Club activities – Could Japanese teachers time be spent more wisely?
21 Sep 2009 Leave a Comment
in Japan – Education Tags: Japanese club activites, japanese junior high schools, Japanese schools
Bukatsudou – Could Japanese teachers time be spent more wisely?
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部活動
Junior High Schools have the granddaddy of time eating activities: the infamous bukatsudou (club activities), which occur everyday after school and Saturdays. Also, depending on whether or not there is a match, students and teachers have to participate on Sundays as well. Some clubs even have practice in the morning. The club activity itself is not a problem, as it is voluntary, but the problem lies rather, with forcing teachers to take charge of a club.
Teachers have to go to and organize transportation to games, music competition; conduct practices after school (in the morning too、 for some); and do paperwork and other preparations. All the while, preparing for the class lessons, correcting homework, and making and correcting exams (some tests are in the teachers manual, but many are prepared by the teachers themselves).
I propose that Japanese Junior High Schools should tap into Japan’s richest resource: the healthy, energetic elderly, who coincidentally have a lot of free time. Yes, I propose letting the vast number of baby boomers to coach or lead club activities. Participating on a voluntary basis, the healthy, energetic, elderly population can reduce the workload of Japanese school teachers – while costing little or no money to the schools (some schools might pay the transportation costs for volunteers).
It would be good for the schools; teachers would have more time to focus on their job, teaching. They will also have more time to refresh for the upcoming week, by not having to work on weekends. Teachers may also have more time to study their specialized fields and prepare for lessons, which will help students further blossom. It would also give retired baby boomers something to focus all their energy and vast knowledge into. With this one stone, FOUR birds are killed.
Of course, some clubs will get cut, but on the other hand new clubs will be created. If the school can’t offer a club, a student can always look for it on the free market or search for a community offered program. It is not very difficult to find what you are looking for in a small city. Heck, it might be great for the students to have someone entirely committed to the club, than a teacher who is there half the time – who might be worrying more about getting their teacher duties done than coaching. Teachers who want to do club activities, however, are more than welcome to lead a club. If they are willing to sacrifice the time, energy, and vacation, let them do it. What I am against though, is requiring teachers to lead a club.
部活動 ― 先生の時間をもっと効率的に使えるか？
15 Sep 2009 Leave a Comment
in Articles in Japanese, Japan – Education Tags: 団塊世代、豊かなお年より、部活動、中学校
