Skills Development Conference 2025

From Akita Wiki

Details

  • The scheduled check-in:
9:30 AM - 9:55 AM

Meals

This year, we once-again worked with Hotto Motto bento chain to pre-order meals for attending participants.

Opening Ceremony

Welcome to SDC 2025! How can we improve team teaching through effective cross-cultural communication.

Keynote Speech

What can we do to reduce misunderstandings at work?

By Mr. Masahiko Sato

Adjunct Lecturer, Akita University Global Center for Higher Education

Objectives:

  1. To widen your perspectives on cross-cultural communication cases through learning what others think about them.他者の考えを知ることで、異文化コミュニケーションの場面における視野を広げること
  2. To look at problems not only from one side (ALT or JET), but both sides.ALTまたはJTEの立場からだけではなく、両方の視点から場面を見ること
  3. To help you think about how to apply today's experience to potential communication problems around you.起こりうる身近な場面に、今日の経験をどう応用できるか考える手助けをすること

A brief speech was conducted followed with small group discussions with ALT's and JTE's from prepared Case studies addressing cross-cultural misunderstandings. Participants were then asked to share what had been discussed.

Case study 1: A shouting ALT. Disrupting the WA of an office or school

A JTE QUESTION: We have a rather large teacher’s room in our school. Every teacher has a desk in this room, as well as the secretary, principal and vice-principal. Our Australian ALT regularly shouts across the entire room to get another teacher’s attention, then continues the conversation in a loud voice, even if the other teacher tries to look busy and ignores him. Usually the Japanese teacher has to get up and run to our ALT’s desk because she is worried he is disturbing the other teachers who are preparing for their classes. Do all gaikokujin behave in such a loud and rude manner?

ANSWER: Allow me to answer your question by asking one: Do all Japanese behave rudely when they drink alcohol? I suspect your answer is a resounding “NO!” The same is true about Westerners. A person (like yourself) who forms an opinion about an entire country, culture, or group of people on one person’s actions, is in need of some very basic and elementary education in tolerance, understanding and the catchall phrase—internationalization……

Keywords / Perspectives for better understanding and your answers: Stereotype, individual vs. member of a particular group (ethnic group, cultural make-up, etc.)

Case study 2: Please tell me... Am I doing a good job? Alts who need feedback

AN ALT QUESTION: After a year and a half, I still am unsure if I am doing a good job or not as an ALT. None of my JTEs ever give me any real feedback about my lesson plans, activities or teaching style. The standard remark after class is “You must be tired. Please take a rest.” I need more concrete comments and positive reinforcement. I think I am doing a good job because I really try hard and take my lessons seriously. The students seem to enjoy my classes. I guess I just need some kind of indication -good or bad- that my lessons are what the teachers want. Any ideas?

ALTの質問：1年たった今でも、私は自分がAITとしていい仕事をしているのかどうか確信がもてません。一緒に働いているJTEたちは授業計画やアクティビティ、教え方などについて何のフィードバックもしてくれません。たいてい「疲れているでしょうから、休憩をとってください」と言われるだけです。もっと具体的なコメントや向上に役立つアドバイスがほしいと思います。一生懸命、真剣に授業をしているので、よくやれているはずだ、と自分では思っています。生徒たちも授業を楽しんでいるようです。でも、私の授業がよいのか悪いのかをもっとはっきりと先生方から聞きたいと思うのですが、何かよいアドバイスはありますか？

ANSWER: I have heard this same remark numerous times over the years from a variety of ALTs in the field. Many ALTs question their performance because they are unsure if their work is being met with approval; is satisfactory; and/or is appreciated. I never received the impression that these ALTs wanted to be coddled or made to feel self-important (for their own egos) by JTEs, as much as they genuinely wanted some occasional, positive reinforcement about the type of teaching they were doing……

答え：他の多くのALTたちが、同じようなことを言っているのを幾度も聞いてきました。自分たちの授業や仕事が認められ、満足され、感謝されているのかわからず、疑問に思っているALTは多いのです。彼らは自らのエゴゆえにJTEに甘やかされ、大事にされたいと思って言っているのではなく、自分のティーチングの向上に役立つようなフィードバックが本当に欲しいだけだと思います……

Keywords / Perspectives for better understanding and your answers: Lack of communication, avoiding confrontational situations, constructive criticism, carrying one’s own cultural expectations while communicating with others, Hon’ne or one’s true feelings, Tatemae or one’s controlled, polite niceties

この事例をより理解し、答えを書くためのキーワード・視点 コミュニケーションの不足、衝突を避ける、建設的な批判、他者とのコミュニケーション時に自分の文化のやり方を持ち込んで期待する、本音(本心)と建前(コントロールされた礼儀正しい態度)

Panel Discussion

A panel discussion was held with 3 ALT's and 2 JTE's on topics relating to improving communication and creating a supportive and harmonious workplace environment.

