My Daily Routine…and Something about Bob


People have asked me what I do during the day, so I’ll talk a little bit about that. It’s pretty simple. I arrive at 8:15 at my school and work until 4:00 in the afternoon. When I arrive I say, “Ohayo gozaimasu!” My teachers will either say, “Ohayo gozaimasu!” back or “Good morning!”

I can have two to five class periods per day. During free periods, I try to work on worksheets, projects, Japanese (reading and writing), and I won’t lie sometimes I just go onto Facebook. Sometimes I eat with the students for lunch and speak in English to them. Other times, especially lately, I eat with the teachers and try out both my Japanese and English skills.

My kids are great. I’ve got a couple of punks that are too cool for school, but that’s normal I think. Some kids are also really shy, but I’ll keep trying to get them to talk. They love to tell me about what they like and don’t like. The boys are hilarious. They’re not looking at my eyes, if you catch my drift, but they’re talking to me in English so it’s all good.

My Japanese Teachers of English (JTEs for short) are awesome. I love working with them. They are so accommodating with my crazy English. Sometimes, it can be hard to communicate some things, but I’m lucky to have them for JTEs. Some people have issues with their teachers and supervisors in ways that horrify me. I’m so glad my JTEs are nice, respectful, and willing to teach me.

The only downside, I’ll be honest, is the textbooks. The textbooks are awful. Whenever my fellow JET Setters and I get together at a meeting, this topic will invariably come up. Immediately, everybody has something to say in terms of what it does wrong. It ranges from everything to bad grammar, misspellings, archaic language, and then (my biggest issue) the huge lack of English culture in the book.

The bane of my existence

The bane of my existence

I could cite the many pages throughout the New Horizon and Sunshine texts that use incorrect examples of grammar and what have you, but that would take up too much time and effort. Instead, I’ll just give a couple of examples and move on.

“My favorite was Kinkaku-ji.”

First off, it should be Kinkaku Temple, not Kinkaku-ji. Also, favorite what? Your favorite place? Your favorite sight?

“Where shall we meet?”and “Pardon?”

Shall? Really? The last time I used “shall” was a sarcastic response to my mother when she asked me, “Are you going to clean your room?” And I responded in my most obnoxiously polite voice, “Yes, mother, I shall.” Nobody uses shall. It’s polite, but it’s ridiculously polite. And the last person I hear use the word, “Pardon?” was an old lady. Nobody, that I know of, uses the word pardon in everyday language. Instead, I always hear, “I’m sorry, what?” or “Huh?” or “Wha?” or “What?” and on occasion “Darlin’, I didn’ah understand uh word ya jus said.” I miss Kentucky accents. Anyway, they’re teaching the kids these words and I have to stifle the urge to giggle every time.

“I got a letter from Canada. But I can’t read it.”

GAHHHHH! WHAT?! Every single American, British, and Australian will tell you that when writing sentences, you do not put conjugation at the beginning of a sentence if you can help it. The textbook could just as easy say, “I got a letter from Canada, but I can’t read it.” They have other sentences like that in the book. Why the wrong version?! It’s so confusing and inconsistent. Sometimes, I will correct a sentence and a JTE might say, “Oh, but that’s in the textbook!” I clench my fists while I smile and say, “Well, I’m afraid the textbook is wrong. I will let it count, but it’s not correct.” It makes me want to scream just a little bit.

Alright, so you get the idea. Now, it may seem nit picky with these examples, but they’re all over the textbooks. It would be a different story if there were only a few problems, but it doesn’t stop at just a sentence here or there. I might have been able to let sleeping dogs lie if not for the fact that the textbook teaches little to nothing about foreign culture.

Very briefly at one point the textbook students visit Canada, but then they go back to Japan four pages or so later. So often, the textbooks talk about things in Japan, things the students already know. To me, the implied message is, “Hey, kids! English is awesome for vacations and for a homestay, but really you don’t need to know a single thing about a culture other than your own!” Way to teach a language in a vacuum, MEXT.

There is little to no hope for change in the system. The textbooks stay the same because of the standardized tests, and the standardized tests stay the same because of the textbooks. It’s a vicious cycle.

I get through these moments by telling myself that the activities will make up for the loss. However, it’s hard to build up from a poor foundation. It’s very easy for the students to get confused with one little change in the script. For example, I was doing a “Where is…?” assignment. When I asked the students, “Where is your pen?” they all just sat and stared at me in confusion. Eventually they figured it out, but the fact is they couldn’t grasp that “Where is…?” applied not just to, “Where is the store?” but also other things and places. The textbooks make it seem like the scripts are just that, scripts.

For the most part, I’ve been lucky enough when it comes to activities that I haven’t had to work from nothing at all. Lauren left me a huge amount of worksheets and activity books so that I could make my lessons without much hassle. Also, I use a website called Englipedia if I need help with a grammar point activity or if I need something right before class. I love using Englipedia because it’s got the lessons organized by textbook and even by each section. For me it’s one of the most convenient resources online for ALTs.

Usually, I spend at least one free hour planning out the lessons for the next day or next couple of days, depending on what the JTE wants. Sometimes it’s hard to get a hold of them to find out what exactly they want from me, so I leave notes on their desks or a Lesson Plan Form that I fill out for them to look over and return to me. I try to catch them to talk face to face as often as possible, but sometimes they’re just too busy.

Everyday when I leave, I say, “Otsukaresamadeshita!” and the teachers in the staff room will either say, “Otsukaresamadeshita!” in return or “See you!” The English makes me smile every single time.

I love how people have gotten attached to Bob. It seems like everyone wants to know how he’s doing. “Wait, what about Bob? Your pet spider? How is he?” Seriously, guys? Bob? I go to Japan and you want to hear about a spider? Fine. I’ll talk a little bit about Bob again.

Well, he’s decided that the porch is his area and, by God, he will attempt to cover as much of it with his web as possible. I have arguments with him about it. The argument goes like so: I open my front door in the morning. I see Bob’s web in my way to the stairs. I glare at Bob. I get a big stick and destroy his web. Bob shimmies up onto the porch overhang and glares at me for destroying his fine work. I go off to teach.

When I get home at around 4:10, I look up to see if Bob is there. If I have to destroy his web again, I do. If not, I just say, “Hey, Bob.” and go into my apartment. I’ve been told it’s highly likely that Bob will disappear when the winter chill finally comes to stay. Apparently, yama onigumo like to go into trees because the trees can help keep them warm somehow (I’m assuming they nestle into the bark like I do with my kotatsu).

I have to wonder if Bob will go or not. The jerk seems determined to keep his spot. He even did an epic fight out with a few other spiders gettin’ in on his turf. He didn’t like that very much and put a stop to it.

Well, until it’s officially winter, I suppose our battle for the porch will continue.

TTYL!

 

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