Teaching English in Japan: Important Questions You Should Ask Recruiting Agencies

This article will focus on what you need to ask when choosing between recruiting agencies. For an introduction to recruiting agencies, see What You Need To Know About Recruiting Agencies.

Questions to Ask

Once you have a list of agencies offering the type of job you’re seeking, you need to ask some basic questions:

How are You Paid?

Are you paid per lesson or by hours on the job? Eikawa schools generally pay by the shift or month, and this means you speak directly to your superiors about any issues you have. In contrast, public schools can pay in a number of ways. If schools are paying you directly, or a board of education is paying you directly, then any issues you have with holidays, sick days, etc. should be taken up with them. If the school board pays the recruiting company and the recruiting company pays you, then any problems you have must be resolved through the company. This can be useful if your company is supportive, but working through a middleman can also be frustrating.

Is There Training and Support?

If this is your first time teaching, this question may be more important than how you get paid. Don’t be satisfied by a, “yes,” in this case. Ask about the training schedule and whether you can see a sample of the training manuals. Also ask for the contact information of current employees. If they refuse on the grounds of privacy it can be just that, but many agencies do have employees who volunteer to field questions. Whether the lack of references is a warning bell depends on how they answer the other questions. As a last resort, you can go into the message boards and find opinions on the training and support of just about every company, but take them with a grain of salt.

What Are the Benefits?

You need to know if you’re going to be enrolled in any benefit plans: health, pension, unemployment, etc. Generally speaking, most private companies have been skirting these issues with a, “don’t ask, don’t tell.” As a trade-off for a higher salary, foreign teachers are expected to arrange their own insurance, either with their home country in the form of extended travel coverage or with a Japanese firm. In reality, this results in a lot of un-insured foreigners praying that they don’t get seriously ill. If you are expected to carry your own insurance, make certain that the salary offered reflects that cost.

What Happens if I Get Sick?

This is stressing a point, but the reply tells you a lot about the company and the job. If being too sick to go to work results in you forfeiting salary, you might consider looking elsewhere.

Understanding Your Tradeoffs

A company that offers extensive training and support will probably offer a lower salary than a company that just places you (for a fee) and washes their hands. Similarly, company that enrolls you in benefit programs will withhold more salary than a company that doesn’t – you pay a premium to that company for taking the hassle of keeping your own insurance while in Japan. As long as you understand the trade-offs you’re making, you can find a company that suits you. It definitely involves more thought than simply going to the one with the highest salary.

Conclusion: Getting Out of the Recruiting Game

Once you find a company you like and have spent some time teaching in Japan, you’ll have more power to choose your next job if you want to stay. Living within Japan and having a valid working visa opens up many private jobs directly linked to a school board or the smaller, non-franchised eikawa schools with better terms. To compete for these positions, you’ll need to work on your Japanese, your teaching, and, most importantly, keep a record of the work you’ve already done in Japan.

Teaching English In Japan: What You Need To Know About Recruiting Agencies

Right now, getting a job in Japan usually means dealing with a recruiting agency, so this article is an introduction to recruiting agencies: why they exist, and the two types. Before we start, this article won’t specifically praise, lambaste, compare, or even mention any of the many agencies. There are many places on the internet where you can read specific criticisms and praise, but the impossibility of unanimous opinion on any particular agency combined with a complete lack impartiality minimizes the benefits of doing so.

Why Are There So Many?

The desire to learn English hasn’t waned in Japan, despite the end of the bubble economy that first prompted the dream of a bi-lingual Japan. Private eikaiwa (English conversation) schools will always be in demand as a hobby for older Japanese and a door to opportunities abroad for the younger generation. Changes in the public education system have now combined with the solid private demand to increase the overall need for ESL teachers.

Elementary English

English became mandatory for 5th and 6th graders in elementary schools in 2011. This does more than simply add two years to the current English curriculum. Elementary school teachers, at the time of this writing, aren’t trained to teach English as a subject at any point during their post-secondary degree. This is supposed to change by 2011, but native English speakers will be used as the stopgap measure until the kinks are worked out of the training program. In truth, the demand will likely remain until all untrained teachers have retired from the education system – that is, 30 to 50 years from now.

Japanese Exchange and Teaching Progamme (JET)

The nationally run JET Programme is proving too expensive for many educational boards that are seeing their overall budgets slashed even as their need for a native English teacher grows. To meet this demand, private companies have stepped in to make it more affordable to bring English teachers to Japan. Although JET is the best ticket to Japan for most people, the chances of getting on the program are dropping as the number of nationwide positions decrease. If you can’t get into JET, it doesn’t mean you should give up on coming to Japan.

