Teaching English to children the right way

If you love teaching, but work in a place you can’t stand, then there is nothing worse than teaching English to children. You desperately want to set the kids free and knock some sense into their overbearing and controlling mothers. You wonder if the parents or staff would fit through the open window, but you remember that next month’s rent is due so you politely bite your tongue.


Then begins hours of forced labor with exam book after exam book repeating, “This is a pen,” until you are hoarse and your face goes numb. The kids hate it. You hate it. The mothers and staff don’t care either way. Any type of emotional connection with your students is forgotten; they are zombies and you are replaceable at any given moment with another poor sap – fresh meat just off the boat (or airplane these days).

If you love children, and are passionate about teaching, this type of working environment will destroy you.

I know because I’ve been there. You make sweet promises. You tell yourself you can do better, but financial insecurity and fear of failure keep you from realizing your potential. I am not speaking to the folks here in Japan to earn a quick buck. They would quit a job at the drop of a hat if the next one meant a higher salary. People like that have a total disregard for their students’ emotional well being. They are quickly tarnishing the entire English teaching profession for the rest of us who are truly passionate about our work. They are suffering because they hate their work and thus hate life.

I am talking to you – the one who is suffering because you love your work, thus loving life. If this is you, read on. There is a brighter future for you, and it’s time to take the first step. The world needs you and your passion. There is a way out – it is the path of part-time jobs. Welcome to the freelance life.

After quitting my full-time job and moving to Tokyo, a funny idea entered my mind: why apply for another contracted full-time teaching job when I could simply find several different part-time jobs around Tokyo? That was possible, wasn’t it? I soon found my intuition was spot on – a mere hours after applying for part-time work the requests for interviews wouldn’t stop coming. I was perplexed and amazed. How is it possible that I had half a dozen job offers in less than two days? And did I really want to be a teacher again?

But we don’t plan on these things, do we? The world beats down a path for the truly committed. I never wanted to teach English – and I certainly never planned on working at a nursery; that was the furthest thing from my mind growing up. I was a manly man; I guided cargo boats down some of the most dangerous rivers in the United States. I dug over 6,000 miles of wilderness trail while living on nothing but moldy peanut butter and jelly sandwiches and TVP. Even if there were a shower, I wouldn’t have taken one. I was too busy carving my name in the world. I was the man who shaved every morning with a straight razor and a frozen bar of soap. My dry cabin in the Alaskan wilderness was -10 indoors. When I went to do my business I always carried an ax in hand to welcome some critter who might not be paying rent for my outhouse. I should spend my life working with kids?  And it will be enjoyable you say? Ha! What a riot!

And here I was, with dozens of the little monsters climbing all over me, changing diapers, and wondering how it happened. I was a real man all right; I bought 20 packets of cute fluffy kitten stickers at the 100 yen shop for my girls. And I loved every minute of it. Fast forward six months, and I am working nine part-time jobs, but now I have started my own freelance translation business. The money is good. I work where I want and only teach in places which give me the freedom to make my own lessons and care for my students.  Here is why you should do the same…

Work fewer hours, make more money

When I was working full-time at an eikaiwa, I made 265,000 yen per month. I worked strange hours, usually leaving my house at noon for the 50-minute commute, and not arriving home until 10 p.m. I never had two consecutive days off – they were always on Sundays and Tuesdays, and I was often required to come into the office on my holidays to attend school events and training sessions, for which I was not paid. That’s 50 hours a week, either working or on my way to work, which means that I made roughly 1,325 yen per hour.

Now, I usually work two part-time jobs per day. My hours vary, but I work no more than four hours per day. I have no weekends, but that’s because I have my own translation business which helps supplement my teaching income. I used to work 32 hours per week, but after being more selective with the places I work, I now can earn a living only working 24 hours per week. I estimate my hourly income to be 2,200 yen per hour and I bring in about 213,000 per month (only teaching work included). Due to few daily working hours, and the fact that I love my job, every day feels like a holiday.

