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Ten years ago, I returned from living in Japan for 2 1/2 years. Much of what remains are just memories and photographs
reflective of a period largely overshadowed by changes that started in 2008 when I returned to doing computing work. Having graduated
in Computer Information Systems, in Japan, I turned 180 degrees -- and taught English for NOVA, a "McDonald's" of many English as a
Second Language schools in the country
Upon arriving in February 2000, not only did I experience a change in culture, but of teaching as well -- for some of the practices were contrary
to my new Provincial Instructor Diploma training, a program I was half way through. When I returned in 2003, I finished it and later completed TESOL
training (2006) -- that I didn't really follow through on. After living overseas once again in 2007 in Sharjah, United Arab Emirates,
I decided to get out of teaching and return to compu- ting by the end of 2007. My interest in Japan started in 1987, when I met some Japanese
students in Hawaii. A large number of changes have taken place since then.
I worked for the largest English language school in Japan, but reflecting upon this, I now think that quality is far more important than quantity (i.e. the number of schools
throughout the country). The lessons were delivered in a blitzkrieg fashion and were not progressive. Due to repetitions of chosen lessons, they were NOT necessarily reflective
of a student's current ability. At NOVA, ticket sales were important, and towards the end of student 3 year contracts, many students would attempt repetitive lesson
cramming in an attempt to "level up" (take higher levelled lessons); many were prematurely upgraded -- creating potential problems for teachers -- as students learnt lessons
in groups; one inevitably taught to the lowest denominator. The school had complaints from both students and teachers, and following a rise to 623 schools in 2004, "on 7
November 2007, G. Communication, a Nagoya-based operator of cram schools, language schools and restaurant chains announced it had been unofficially selected to take over part
of the operations of failed Nova Corp before any official decision by the board of trustees had been released." |
While I worked for NOVA, I commuted through one of the busiest transportation hubs in Japan: Shinjuku. I also rode the Chuo Line to Kichijoji. As I stayed longer, teaching was less important to me than my experiences outside the classroom, and at the time, I was under-qualified for the type of teaching that I did. From 2001-2002, I escaped my troubles in the classroom with my ex-fiance (Japanese). We travelled to Kyoto and around parts of central Tokyo. If I returned, it would not be to do with the teaching, if one could even call it that. It was more like get in and out quick -- for both the teachers and students. The lessons were 40-45 minutes long, hardly enough time to warm-up or summarize lesson content. Not all teachers were dedicated to their work either. The turnover was over 2,500 a year nationwide. |
Alan Reed
Mission, BC
arcolq@gmail.com
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Website Last Updated:
March 18, 2013
© March 2013