Private or Public

The opening of the public system to private placements isn’t new, but they used to be much rarer. Now, if you are looking for a job in Japan, you have the choice of working at an eikawa school or within the public school system. Agencies generally specialize in one type and choosing between the two is a personal process.

Public School

Generally speaking, if you like children and teaching, going into the public school system will provide more job satisfaction. Working in the public school usually requires a lot of time and effort in the form of lesson planning and prep, so be clear on your reasons for wanting to work in Japan before you sign on.

English Conversation Schools

Eikawa schools, on the other hand, generally have prepared lessons and firm guidelines. This can be a great relief if you are teaching for the first time, but restrictive if you want to go beyond the guidebook. An eikawa school generally takes up less of your off-hours energy because most of the planning is already done, leaving you free to explore Japan. Both types can be deeply satisfying and a great way to experience Japan.

Summing Up

The explosion in the number of private companies offering teaching positions in Japan has increased the chances of finding a job. It has also increased the competition between companies trying to bring teachers over. In Important Questions You Should Ask Recruiters we look at how to measure each company and what questions you should be asking before you sign the contract.

Thriving In Rural Japan

The continuing push for elementary English courses is increasing the opportunities to teach in Japan. Many of the new jobs, especially the private placements, are in rural settings (inaka). In this post, we will look at how to get the most out of living in rural Japan.

Welcome to the Inaka

The language barrier will be your biggest problem for the first few months. As your Japanese improves, so will your ability to meet people and make friends. In the beginning, you’re limited to English speakers and people who are patient enough to mime entire sentence with you – you may be surprised at how many of both you’ll be able to find in your town. While you’re learning your survival Japanese, however, there are still some steps you can take to make your life improve immediately.

Get to Know Your Town

Once you’ve settled the practical side of things like finding the post office, it’s time to enjoy some sightseeing. Even the smallest town in Japan has something worth seeing. These can be historical sites, local museums, public parks, temples, shrines, or simply the natural beauty of the countryside. City halls, town halls, public libraries, and community centers often carry tourist-type information pamphlets about your area. These will likely be in Japanese, but you should be able to hunt down someone who is at least willing to draw you a map. You may even find someone who is willing to guide you through the sights once they see you’re interested.

Clubs

Clubs are very important key to Japanese society and are covered in more detail in a different article. Briefly, clubs will help you get to know people in your town, and those people will be able to answer most, if not all, questions you have about your new home. The range of clubs that exist in even a small village is staggering. Taking the above example of sightseeing in your town, many rural communities have walking/hiking clubs that meet regularly for nature walks. You’ll be able to find a club that meets at least one of your interests.

Local Festivals

Most towns in rural Japan have at least a fall festival to celebrate the harvest and a cherry blossom viewing festival, and many towns have several festivals a year. In cities and towns that have been made up of several smaller villages, it is not unusual for each part to keep its local festivals in addition to the amalgamated festivals. The town events calendar is useful for keeping up with this when you learn how to read it, but constantly asking co-workers and friends will help in the meantime. Festivals are a great way to meet your students and their families as well as other people in the community who wouldn’t know you otherwise. You may even find yourself dancing in the parade, dressed in a yukata and a straw hat.

Local Industry

Take every opportunity to learn about the local industry in your town. There is a large amount of specialization in Japanese agriculture and fisheries. Local specialties vary widely with towns specializing in dried squid, sticky rice, spicy miso, black garlic, woven baskets, sheep meat, basically anything you can imagine. Although not many people hope to be placed in a town known for dried squid, actually going out on the midnight ocean and helping pull in the nets while high-powered lights lure the squid to the surface is an experience few people get in Japan. Also, on a practical note, a day spent learning to plant rice or a night spent fishing squid often results in never having to pay for squid or rice during your time in Japan.

Conclusion

Japanese people truly do want to show you the best Japan they can, but they can be shy and, particularly in the case of rural areas, may have a inferiority complex about their town. This is unfortunate as it’s the local events and traditions that make your stay in rural Japan a fascinating and utterly unique experience. By showing an interest in your town, you’ll encourage them to think of you every time there is an event. This will pay dividends in both your relationship with your town and your satisfaction with your life in Japan.

Surviving In Rural Japan

Many foreign teachers come to Japan with hopes of being placed in a large city, usually one of the big four (Tokyo, Sapporo, Osaka, Kyoto). The level of competition for teaching jobs in well-known cities is very fierce, with the majority of jobs going to experienced teachers that are already living in Japan. For an aspiring ESL teacher coming to Japan for the first time, the chances are good that you’ll be placed in smaller cities or rural areas. So we’ll look at how to survive in rural Japan. 