Click here to read the article in English
部活動
部活動 ― 先生の時間をもっと効率的に使えるか？
いうまでもないが、日本のあらゆる中学校には部活動というものがある。運動系や文化系の様々な活動がある。これに入ってる人は非常に忙しい。というのは普段は学校の放課後と土曜日にも行われているし、試合がある場合、日曜日でも部活動があるし、そればかりか朝にも練習するクラブもある。僕はこのことについては一つの疑問がある。それは、学校の先生が受け持っているクラブを指導しなければならないということである。
部活動を指導する先生の役割は何かというと、まず練習を指導したり、試合やコンクールに際しては打ち合わせや交通手段を考えたり、記録を整理したりするなどである。これと同時に先生としての本務もある。それは授業の準備をしたり、宿題をチェックしたり、学期末テストを作ったりするなどである。さらにもっとも大事なことは一人一人生徒を指導し、またクラス作りに力を注ぐなければならないことである。
私の提案は中学校において豊富な人材を活用することである。この人材とは、日本の元気で経験豊富なお年寄りである。この人たちをボランティアとして活用して部活動を指導してもらうのである。それによって学校は経費を節約できるし、教師の仕事を軽減することもできる。
先生が部活動に使っている時間を軽減できたらいいと思う。理由は三つ。一つは、先生が授業の準備や教科指導に集中できるようになることである。二つ目は、土日祝日を自分の自由に使えたら、月曜日にはすっきりした気分で、仕事に打ち込める。三つ目は、クラブ指導軽減で得た時間を自分の担当してる科目の知識を増やしたり、研鑚に打ち込むこともできる。それは生徒たちにとっても大変いいことである。
団塊世代が学校のクラブ活動に関与できるようになれば、中学生など若者の交流をつうじてその人たちにも励みにもなるだろうし、よい面がたくさんうまれてくるのではないだろうか。
もちろん、制度が変わると存続できないクラブも生じる（しょう）かも知れない。また反対に新しいクラブが作られることもあろう。もし、あるクラブ活動について設置できないなら、民間施設とかで活動することもできる。もし、先生がクラブ活動の指導に希望と余裕があるならそのクラブを指導するのはいいことである。私が反対するのは、先生が部活動すべて指導しなければならないという制度のことである。
えッ！日本の小学校で掃除があるの？！
13 Sep 2009 Leave a Comment
in Articles in Japanese, Japan – Education Tags: 掃除、小学校の掃除、清掃、小学校の清掃
日本の小学校で掃除があるの？！というの話を始めて聞いた時の私の反応です！実際ハワイの子どもは掃除しないです。僕の子供の頃でも掃除がなかった。子どもは掃除をしていいですか？
清 掃をする事は僕にとって、いい体験と思います。もちろん掃除をしている人がいれば子供と先生にももっと楽に成るけれどいつも楽の場合について人物を成長す るのはなかなか出来ない。ハワイの小学校について掃除をしている人はいるけどそういう人は掃除以外色んな仕事がある。例えばもし何かがこわれたら先生達は その人に任せてそれにもう一つの仕事は学校のバスの運転手だ。とにかく日本の小学校の掃除経験はいいと思う。なぜかというと下記の三つ理由です。
１．子供たちは学校で掃除をしたら責任が出てきます。
２．高学年の生徒達は低学年の子に指導を出来るんです。
３．最後は一番大切のはお金です！清掃の人に頼んだらを給料がかからないと生けないんです。
他の理由もあるけど今すぐ思い出せないのでもし思い出したら改めて書きます。 掃除の悪い事は一つだと思います。
１．毎日20分位掛かるそうです。その時間に勉強を出来ます。 皆さんはどう思いますか？
休み時間に子供と遊びませんか??
13 Sep 2009 Leave a Comment
in Articles in Japanese, Japan – Education Tags: 掃除、小学校、休み時間、子供と遊ぶ
http://www.flickr.com/photos/dalephonics/347536490/
僕にとって子供と遊ぶのは本当に大切だと思います。なぜ遊ぶのが大切ですか？それは授業と比べて雰囲気が大分違うようになるから。勉強の時は勉強ですし休み時間は学生たちの好きな活動ができます。さらに休み時間教師の選んだ活動とか教育的な活動しなくてもいいです。
働 いている小学校によって風景が違うようになります。先生達は子供と休み時間遊ばない学校があるし教師と子供と遊ぶ学校もあります。子供と遊ばない先生には 色んな理由があります。主な理由は時間がたりません。他の例はエネルギーをそんなに十分に持ってないような場合もあります（例えば、年をとった先生た ち）。先生の仕事がたくさんあるので子供と遊ぶのはなかなかできないんです。時間が足りないのは今の教育制度に責任があると思います。子供の宿題をチェッ クする時間が足りません。もちろん子供と遊ぶ時間もありません。
子 供と遊ぶ先生たちによってその先生が好きになる子が結構多いと思います。もしその先生の名前を聞いたら生徒達は突然いい表情になります。それにその先生と 別の先生と比較したら子供と遊ぶ先生の方が人気があって子どもとなか良くなる可能性があります。とにかく、先生によってもちろん優し過ぎる性格が良くない 場合もあるけどその話題は今度のブログで扱います。
休み時間子供と遊ぶのはいいですか？そしてそれはは先生の仕事ですか？皆さんはどう思いますか？
Should courses in Japanese Universities be taught in English?
12 Sep 2009 3 Comments
in Japan – Education Tags: English education in Japan, internationalization of Japan, Japan, Teach English at Japanese Universities, Universities
Classroom (from flickr)
There have been some interesting posts by two Japanese bloggers over the introduction of an all-English curriculum for students in a bachelor or higher-level education program. Both bloggers see a need for courses done in English at the graduate or doctorate levels but disagree for bachelor level programs.
