Lesson Planning Time: The Great Debate

I have met a lot of foreigner English teachers during my time in Japan so far. I guess it is only nature because I work in the same field. While it is true that there are a lot of shitty English teachers in Japan, there are also some who are really good. It is hard for me to judge myself so I usually rank myself above average. I feel there is still a lot I need to learn before I can call myself an elite teacher. I still want to go though a TESOL or CELTA course to get the experience of formal, and effective, training. Most of what I have learned has come from actual teaching experience and shop talk with teachers I consider to be really good at teaching. Yet, there is one thing which I have spent endless hours talking about with some damn good teachers; lesson planning time.

It is a must to have enough lesson planning time. It frustrates me to no end when I am not given enough time to plan a decent lesson. I hate having to rely on just the textbook to teach a lesson. Actually, I prefer to use a textbook as only a guide when planning a lesson. Too many companies expect a teacher to beat the hell out of lessons from one textbook for several years. A lot of companies also will not offer any new material for the teacher to work with. Combined that with the fact that lesson planning is often reduced to 10 to 15 minutes, and any teacher who gives a damn will soon find themselves beating their head against the wall until they are left with a bloody stump for a brain.

I usually end up trying to write up lessons at home. I want to give students damn good useful lessons so I do all the leg work myself when I have the time. It usually takes me two hours to write up a decent lesson. I do it all when it comes to writing my own lesson. From topic, language to be taught, and activities it can take a while to put the whole thing together. This would not be such a big problem if it was not for the arrogance I run into from management. Usually foreigner management understand how damn hard I am trying and gives me little shit for writing my own lessons. Most of them encourage me to give it my all. Yet, the J-management can be the biggest gang of assholes when it comes to teachers who try to move beyond doing everything straight from the textbook. Let me be clear, this is not a anti-Japan rant. I am simply speaking from experience.

I have been mocked and laughed at by a lot of J-management when it comes to creating my own lessons. I don`t understand this at all. It is like they `be damned` if a teacher can go beyond the piss poor training they think is the end all of end all to shape a good teacher. Foreign trainers really do try hard but in many cases their hands are tied. They have to reduce training to nothing more than evaluations and little in the way of improving a teacher`s ability actually occurs. Try to talk to J-management about it and its like talking to a fucking brick wall. They just don`t listen to anything which comes out of a teachers mouth. I mean god damn what is it? Fucking pride! I am not in the habit of kissing someone`s ass just to get them to take me seriously. It is clear that I try damn hard to up my game as a teacher and if someone wants to laugh off my efforts then I consider that very sad indeed.

Apart from dealing with a damn brick wall attitude I still want to find a way to have more time for lesson planning. Usually, I work on lessons when I have nothing better to do but that needs to change. I am currently putting myself on a more strict life discipline plan and scheduling certain times to create lessons is going to be factored into this. I want to at least have three times a week in which I sit down for several hours and work on lessons. I know I will have to do this at home because the company I currently work for is not going to give me, or pay me, to be at work and create lessons instead of teaching. Well, I am not making my own lessons for the company. I am doing it for myself and the students. I believe that students deserve more than getting the same old tired lessons over and over again from a textbook which is way past it`s prime.

So what do yall think? How much time should a teacher need every week to plan lessons? I want to hear a lot of opinions so spread this post around to other teachers you know of who actually give a damn about quality.    

The Connotative Value of `Fuck It!`

 There are few greater joys in life than experiencing the the pure essence of `Fuck It.` The phrase seems to carry nothing more than a superficial  steam release when hearing it in passing. Yet, it carries much more meaning when one considers the connotative value of the phrase.

It is easy enough to connect `Screw it` with `Fuck It` but those two phrases carry different values. When a person says Screw it, they imply that the situation is hopeless. There is really nothing left to say or do after stating Screw it. You might as well cut your losses and move on. When saying Screw it, it ends all debate and there can be no positive outcome. People are left standing beside themselves struggling to come to terms with the fact you have `walked away` from the situation suddenly. While `Screw it` breaks off all conversation on any given issue or topic, `Fuck it` takes things to a totally new level.