The Good News

Generally speaking, the smaller pool of foreign teachers willing to work in rural Japan means that these towns and villages offer more generous terms than similar teaching positions within the large cities. This can include subsidized housing, transportation, lighter workload, and much more. Your cost of living will be much lower than in a large Japanese city regardless of the actual terms in your contract. Added to this are the long-term advantages of learning more Japanese and actually joining a Japanese community, two things that are by no means certain in an urban placement.

Housing – Can I Move?

Contracts vary, but your employer usually sets up housing in advance. Ideally, this saves you a lot of headaches, but there are cases where people are unsatisfied with the housing situation. If your house has a bear living your garden, a squat toilet, or some other sticking point that you’re unable to live with, then move. Very few contracts stipulate that you must live in the house procured for you and, if your contract does, it’s definitely something you’ll want to bring up before signing.

Moving may mean moving to the nearest city if your town doesn’t have a better apartment or house for rent. In this case, you will likely have to buy a car as well, but if the state of your housing is bad enough to have a negative affect on your experience in Japan, then it’s better that you move. Apartment and housing rentals are advertised in booklets you can find in convenience store stands or you can use a rental agency like My City Home, basically an office where landlords list vacant rooms. You may have to pay the infamous, “key money,” meaning three months of rent upfront plus a deposit, but the overall peace of mind is worth it. 

Taking Stock

The next step is practical: walk around your town and take stock of what is there. Your watch list should focus on necessities – grocery stores, hospitals, police stations, banks, fire stations, post offices, gas stations, public buildings, and convenience stores – and you should make yourself a simple map as you go. Most of these buildings will be obvious, but you may have to walk into some buildings to make sure that what looks like a library is actually a library. If you are going into a town to replace someone, you can save yourself some of the legwork by asking your predecessor about the house and amenities. That said, you can’t take everything your predecessor says as gospel, as he or she might not have actually done all the legwork.

Don’t Panic

If your town seems vastly under-developed, don’t panic. It may be that you didn’t register everything on your first survey. Very small towns of less than 3000 may not have a large supermarket, but they’ll usually have farmer’s markets or something similar to fill the gap. This is not ideal, but it’ll do in a pinch. Also, towns that small often combine to make a district for the purposes of hiring an ESL teacher, so the chances are good that you’ll be placed in the most populous town in your district. If you are placed in a truly small town, you’ll probably want a car to go to the nearest city do your shopping. 

Learn to Love Trial and Error

The steps for surviving in rural Japan aren’t that different from surviving in any foreign country. You need to make sure your everyday necessities are taken care of. Trial and error will take on a whole new meaning as you struggle through everyday tasks like shopping, but the challenge of telling squid guts from spaghetti sauce is one of the things that makes working abroad a life-changing experience.

Lessons For Teaching In Japan: Time

Elementary ESL Lessons: What Time Is It Now?

Preparation Materials: Vocabulary cards, number flash cards, plastic practice clocks (optional).

Suggested Level: Elementary grades 1 to 5

Introduction

Time is a great lesson for the students to learn. It combines numbers with a sentence they can use. For younger students you only need numbers 1-12, and older students can learn to use numbers 0-60.

How to Tell Time

In English we say time in two ways. When the time is on the hour, seven for example, we say, “It’s seven o’clock.” When there is a minute component, we say it as a set of two numbers. For example, 12:45 becomes, “It’s twelve forty-five.”

Preparation Activity: Group Game

The teacher plays music and the students walk around. When the music stops, the teacher yells a number. For example, “six.” Students have five seconds to make groups of six and sit down. Repeat several times with different numbers.

Main Activity: What Time Is It Now, Mr. Wolf?

• Students line up at the back of the room. Mr. Wolf stands at the front with his back to them.
• They say, “What time is it now, Mr. Wolf?
• Mr. Wolf answers. For example, “It’s three o’clock.”
• Students take three steps towards Mr. Wolf.
• Repeat until the students are close to Mr.Wolf.
• When Mr. Wolf says, “lunchtime,” the students have to race for the back wall to be safe.
• Any students Mr. Wolf touches will join him at the front of the classroom for the next round.

Level Up: Time Trials

Students can make simple paper clocks (or use clocks from the first graders). Students stand up. Students ask the teacher, “what time is it now?” and the teacher answers. Students move their clock to the correct time. Students that are wrong, sit down. Last student standing wins.

Review: Make time part of the Greeting.

Time can be practiced everyday like, “How are you?” or “What day is it today?” By practicing everyday questions and answers, student will be more confident speaking English. Some elementary schools do English greetings every morning – you can too!

Final Tips

• Count everything to practice numbers. Count the students with red shirts, the number of flashcards, everything.
• Students need to practice asking questions as well as answering them. After the students answer a question, they can ask another student or the teacher the same question.
• If your students get nervous about speaking English or being singled out, build their confidence through active group and team activities. You can transfer their stress to something embarrassing but fun, like gesturing or racing against other teams. If you praise students for doing their best, everybody wins!
• Most schools have a fake clock for teaching time to first graders. This can be used for the English class as well.