Please note that these hourly income estimates include the time needed to travel to work. From the numbers above, you can easily see how part-time work leads to working less hours and a higher hourly wage. Also, if you choose to teach adults, you will likely make 3,000-6,000 yen per hour. I have a friend who works the same number of hours as me teaching adults part-time, and his salary is triple what I make. To each his own. I enjoy working with children.

A great resume and contact builder

Some would argue that a billion part-time jobs will destroy your resume. This can be true if you frequently change jobs because employers will see you as unreliable. However, working in different environments and learning new skills can really give your resume that extra boost. If you are willing to commit to your part-time jobs for the long-term, English schools will snatch you up seconds after submitting your application, because they see you have a wide variety of teaching experience. When I apply to English schools now, within one hour of submitting my application, I usually am asked to come for an interview. Think about it this way: if you are the hiring manager, who are you going to choose?

a) Someone who has taught as an ALT in the same school for 4 years, or
b) Someone who has used over 30 different textbooks, helped prepare kids for entrance exams and English proficiency tests, created and led a TPR and song-based curriculum in international schools, taught ages 1-86, had experience with both private students and large class sizes, and has a list of 10 different professional references who can all say wonderful things about him/her.

Part-time work will also give you an endless supply of professional contacts, especially if you live somewhere like Tokyo.  It’s a small world, and you will find that once you have your foot in the door, Mr A from your company will quickly introduce you to more teaching jobs than you really want or need.

Choose your poison

With part-time work, you are in control. No more being bound to a company because they are sponsoring your visa. With part-time work, you can find a visa sponsor easily, sometimes only being required to work for your sponsor for a few hours per week. This freedom allows you to be very selective about where you work and who you work with (as you should be). I don’t accept jobs and sign contracts unless I absolutely love my school. I only work in places which allow me to write my own lessons and help my kids become autonomous learners. Take control of your teaching career. You are a professional and you deserve to be treated with respect. Most part-time jobs have trial periods where you can see if you will be comfortable in your new school (the trial period is more for your boss’s sake than your own). If you don’t like it, please do other teachers and yourself a favor and find somewhere else you enjoy.

New experiences

Finally, by teaching at several part-time jobs, you will literally be thrown into the lion’s den for the first few months (unless you are an old-fart with lots of experience). Schools will ask you to sing, dance, draw cute pictures of kittens and tofu spaghetti monsters, build furniture, dress kids for school, change diapers, be pooped/peed on while changing diapers, chase homeless people away when you visit the park, make bento lunches (including cute animals made from wieners), lifting 3-6 kids at once to catch the bus, play the piano, be an actor or comedian, wear funny costumes, etc. You get the idea. Get ready for one hell of an adventure, because you’re in for the ride of your life.

In summary, part-time English teaching is not only a way to work less hours, make more money, and find more enjoyable work. It allows you to remember why you loved teaching in the first place. It will help rekindle your passion, and give you hope for the future. We teachers know that education is more than a job – we are changing the world. It’s high time we return to doing what we love and tell these large chain schools to stop viewing children as dollar signs, and start treating them as human beings.  Life is too short to hate what you do. Work with love, start enjoying life, and be happy.

Author Infomation

David Christian
David Christian
Writer, Japanese to English translator, kindergarten teacher, and social activist. Bent on the revival of Japanese agriculture and drinking far too much coffee while doing so.
  • 7

    sakurala

    I am glad this manly man has found his passion. Not all teachers are in Japan for an easy ride and I think it is great when a teacher takes it upon themselevs to make lessons tailored to students specific needs. That's why I like to teach privately. I worked closely with one of my students for 2 years and she was able to go abroad to do university and secure a great position at a Japanese company that will be sending her around the globe. She sent me a letter to thank me for my help and said that without me, she wouldn't have been able to succeed. To me, that is the greatest feeling in the world.

  • 5

    CarbonLayup

    213,000yen a month, living in Tokyo. Good luck with that.

  • 3

    cacomistle

    I would say whether children are educated or not has a pretty big impact on the future. Teachers do have a big role.