`Fuck It` implies that you have decided there is really only one option. The only thing that can be done is to serve up the harshest reaction to any given situation. This useful expression makes it very clear your intentions as to how you are going to resolve the situation. Your way is the only solution that really matters. It is as much of a warning as it is a statement of self-determination. Look out! A fury of pure raw take no prisoners attitude is about to be added to the mix. Fuck it! Shit is about to get real up in this motherfucker!

Are Teaching Standards to Blame for Japan`s Poor English Ability?

I have been teaching English in Japan for several years now. I consider myself to be pretty damn good at this gig. I have even been able to earn myself an above entry level position. Yet, if there is one issue that is considered a `big stinking elephant in the room` it is taking a hard look at the English teaching standards in Japan. A lot of teachers are happy to go to work everyday and do what is expected of them without ever considering raising the bar. Usually when I bring up the topic of teaching standards to fellow teachers, they show little interest in wanting to talk about it. A lot of them have a good thing going and don`t want to so-called rock the boat. With the economy in bad shape and jobs becoming less available, it may be time to start talking more serious about the standard of English teachers in Japan.

The fact of the matter is, most English teachers in Japan did not plan on becoming a professional teacher. The teaching profession was simply a vehicle to live in Japan. Everyone has their own reasons for wanting to live in the land of raising sun. Despite all the different reasons I could cite, the fact still remains that a lot of teachers never intended to make teaching their live work. This is not a bad thing in and of itself. Hell, it can be a great way to enjoy an experience of a life time while at the same time bring in a steady income.

Our problem is one which has been supported and accepted for so long that solutions are hard pressed to find. The hiring and training policy of English teachers in Japan has been holding onto one simple practice; `Be a native speaker of English and you can work as a English teacher.` While there are other factors in hiring and training English teachers, the above mentioned policy influences the English teaching profession in Japan from top to bottom. It is no secret that most people who break into the English teaching profession in Japan start with little or no experience. They also usually lack formal education in the field of teaching. Most companies or schools do not have the time, resources, or money to invest in an employee in order to get them to the level of being a high quality teacher. Instead, the hiring and training process focuses on producing a marketable and profit generating product.What most companies end up of doing is conducting training on the most basic of teaching methods. Along with very basic methods of teaching, a good amount of time is spent on appearance and how to `play the part` of a teacher. 

The type of above mentioned training can produce a marketable profit generating product with the proper follow up training and e-vals. Yet, the overall quality of lessons rarely live up to teaching standards of properly qualified teachers. The current situation of the English teaching field in Japan has created relatively low English speaking ability for many Japanese.  English being a major world language, not just for business but also as a commonly spoken language in general, is a vital skill for many Japanese people to attain the ability to speak English. Yet, it seems that for every one English teacher with the proper qualifications and skills, there are fifty teachers lacking proper qualifications. So, the big questions remains; how do we change this situation?

Currently, the industry does not seem willing to support teachers who want to get better qualifications and higher skill. A quick search around the web will show that there is little in the way of attaining English teaching qualifications in Japan. There are a few workshops around but they only offer things most good teachers already know.  Of course, anyone looking for get any kind of qualification in teaching English should be careful of money making scams which offer no real help at all.  They are all over the place and it is pretty clear they are a scam if you know what you are looking for.

If the industry does not want to support English teachers seeking to get better qualified, hence giving the English teaching profession more creditability, the teachers themselves are going to have it do it. The first level of qualification for anyone wanting to get more serious about teaching English is the CELTA. This entry level qualification is intensive yet worth every penny. Unfortunately, there is no way to get this qualification in Japan. Yet, another sign of the poor English teaching standards in Japan. If you are working as a English teacher in Japan, the best way to get CELTA qualified is going to Thailand for a few weeks.  An English teacher can get the CELTA qualification in Thailand in a matter of four weeks. It is one month of intensive study and practical experience which will mean a world of difference to your skill as a English teacher. There are two pretty good companies in Thailand offering CELTA qualifiactions; ECC Thailand and Cactus.

Getting more English teachers in Japan qualified up to at least the CELTA level will be a big first step in increasing English teaching standards in Japan. It will be good for the English teaching sector, good for teachers, and most important good for Japan. Hell, maybe a few teachers will be inspired to take it a step further and go for the DELTA qualification.