My strengths when it comes to my teaching abilities begin with my one year of teaching experience and my ability to build strong communities. I taught in Japan for one year across two islands: Amami Oshima and Okinoerabujima.
On my main island, Amami, I taught at two schools. One was a high school for students ages 15 to 18. I worked from 8:30 a.m. to 4:15 p.m., Monday through Friday, for three out of the four weeks of each month. I also joined a student club to build a better relationship with my students, staff, and fellow teachers.
The classroom sizes were generally 20 to 30 students, and I taught approximately six classes. Depending on the school schedule and exam sessions, I taught between one and four classes a day. The students had low-level English skills, so I used PowerPoint, realia, and YouTube videos to help them connect their textbook material to real life. The school had approximately 100 to 200 students and was a large, multi-building, multi-floor school.
The office environment was silent about 90% of the time, so I had to rely on myself and demonstrate professionalism. I learned to remain calm, prepare my materials effectively, maintain a good work-life balance, and stay focused without getting distracted by my phone. I received a nearly perfect score on my end-of-year school review. I was also regularly asked to lead either all or half of a class, depending on the teacher and lesson.
The other school I taught at was a special-needs school for students ages 6 to 18. I went to this school twice a year for one week each time. The students had a variety of disabilities, ranging from mental and developmental disabilities to physical disabilities.
Classroom sizes varied from 3 to 10 students in the primary school, 20 to 60 students in the middle school, and approximately 20 students in the high school. In the middle school, many students would come together in a lecture room, allowing me to teach students from multiple classes at the same time. This gave me experience working with a wide range of ages and accommodating students who needed additional assistance.
I ate with the students and played with them as well. Their English was basic, and I worked closely with their teachers. There were specific requirements regarding how they wanted me to teach, so we had to communicate and adjust our approach together. This experience taught me how to work effectively in a multilingual environment and follow different teaching expectations.
The final school I taught at was on my other island, Okinoerabujima. I went there every month, traveling by plane from my main island to a smaller island and then to the island where I taught. I was responsible for booking my own flights, accommodations, and food. I stayed on the island for approximately five out of seven days each week and took the bus to school.
This was a high school with approximately 300 students and nine classes. It was a large, multi-building, multi-level school, with buildings ranging from three to five floors. The students' English levels were higher than those at my other schools.
I led 100% of these lessons myself. The native English teachers generally observed my classes and found that I was efficient and effective. Because of this, they trusted me to prepare materials and lead the classes independently. The students were more rambunctious than those at my other schools, so I had to use classroom management skills while remaining calm and focused.
This experience strengthened my ability to lead lessons independently and adjust my teaching style to different students, teachers, and school environments.
This was a one-year contract. Despite being injured during the first month of the program and having surgery, I returned to school a few days afterward and continued fulfilling my duties while taking breaks and managing my physical limitations when necessary. I also used the vacation time and medical leave available to me when needed.
Overall, my year of teaching in Japan taught me how to manage my responsibilities across different schools and locations while remaining dependable, professional, and flexible. It also strengthened my ability to work independently, connect with students, and adjust to the needs of each school.
Leave A Comment