Both bloggers also see the introduction of English in Japanese higher education as a necessary condition to make Japanese academia more competitive internationally; to keep talented Japanese researchers and professors in Japan; and to bring in distinguished academics from overseas.
A researcher who blogs by the name of 大「脳」洋航海記 gives three reasons why it is necessary to teach Japanese higher education courses in English:
- そもそも大半の基礎科学研究は国際レベルで展開されているものだから、基礎的な知識は英語を介して身につけた方が後になって日本語＆英語の対訳を覚えるよりも効率的
- 既に日本ではアカデミアが飽和に達していて研究者の海外逃亡が見込まれる状況なのだから、予め英語だけで研究活動ができる程度の訓練を受けておくことは有益
- 海外から優秀な研究者を招聘する際にわざわざ日本語の習得を義務付ける必要がなくなる
- More than half of basic scientific research is conducted out of Japan. Therefore, it is more efficient to gain fundamental knowledge through English than remembering the Japanese translation of English.
- Already, Japan’s academia is at its limits and researchers are expected to flea overseas. Therefore, it would be better to receive training to conduct all research in English.
- Distinguished academics from outside of Japan would not have to learn Japanese to teach in Japan.
He later adds that the minimum requirement for Japan to become truly internationalized is for university students to be able to use English in both their private and work lives. The blogger also shares his “lack of” experience with English and the trouble it caused.
- 日本という国が真に国際化を目指すのなら、最低でも高等教育を受けるぐらいのキャリア予備軍は英語をオフィシャルでもプライベー トでも使いこなせるべきな のであって、実際僕は院にいる間に英語で discussion / debateをする機会が少なかったせいで、外国人が4分の1混じってる程度の今のラボにおいてもすら着任当初はだいぶ苦戦したわけで。
- If Japan truly aims at becoming internationalized, at a minimum, Japanese who receive higher education must be able to use English in both their private and work lives. In my case, I had few chances to debate and discuss in English as a graduate student. This later proved to be a problem when I worked at lab where 25% of the staff was non-Japanese.
A University professor who blogs by the name “next 49” agreed with the three points mentioned by 大「脳」洋航海記 and continues the discussion by giving his thoughts on language used in academia and its effects.
- この本を読んで疑問に思った点は本の内容ではなく、研究者の流動性の話。アメリカの大学の場合、アメリカの大学で教員になる人は 全員英語で授業を行うだろう。でも、ヨーロッパの場合、イタリアで授業していた大学教員がドイツに行ったときには何語で授業するんだ？もし、現地語で授業 するというのであれば、日本の大学に外国人教員を増やす場合、その教員は日本語を習得しないといけなくなり、日本語圏という理由だけで障壁になる。もし、 ヨーロッパの大学の授業の基本は英語であるのならば、日本の大学自体が変わり、学生は英語をしゃべらなくてはならなくなる（まあ、大学院だけの話か もしれないけど）。伊藤氏は「自国語で高等教育ができる日本は悪くない」と言っているけれども、研究者の流動性を上げる政策をとると「高等教育＝英語で行 う」ということにならないだろうか？
- At American Universities, all courses are taught in English. However, in Europe, if a professor who teaches at an Italian University goes to a German University; what language would the professor teach in? In Japan’s case, if lessons were conducted in Japanese, it would be a barrier to increasing the amount of foreign professors, as they would have to learn Japanese. If University courses in Europe were conducted in English, so would Japan’s (When referring to graduate school).
Next49 concludes his post by giving his doubts in response to an opinion piece in Nikkei Business about conducting higher education courses in Japan in Japanese. And ponders about future Japanese educational policies.
- A writer 伊藤氏 said, “A Japan that conducts higher education courses in Japanese is not bad,” but if Japan introduces a policy to increase the flow of researchers, I wonder if higher education will be conducted in English?
My thoughts:
I am not sure whether English should be the language of higher education in Japan. The amount of time it would take a Japanese to learn English is much longer (3-5x?) than Europeans. I wonder if the time spent to learn English will result in a less educated student body. Also, will it decrease the quality or impact of Japanese research?
On the other hand, if Japan adopts English: the flow of academics to and from Japan will increase, and the amount of knowledge available to Japanese and foreign academics will also expand.