The topics were:

  1. Differences in Work Expectations and Responsibilities between ALTs and JTEs. ALTとJTE間の業務に対する期待や責任の違い
  2. Creating a Supportive and Inclusive School Culture for ALTs. ALTのための支援的で包括的な学校文化の構築
  3. (If time permits) Balancing Team Teaching Roles.(時間があれば）ティームティーチングの役割のバランス

Workshops

Workshop 1: Team Teaching

Part 1: Team teaching Video Observation ALTs and JTEswere divided and attended one of three teaching demonstrations given by a team of one JTE and one ALT. Attendees were asked to observe and analyze the lessons. The demonstrations were split into ES, JHS, and SHS levels. Due to BoE policy on student privacy, videos will not be uploaded to the wiki or the internet.

Part 2: Teaching Observation Discussion

ALTs and JTEs were equally split into groups and were given an opportunity to discuss their observations on the video. They focused on 3 key points; What was effective in the lesson, Were there anything that could be improved and suggestions on improvement, and key points that can be focused on.

Workshop 2: Team Teaching case studies

Participants were grouped together randomly with each group, and given a series of case studies to discuss that were based off of actual events experienced by ALT's. Each group was supervised by a Block PA, and limited to only 10 minutes for each case study.

The goal of the workshop was to have JTEs and ALTs communicate their personal experiences and opinions while working together to arrive at an agreeable solution.

Case study 1: Lesson Preparation

[JTE Perspective] 

Being a JTE often involves other responsibilities outside of teaching English classes. One may be a homeroom teacher or the supervisor for a club activity. Depending on the day, there are times where it is not possible to meet with the ALT to discuss class plans. Nevertheless, the expectation is that the class will continue with the ALT's participation. However, the ALT recently expressed that they are unhappy with the lack of preparation time and would like to meet before class more often. The JTE understands this but cannot make time for it because they are busy. They also notice that the ALT is frequently at other schools, further cutting away at potential meeting times. They have asked the ALT to try their best to adapt for now, which has upset them even more. The JTE is frustrated that the ALT cannot cope with this demand, citing that previous ALTs have been able to manage without meetings.

[ALT Perspective] 

Lesson planning, preparing activities, and participating during class under their JTE’s guidance are the standard expectations of all ALTs. However, an ALT has found these tasks difficult as they are often asked to prepare something at the last minute. Sometimes, they are not made aware of class plans until just before class starts, but they are still expected to contribute despite this and are left “winging it” for most of the lesson. Unlike their JTE, who may teach at one school, the ALT is responsible for visiting multiple schools throughout the week. They have more classes, different grade levels, and other teachers that they work with. They find it challenging to meet their JTE’s demands when they are given little to no time to prepare. They want to meet and discuss lessons beforehand, but the JTE is busy and cannot make much time for them. They are being asked to adapt and to try their best. This has left the ALT feeling frustrated and unsupported.

Question: How could the JTE and ALT schedule time to discuss class plans? What can be done to ensure smooth communication in the future?


Case study 2: Curriculum & Materials

[JTE Perspective] 

A JTE prioritizes grammar and vocabulary instruction aligned with the textbook, based on the Ministry of Education's curriculum guidelines and test preparation. Activities provided by ALTs, such as games and cultural introductions, take up too much class time, reducing the crucial time needed for grammar instruction to achieve learning objectives.

[ALT Perspective] 

An ALT places importance on 'live communication' in English and believe that relying solely on textbook content cannot capture students' interest or develop practical English skills. They feel that the activities and materials they bring (e.g., anime from their own country, songs, cross-cultural role-playing) boost students' motivation, but JTEs do not value this and view the ALT's contributions merely as 'entertainment,' which is a source of frustration for ALTs.

Question: How should JTEs and ALTs balance teaching materials and activities to meet both the goals of the curriculum guidelines and the students' need to improve their communication skills?

See also

Skills Development Conference
V • T
Mid-Year Conference 2008 • 2009 • 2010
Skills Development Conference 2011 2012 2013 2014 2015 2016 2017 2018 2019
2020 2021 2022 2023 2024 2025
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