Lessons Learned
Making the most of your teaching opportunity
By Kimberly Larsson
Standing in front of a classroom full of students for the first time is a daunting experience for any new teacher. Now imagine doing it abroad, in a host country where you don’t speak the language or understand the culture. Teaching English overseas has long been a popular post-graduation option, and it is often seen as a stepping stone between college and the “real world.” It can, at times, be challenging and frustrating, but as with anything in life, the more you put into the experience the more you will get out of it. To succeed, you must be just as open to learning and cultural growth as you hope your students will be. Without actively pursuing new projects and engaging your students, you will be at risk of functioning as a human tape recorder, saying words and phrases in English and having students repeat them back to you.
But how do you make meaningful contributions when you’re still adjusting to a new environment, new language, and new educational culture? With a few simple “rules of engagement” I learned in my three years as an educator abroad, you can shake the human tape recorder image and make the most of your experience as a teacher.
Communicate and plan ahead
Before you start teaching, make sure you, your colleagues, and your supervisor are all on the same page regarding your responsibilities, both in and out of the classroom. With a clear idea of what you hope to accomplish as a teacher, start thinking about why you applied for the job and what you bring to the table as an educator. Brainstorm creative teaching ideas, looking to your student body for inspiration. What are the needs of the students? How can you help them learn? Soon after you arrive at your school, assess your resources, revisit your ideas, and meet with your fellow teachers and supervisor for feedback and suggestions. Armed with a clear, shared set of expectations and goals, both long- and short-term, as well as a game plan, you will begin your teaching position as a prepared, thoughtful, and engaged professional.
Use all of your resources
The resources you have available to you as a teacher play a crucial role in what you can accomplish, both in the classroom and from an extra-curricular point of view. Defining resources as broadly as possible—including physical space, free time, colleagues, and similarly-minded organizations—gives you the greatest chance of success. Look at your list of ideas; what do you need to accomplish your goals? Evaluate all your possible resources and then add or take away from your “to-do” list based on what you have to work with.
About a month into my teaching job at a large school in Japan, for instance, I noticed a mostly empty storage room in the building. I decided to clean out the room and transform it into an English language library. First, I had to ask my principal if I could have the room. As a new teacher with limited credibility, this was asking a lot and the decision took a while. After I got the go-ahead, I researched all the English speaking countries that had embassies or consulates in Tokyo and wrote them letters asking for books, posters, maps, and other educational materials they had on hand. Soon, the boxes started coming in. Decorating the room and stocking the library became a school project, and after about two months, our English language library was ready to go. I held regular office hours there during my free time and students could come and read books in English, look at maps and posters, and learn about many English-speaking countries.
Spend free time at work wisely
What you put into your job is directly related to what you will get out of it, and this is never truer than in how you use your free time. Do you see downtime as a chance to cut out early, read your book, or answer e-mails in the computer lab? Do you then complain that no one ever gives you anything to do or your colleagues don’t talk to you? Instead of depending on others to engage you, become an active and involved staff member on your own. Use your free time to prepare for class, cultivate relationships, and pursue new projects. Whenever you find yourself bored, see if you can do one of the following: 1) work on an English teaching project, 2) make handouts or plan an activity for an upcoming class, 3) collaborate with colleagues who have the same free periods as you, 4) be a guest speaker in another class, or 5) volunteer your time in another area of the school.
Don’t be afraid to ask
Once you’ve suggested a new program or plan to your school’s administrators, it may take a long time to get a response. Don’t let this discourage you from asking—the approval process is different in every school and every country, and a decision may take much longer than you think it should. Never stop making suggestions, respectfully and politely, if you see a need and feel you can make a positive contribution toward English language education at your school. Waiting for a response can be both intimidating and frustrating, but thoughtful consideration of your ideas implies confidence in your abilities and will often result in a positive outcome for all.
Remember you are ALSO teaching culture, not just language
Do not be limited by the fact that you are an “English” teacher—instead use your position to teach culture as well. Not only are you likely the most qualified person at your school to teach about the culture of many English-speaking countries, it’s also an unwritten requirement of your job to do so. Design lessons that specifically address culture, by discussing the holidays or traditions of a certain country, for example, but also try to integrate cultural perspectives into each of your language lessons. Whether you are talking about families or political systems, use examples from your own experiences. Your students will learn more about you, which will likely make them more responsive in class, and you will also be teaching them about broader cultural norms in your country.
In my final year as an English teacher, for instance, I decided to develop a Saturday “Passport to the World” program with a diverse group of area English teachers I had come to know during my time abroad. After much discussion about changing the schedule of classes that day and other logistical issues, I was given permission to proceed with the special program. I gathered 15 English language teachers, from Scotland, Ireland, Australia, Sweden, New Zealand, England, and Canada, among other countries, and asked them to develop a booth representing their countries. They supplied pictures, maps, books, and currency, as well as samples of a traditional food. I even asked the teachers to dress in a way that represented their country. Students were given passports, and as they made their way around our gymnasium, they received a stamp from each country they visited. They were required to prepare and practice questions in English to interview the country representatives, and they had to engage in a minimum five-minute conversation to get the stamp. The program proved to be a useful exercise in emphasizing the value of not only teaching English through language but through cultural diversity as well.
Creativity and collaboration are key; never underestimate your ability to create a fun and engaging English learning environment both in and out of the classroom.
Finally, don’t forget to enjoy yourself and allow yourself to grow during your time abroad. My three years teaching served as a turning point in my life both personally and professionally. I found value in my work on a regular basis, collaborated often with colleagues, and never let myself become bored. And I never felt like a human tape recorder.
Kimberly Larsson is the Assistant Director of the Office of International Programs at North Central College in Naperville, IL. She completed her master’s degree in International Business and then worked and traveled abroad for eight years. Kimberly worked for the American Embassy in Stockholm, Sweden, for three years, and then moved to Japan to teach with the JET program (www.jetprogramme.org). She ended her time abroad with a backpacking journey, visiting 29 countries. She has been at North Central College for five years.