I do agree that Japan has to bring in foreign academics to maintain or increase its academic clout. The only reason Harvard, Oxford, and other top-tier Universities are able to maintain its competitiveness is through the recruitment of distinguished and promising academics from throughout the world.
In Japan, Universities are only able to draw upon the pool of Japanese academics and a small number of Japanese speaking non-Japanese. On the other hand, Harvard can recruit academics from the US, Canada, Australia, UK, South Africa, and a mass of non-native English speaking foreign academics.
A problem with public schools’ position towards accepting handicapped students.
12 Sep 2009 Leave a Comment
in Japan – Education, Japan – Modern Trends Tags: barrier free society, handicap, handicapped children in Japan, handicapped in Japan, Japan, Japanese, Japanese attitude towards handicapped, Japanese culture, problems of the handicapped in japan
Image of architectural hazards to the handicap (from flickr)
This article is a translation of a Japanese blogger’s post titled: What will it cost us to create an area accessible to all? This article will come in two parts: the first part is a translation of a Mainichi (a major Japanese newspaper) article that was published on April 4th.
Using an incident from Nara (a prefecture in Japan) as an example, it talks about Japanese public schools and its position toward accepting handicapped students. The second part is a translation of a Japanese educational pundit’s response to Mainichi’s article and my comments about education for handicapped children in Japan. You can find a copy of the original article here.
A story about a handicapped girl who was denied enrollment at a public junior high school in Shimoichi, Nara, because its lacked the finances to make the school wheel-chair accessible appeared in the Japanese version of Mainichi on April 4th.
A 12-year-old paraplegic girl was denied enrollment at a public junior high school in Shimoichi, Nara by its board of education. The reason, the school lacked wheel-chair accessibility. Later, it became clear that the board of education recommended her to go to a special public school for the handicapped.
The parents announced at a press conference on the fourth, “We would like her to attend junior high school with her friends from elementary school,” and added, “Attending normal classes is better for her rehabilitation.” According to her father and the city, she was born with cerebral palsy and is paralyzed in her right arm and lower body. She can move around a little bit in her wheel chair, but needed the assistance of two helpers at Achiga elementary school while attending special education classes.
Before she and her family applied to junior high school, there was a deliberation between the board of education’s advisory committee – made up of teachers and doctors – and an “entering school guidance committee.”
On March 27, her family was notified that she was denied entry into Shimoichi junior high school. She was denied entry because the school did not have the funds to make the school wheel chair accessible (Shimoichi junior high school is a 4-storied school built upon a slope, and has a lot of stairs).
According to her parents, it would be good to talk about, “Why she can’t attend school,” and added that they would look into a lawsuit if she isn’t allowed entry by the board of education. The mayor of Shimoichi said, “Our decision was based on the importance of life. We want the family to understand our decision.”
According to 小笠毅 of Toyama Shin Gakuen, a school that focuses on educating the disabled, it isn’t rare for a handicapped student to be denied entry because the school lacked facilities, however, “The problem is the compromise between the rights of the handicapped to an education and the school’s responsibility to direct a school.” He later added, “It would be good for her to attend Shimoichi junior high school for one day; then discuss and decide with her parents, whether the school is appropriate or not.”
A blogger by the name of Punigo raises some interesting points. First he asks two important questions about public schools and handicapped students:
What will happen if a handicapped student has an accident in a school that isn’t equipped to take them in?
What will happen if a student has an accident because the teacher was focusing on a handicapped student (and not watching the other students)?
Second, he criticizes the tendency for people to shout “discrimination!” when handicapped students are not accepted into schools. This is a good point, rather than having a shouting contest, it is better to look at the circumstances of why they were not accepted.
For example, what kind of facility and staff does the school have? Is there anywhere else the handicapped student could go? Does the school have the budget to renovate? Even after renovating, would the handicapped student be able to attend the school without much hassle?.
Third, he brings up a problem of monetary costs. In regards to the providing facilities for the handicapped (stoplights that use sound to indicate when to walk, elevators, etc) he asks, “I am led to wonder what costs Japanese citizens would be willing to bear.” Soon after, he questions if Japanese citizens would be willing to pay more taxes or donate money to fund the monetary costs of creating facilities for the handicapped.