Elementary ESL Lessons: Easter Holidays

Holidays: Easter Word Hunt 

Preparation Materials: Vocabulary cards, colored paper, word search sheets.
Suggested Level: Elementary grades 3 to 6

Introduction 

Easter is a holiday celebrated in countries around the world. It is originally a Christian religious holiday, but there are also many other ways to celebrate. On Easter morning, parents like to hide little chocolate eggs and candies around the house for their children to find. Children collect the chocolate and candies in an Easter basket. This is called an Easter Egg Hunt!

Easter Vocabulary

Here is some fun Easter vocabulary:

• Easter
• spring
• bunny
• Easter egg
• hunt
• basket
• chocolate
• color
• decorate

Preparation Activity: Writing Practice

To play Word Hunt with your students, you will need letter cards. Each word should be written in a different color or on different colors of paper. Give each group one color and a list of scrambled letters to write. Cut out each letter of the word. To make the game harder, include extra letters too!

Main Activity: Word Hunt

Use the Easter vocabulary words to make a Word Hunt for your students.

1. Hide the letters of the vocabulary words around the classroom.
2. Let the students search for the letters.
3. The students assemble the letters to make their vocabulary word.
4. They show the teacher the word and get a sticker.
5. Review the words as a class.

Review: Word Search

You can find word searches on the Internet. These are rows of letters with vocabulary words hidden in them. To review Easter, you can give your students a word search with the words you studied. Some websites give you the option of building your own, but may charge money. You can make word searches by hand using a grid or on your computer using Excel, Google Sheets, etc.

C	G	G	F	O
H	R	K	M	G
O	U	B	P	G
C	A	N	R	M
O	N	G	T	N
L	E	G	G	Y
A	F	R	N	D
T	E	N	E	A
E	U	W	Z	X
B	E	P	U	C

Final Tips

• You can write sentence instead of words. For example, “I like red Easter eggs.” This helps the students practice the order of the words.
• For fun, you can make the letter cards egg-shaped!

Lessons For Teaching In Japan: Countries - A Trip Around The World

Countries: A Trip Around The World

Preparation Materials: Bingo sheets, stamps, vocabulary cards.

Level: Upper elementary to first year junior high. 

Introduction 

One of the reasons to study English is because it is an international language. Many travelers from all over use English to communicate in different countries. We will look at a lesson that teaches countries as well as some useful travel phrases. Spinning the Globe There are many countries to choose from. An ideal mix combines countries that students know (United States, Russia) with countries they don’t know (South Africa, Iceland). For example:

• Canada 
• China 
• Brazil 
• South Korea 
• Italy 
• India 
• Egypt 
• Taiwan 
• England 
• Australia 
• Russia 

Preparation Activity: Interview Bingo

• The teacher prepares bingo sheets with country flags. 
• Each students is given a secret country card. 
• Students can circle their own flag on the sheet. 
• Students meet, do paper, rock, scissors, and the winner asks, “Where are you from?” 
• The loser answers, “I’m from [his or her card].” 
• The winner circles that flag. 
• Repeat. 
• When students get bingo, they go to the teacher for a prize. 

Main Activity: Let's Travel

• Students get a passport from teacher. 
• Inside, they write their name and country (the same secret card), and draw a picture of their face. For higher-level students, you can add more information. 
• The teacher sits at desks with different stamps representing each country. You can use some students as countries too as long as there is time to rotate them. 
• The students approach the desks and the teacher asks, “Where are you from?” 
• The student answers, “I’m from ~.” 
• The teacher asks, “Where are you going?” 
• The student answers, “I’m going to [any country]” 
• The teacher stamps their passport with that country’s stamp. 
• Repeat. 

Note: If you can find country stamps, that’s great. If not, stamp each flashcard so you and the students can remember what stamp belongs to what country.

Level Up: Customs Interview Instead of sticking to the pattern, challenge the students by adding new questions. For example: “How old are you?” “What’s your name?” “When is your birthday?” Or: “Where are you going?” “I’m going to Brazil” “Why?” “I like soccer.” This encourages students to think outside of the pattern.

Review: My Travel Diary 

After the lesson is over, students should have a passport full of different stamps. To review, pick a student and ask them to list the places they went in English. You can even use past tense: “Where did you go?” “I went to Canada, Brazil, China…”

Final Tips

• You can turn the vocabulary into a quiz by giving the students hints rather than showing them the cards. For example: “This country is hot. It has many crocodiles and kangaroos.” 
• Controlling the flow of students is important during shopping and passport games. Try to make sure that no country/shop is being ignored.