Tell me about it. Those idiots who skip Tokyo Orientation to go partying, for example...
I do think a lot of JETs start out with big hopes for doing some serious teaching and maybe even changing the system...but after a while in Japan, they get jaded and stop caring. Not everyone is like that though.
One of the things I really disliked about the article was the claim that we just play around in the classroom, and that this is detrimental to the serious study of English. He keeps going on about the advantages of communicative activities over grammar translation, but a lot of these games are communicative activities. At the lower levels, it's really hard to get any sort of communication going without some kind of game to motivate them.
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I do think a lot of JETs start out with big hopes for doing some serious teaching and maybe even changing the system...but after a while in Japan, they get jaded and stop caring. Not everyone is like that though.
One of the things I really disliked about the article was the claim that we just play around in the classroom, and that this is detrimental to the serious study of English. He keeps going on about the advantages of communicative activities over grammar translation, but a lot of these games are communicative activities. At the lower levels, it's really hard to get any sort of communication going without some kind of game to motivate them.