I am curious to see if citizens, who don’t have a family member who is handicapped, are willing to pay the costs. Additionally, will those with a handicapped family member be willing to do fundraisers or donate money to help the cause? As in most things, it is easier to make a fuss than work hard to make change.
Last and most interesting, he brings up non-monetary costs and problems, and raises doubts about creating an environment equally accessible to all.
Here is my translation of his points.
Bump blocks (translator note: not sure of the official name, but it is the small bumps the blind in Japan use to navigate around town) are a safety net for the blind; however, it creates an impassable hindrance for those in wheel chairs and creates a safety hazard for bicyclists – I have crashed once due to these bumps).
Another example is wheel chair accessible toilets. A large amount of space is required to provide a toilet (bathroom) that is easily accessible. As a consequence, the amount of normal toilets will be reduced and the shop may have to reduce its store space.
Etc. Etc. Even if we attempt to change to a society free of physical barriers for people, there are no objects that provide zero hindrance for all people. More or less, we will have problems where something is convenient for some and not for others- maybe even a danger for others.
This is indeed a difficult problem. How do we decide who gets what?
日本の小学校の英語教師
12 Sep 2009 1 Comment
in Articles in Japanese, Japan – Education Tags: ALT, elementary school, elementary school in Japan, Japan, teaching english in Japan, 小学校、英語科目、小学校英語
日本人の方（日本語読める外国人方も）このリンクにて私の６月２１日の学生発表会のスピーチの原稿を記載しております。「１級を合格した後：次の挑戦の道」というスピーチです。
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私の前職業に対してよく受けた質問は「日本の小学校で英語の科目が本当にあるの？」はい、ありますよ。地域によって異なりますが、小学校の英語科目の導入は２０００年頃から開始しました。また地域内には英語科目が全くない学校や授業料がおおい学校もあります。ネイティブの教師のいる学校や日本人の教師のいる学校やフィリピン、インド、アフリカ人などの教師がいる学校もあります。同じ地域の学校でも異なります。外国人教師のほとんどが報酬(ほうしゅう)をもらいます。日本人の場合はボランティアか派遣社員です。
２００５年１月から２００８年４月まで大和高田市の８小学校で英語を教えました。体の小さい幼稚園のこどもから体の大きい６年生まで教えました。一つの学校へは１ヶ月に２回ぐらい参りましたので、各クラスの授業の数は一年で４-５回ぐらいでした。もちろん、それではもの足りないです。一日ですることは５クラス間を教えたり給食を子供と一緒に食べたり休みの時間中子供と遊んだりする。学校によってはクラブ活動にも参加します。
英語教師の肩書きはAssistant Language Teacher （ALT言語教師のアシスタント）と呼ばれますが小学校の場合は不適切だと思います。Language Teacher（言語教師）のほうが事実と合います。小学校ではほとんど自分で学習の計画を立てて指導をします。半分の担任教師は英語の授業中アシストしてくれますが半分は違う科目の宿題をチェックしたり英語と別の授業の準備をしています。教室に来ない教師も少なくありません。
小学校の英語は簡単な文章（文章が短いほど効率的だと思います）、単語、歌などです！単語は絵やポスターで教えますがジェスチャーでもよくやります。
ジェスチャーや歌で学ぶほうが良いと考えられました。私もそう思います。特に小さい子供に役に立ちます。私の場合ですが、子供に文章は教えないほうがいいと思います。なぜかというと、授業量が少ないので子供に文章の文法説明時間がないからです。文法が分からないと文章がどうなっているか分かりません。万葉集の文章を教えると同じです。
小学校で英語を教えたいと思っている方に、いくつか考えたことを書きます。１。１．２年ぐらいはいい、それ以上はしないほうがいいです。なぜなら、小学校はへの派遣会社はでするから社会保険、健康保険、がありません。またはどう頑張っても給料は上がらず、ボーナスももらえませんだから時に家族がいる方には生活費に足りません。
私のお願いは子供達に外国語に興味をもってもらうことです。日本人は「英語英語」と考えているけれど、英語や外国語をなぜ勉強するか分かっている人はあまりいません。私は子供達に英語だけではなく、例えば中国語にも興味をもってもらいたいです。そして国際知識、意識をもっと持ってほしいです。
Japanese exchange students – the earlier the better
12 Sep 2009 2 Comments
in Japan, Japan – Education Tags: Exchange Students, Japan, Japanese Exchange Students, Japanese in America, Japanese in Canada England, Japanese studying, Japanese studying abroad
http://www.flickr.com/photos/uon/2631824151/
Note: this article will focus on Japanese students taking ESL/EFL courses in an English speaking country and excludes Japanese studying at a Western University – University students have already acquired a high level of English and are not taking ESL/EFL courses.
