to curb bad behavior, poor choices, and even mistakes. As a result, many Japanese teachers do not want to lead English classes or actively interact with the ALT during class for fear of making mistakes and feeling that shame. But the ALT can help! I will share with you three ways an ALT can cultivate a cooperative partnership with HRTs to foster a successful teaching environment. Firstly, be sensitive to cultural differences. What may be regarded as insignificant in one culture may carry a great stigma in another. Let's take a look at Japan's shame culture. It is to be expected that the HRT or JTE will make some grammatical mistakes since English is not their native tongue. The HRTs are also aware that ALTs are knowledgeable in the field of English. Making a mistake and being corrected by the ALT is not a source of discomfort for most. However, the Japanese teacher is a 'sensei'. Doctors, lawyers, and artists also carry this weighty title. The Japanese teacher is viewed as a third parent to their students. Consequently, making mistakes in front of their students can cause some anxiety and humiliation for many teachers. Correcting a teacher in front of students can strain the relationship. Avoid correcting them in front of their students. Make sure to either help the teacher after class or during a group activity while the students are preoccupied. And if the error is not that significant, it may not even be worth mentioning. Secondly, another way to cultivate a successful relationship with HRTs is making yourself available and proactively offering to assist. I have witnessed HRTs attempting to carry the burden of lesson preparation alone. Amid all of their other required duties, asking the Assistant Language Teacher to assist with English lessons makes sense. But alas, Japanese culture is one of pride, responsibility and not being a burden to others. Outwardly, this sounds ideal but it comes at a great cost to the individual. Freely share your knowledge and expertise. Give activity suggestions that coincide with the lesson topic. Offer ideas for warm-ups. Give both advice and encouragement. Even offer to lead portions of the lesson if you feel your HRT would be open to this. Tag team teaching is a fun way of delivering an enjoyable, successful English lesson. Be that tag team partner with hand extended ready to jump in at any given time to assist your HRT. Lastly, ALTs can help by being friendly and respectful, but not familiar. Part of my responsibilities as a Head Teacher is to observe other ALTs. I have witnessed some ALTs speak somewhat roughly or too casually to Japanese teachers (unbeknownst to the ALT as it may be a normal speech pattern in their home countries). In Japan, speaking casually to persons of a higher rank than yourself, such as your boss, school principals, and people you are not close to is considered rude. ALTs should always employ the polite form of speaking when addressing school staff. By doing this, the HRTs feel the ALT has taken the time to understand a very important aspect of Japanese culture. I admonish ALTs to present themselves as friendly and down to earth. Get to know your HRTs in between classes, and during lunch. Attend non-compulsory school functions if possible. This sends the message that you genuinely care to come alongside the teachers and help shoulder the burden of being that third parent. After all, ALTs are called sensei, too. In conclusion, being sensitive to cultural differences, being available and proactively offering assistance, and being friendly and respectful can indeed help to cultivate a cooperative partnership with HRTs that is sure to foster a successful teaching environment that children will benefit from considerably.