英語ノート
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This year there seems to be more emphasis on getting the Home Room Teacher (the Japanese HRT) more up-front and involved in the Eigo Noto classes. For some of the Japanese teachers, this is a major step, indeed. And likewise, for many ALTs, it is a conundrum about how to step back more and not be the (often) sole lead teacher that has so often been the case in the past.

I've been working on this for a while (see the video in the following post), and still have more I want to do.  But this is a good time to get this information out, I thought, so here it is without much explanation. I'd be very interested to get feedback on this list- please take a moment to leave a comment at the top or bottom of the post. And thanks...

Share and discuss this list with your team-teaching partner(s), and learn to expect to interact and support each other while teaching.

The list is numbered to easily recognize grouped/relevant activities (and to make it easier to talk about).
The list is divided up into these sections:

1. Before Class
2. Every Class  
3. Starting the Class 
4. From Start to Finish  
5. On the Blackboard  
6. Leading & Doing Activities  
7. English in the Classroom 
8. Cultural Discussions 
9. Communication Discussions 
10. Ending the Class 

This is a video in (my) spoken Japanese, and written English, about things ALTs and HRTs can do to be an effective team-teaching team.



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This is a video in written English and spoken Japanese about 4 different approaches to team teaching. If you have any comments, ideas or experiences to share, please leave a comment on YouTube after watching the video.

There are several ways to think of Team Teaching:

1. Two teachers sit down together and discuss what they want to study, what activities and materials will be used, who will lead which parts, etc..  The two teachers share responsibility for preparation and teaching, each providing their own strengths.
   

At the beginning of the school year, here are the questions I had for my HRTs:

• How many TOTAL English lessons will there be in the year for each class/grade?
• Will each Eigo Noto lesson or unit be taught in 4 sections, as is common in most of the workbook?
• How many English lessons will the ALT teach?
• Which book (Eigo Noto 1 or 2) will each grade be using? (Some schools use only 1 book for both grades...)
• How will the ALT participate in the classes: main (T1)? support (T2)? fully team-teaching? other?
• Who will prepare the lesson plans and materials?
• In what order will the lessons be taught from the text (ex: 1-2-3-4/ 6-7-8-9)?

• The class (for example, 5-3 or 5の3 = Grade 5, Class 3)
• The period and time (2nd period, 9:20-10:05). Times especially can change on any given day.
• The lesson number (1, for example), and which lesson in the sequence (1-1, for example, is the first lesson of Lesson 1; Lesson 1-4 is the fourth lesson of Lesson 1).
• A written example of the target language for the lesson. This can be found under the Lesson number on the first page of each Lesson. This is a carryover from how I ask junior high school teachers to make requests, but because one of my schools uses the 5th grade Eigo Noto in the 6th grade as well, having this extra information helps me to not make mistakes in lesson preparation.
• Most schools also give me the teacher's name for each class, which is also helpful (I taught with 19 different teachers last year).