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Many Japanese study abroad as exchange students to learn English at high schools or language schools in English speaking countries. High school exchange students are usually between the ages of 15 – 18, and those at language schools range from as young as 18 to as old as 70 (the oldest student I have heard of was 70 years old).
From my experience there is a big difference in time spent and language acquired between both groups (the high school group acquiring English much faster). However, it goes without saying that a language school student who has studied English for 10 years before studying abroad will know more than a high school student (3 years). Starting from the same level, I think high school exchange students advance much faster than language school students.
The obvious reason is age: A 15-18 year old will absorb and retain more information than – I’m just throwing up numbers – someone 30-33. Additionally, a high school student will enter a school filled with Native English speakers; while students in language schools will take courses with fellow ESL (English as a Second Language) students – a situation that can be beneficial for those unable to handle an all-English all the time environment. However, the main problem with language schools arises with taking courses with other Japanese ESL students.
Many Japanese exchange students at language schools often fall into the all so welcoming, but equally dangerous, trap of associating with other Japanese students. By associating with other Japanese, they decrease the amount of chances they have to communicate – with other students and Americans – in English. Additionally, they fall into the habit of speaking Japanese and in some cases lose their confidence for communicating in English.
Relationships between Japanese exchange students at language schools are relationships of convenience: in a strange new world, people who share the same language and cultural background are easier to bond with than those who are not. Same story but different characters: Native English teachers in Japan often flock together, as opposed to hanging out with Japanese. It goes to show that people – of all nationalities – in a foreign country have a tendency to congregate with others who share the same language and cultural background.
Exchange students attending high school on the other hand live with an American family; attend high school with American teenagers; and have few or little opportunities to speak in Japanese or even meet other Japanese (depending on where you are placed). Overall, it’s an all English all the time environment; a situation conducive for picking up a foreign language in a short amount of time.
For those studying at language schools, they must make an effort to study and use English. Rather than hanging out with other Japanese they must actively seek American friends or talk to foreign classmates. That is the main difference between the two: students at language schools must make an effort to speak and use English everyday, while exchange students at a high school are forced to speak English everyday.
For Japanese who plan to attend a language school abroad, I have this advice: If you really want to learn English, you have to communicate Americans, British, or other foreign students in English. If you don’t, you will fall into the trap that many Japanese – as well as many English teachers in Japan – do. If you are the parent of a child who wants to study abroad but is not sure when, by all means recommend them to do it – if possible – while in high school!
ALT SALARIES AND CONDITIONS
09 Sep 2009 Leave a Comment
in Japan, Japan – Education Tags: ALT, ALT in Japan, ALT salaries, ALT salary Japan, Eikaiwa salary, Teaching in Japan
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It seems most of my traffic from Japanese viewers come from searches that don’t directly relate to the articles viewed. For example, I’ve been getting a lot of hits from Google Japan for searches – in Japanese – for ALT salaries and Eikaiwa salaries – which is funny because my two articles in Japanese don’t even touch upon the subject.
Since there is demand for a post on English Teachers/ALT salaries in Japanese, I will do what I can to fill it. It is important to note that the salaries listed applies to Native English speakers and salaries can vary depending on location (Kanto being higher than Kyushu), hours worked, and the company teachers are employed by. The salaries listed are from years of scanning job sites and talking to friends. A great site to check for current rates is www.gaijinpot.com.
There are main four types of teaching gigs in Japan: teaching at a University; Eikaiwa (English Conversation School); doing private lessons; or ALT work (Assistant Language Teacher at a Kindergarten, Elementary, Junior, or High School). English teachers work in one or multiple fields. Of the four, University is the hardest to break into (more qualifications are needed than the others). However, the other three are relatively easy to find in a city like Osaka.
An ALT is basically someone who assists another teacher – usually a native of the country – with teaching and preparing a course. This can apply to all groups above – though, I’ve never heard of a University ALT. The basic salary for an elementary ALT in a public Japanese school is 250,000 yen a month. And this includes transportation and unemployment insurance. These contracts rarely include pension or National Health Insurance. The contracts are usually done through dispatch companies who receive the right to provide teachers from the local board of education. Most ALT contracts are for a one-year period.
Teachers who get a direct contract, however, get to skip the middleman (dispatch agency), and receive the total amount of the contract. Direct contract employees are also more likely to receive pension and National Health Insurance. Teachers lucky enough to get a direct contract receive about 300,000 yen a month plus transportation. Teachers who have worked in a district for several years; have a good reputation; and most important: have principles and Japanese teachers to back them up can receive these lucrative direct contracts. These contracts usually last for two to three years.
An ALT at a private school also makes significantly more than those at a dispatch company. Private school ALTs salaries range from 280,000 – 330,000 (more?) yen a month. With the pay increases, however, comes an increase in preparations, responsibilities, and duties. Working hours also increase with these lucrative contracts. Private school teachers may have to work on Saturdays or longer hours on weekdays. To get a private school job, you need a connection or someone who can introduce you to the school. Otherwise, you will need luck and have to look for a private school job that is publicly listed; the competition for these is stiffer – depending on what month listed.
The competition should be very stiff if the job is for the upcoming school year in spring – these are one-year contracts and this is the main season for job searching. The fall semester should be a bit easier as most people already have a job. The reasons are as countless as stars in the sky, but the main two are: a lot of the recruiting in September is to replace teachers who have quit, and school districts hiring for half-a-year contracts (they don’t have to pay the teachers for summer vacation!).
I don’t know much about teaching in University. From what I’ve heard, there are both dispatch and direct-hire routes to becoming a University professor. There are not many full-time jobs – most are part-time with high hourly rates. I think the hourly rate starts at a low 4000 yen an hour to a nice 8000 yen an hour. However, the commutes are quite long and part-timers do not receive money for vacation time. The full-time jobs are great and a dime-a-dozen, but beware Universities and schools are cutting funds and these delicious English teaching jobs are losing its sweetness. Also, for many University jobs, you need at minimum a Graduate degree. Having a Bachelors degree won’t even get you past the first door (resume and work-background check) in many cases.
Eikaiwa teachers make about the same as public school ALTs (250,000 yen), but have less vacation time (the standard 10 days after a 6 month trial period) and less working hours during the week (30 hours or less). If teachers teach more than 30 hours a week, the Eikaiwa must pay for pension and National Health Insurance. By keeping the teaching hours under 30 hours per week, the company can avoid paying for it. This is great for the teachers as well: National Health Insurance and pension is a rip off, 10% of one’s income (America’s social security tax is about 7.5%).
Another plus to working at Eikaiwas are bonuses. At the company I worked at (GEOS), I received bonuses for new student signups and signups for our companies home stay and study abroad programs. It was about 1% commission for each sign up, which was added to my monthly salary. On great months, I would earn over 10’000 yen ($105) on commission.
Privates, privates, privates. Privates are a good way to make money for a short amount of time. If you can teach group lessons and have a compact schedule, you can make a great deal of money. Business English courses at companies pay the most (4000-6000 yen an hour). However, these involve more preparation and you must wear the ever-burdening suit and tie. If you find private lessons through an introduction agency, you can get around 3000 yen an hour without transportation and drink fee (if it is done at a cafe). I recommend doing group lessons (3-5 students) and charge each student 1500 yen an hour. What I recommend is: you find a person who is interested in learning English; tell them that you charge a set rate (ex. 4000 an hour, 5500 for 90 minutes) for your time; also let them know that up to 3-4 friends may join; and let the student find the other students! You can make a nice chunk of change, and the students pay half what the Eikaiwas charge.
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