  • 2

    oikawa

    I see no reason why the jobs need be dubious, but if you're in Tokyo doing part-time teaching you should be aiming at a much much better average hourly rate than 2200yen.

  • 2

    Dog

    I bring in about 213,000 per month (only teaching work included

    I wouldn't leave my house for that.

  • 1

    sidesmile

    Bit of a silly article this..these jobs hes doing..cash in hand? tax free? vaguely lawful? Just curious.

  • 1

    blendover

    I'm all for people feeling good about what they do. However, I think there are problems with this approach both from a professional and a financial point of view.

    From a professional point of view, there is almost nothing in this article about the all important question of how you teach. That is to say, there is nothing, with the exception of a statement about the importance of treating students like human beings, about what the beliefs about teaching actually are. the beliefs about how languages are acquired, how those beliefs are put into practice, what kind of results are being achieved and how that is furthering the language teaching profession in Japan. Contrary to the attitudes of textbook publishers, that is not in my opinion a matter of anything goes eclecticism. There are methods that work, and there are methods that don't.

    I'm sure that being able to say that you are a jack of all trades and have taught all sorts of things to people from the ages of 2-81 using all sorts of dfferent textbooks is great from the point of view of scoring jobs from business managers, but from the point of view of making a difference in your profession, I'd say it's a little too diverse - particularly when you are running a side business in translation as well.

    From a financial point of view, the level of income mentioned is fine for a single person with no kids, mortgage to pay etc. but once you take on those obligations, then you can kiss that 24 hour week goodbye and say hello to a 60 plus hour a week - meaning that if you are not very clear indeed on your direction there will be significant strains on the quality of what you can hope to achieve professionally.

    I'm not saying that getting a balance between serious professional goals on the one hand and financial ones on the other is impossible. It's what we all want and strive for - just that it is not nearly as easy as is being portrayed here.

  • 0

    Thunderbird2

    I have a Japanese friend who is a private English tutor and I gave them a hangman game to add something new to the lessons. although I had to demonstrate it.

    Although I have a TEFL qualification I can't use it in Japan (no degree) so this was the only way I could help out in an English lesson. You know what? Even this silly little game made a difference - the kids got into it quickly and as there are two possible outcomes that challenge kept them interested.

    So I can see where people who really want to teach (rather than those after an easy way to live in Japan) are coming from.

  • 0

    White_Shinobi

    Out of all the doom and gloom articles that pass through here. I can happily say that this is the best article I have seen on here in years.

    This guy is absolutely right, To a certain extent.

    I quit the professional eikaiwa business 3 years ago after going freelance, and I have never looked back,

    For 2 days a week and ¥400000 a month, i can safely say, this guy is on the right path. He hasn't reached his full potential yet.

    I feel however, that he is so close.

    Someone here mentioned that he didn't share how to do it... Lol, I wouldn't either.

    <>www.whiteshinobi.com<>

    There is a video of me teaching as a freelance teacher on the main page. There is nothing to buy, just a video that will hopefully help someone out there. :)

  • 0

    japan_cynic

    I'm happy that he's happy, but wouldn't get out of bed for that sort of money.

  • 0

    blendover

    @ White_Shinobi

    It's cool of you to put yourself up like that, and much more on topic with the title of the artcile than the article itself. However, having watched your video, which I enjoyed, I would have to say that it doesn't at all accord with my beliefs about how to teach English to children except in regards that it caters to their need for a fast pace with lots of activity.

    Personally, I don't think that teaching people a bunch of thematic word lists is real language teaching. Not only that, but I also think it is counterproductive in that it sets up analytic categories that have to be broken down again in order to access words for use in real communication.

  • 0

    oikawa

    WhiteShinobi

    I though that was pretty good actually, very similar to what I do in my lessons. I would have spent more time on "Do you like..?" but I don't know if that was a normal lesson for you or a special combination of activities to show parents, and I have slightly older children who can maybe concentrate better, but I thought that was a good lesson.

    Blendover, how would you have done it differently? How else can you teach kids that age the days of the week, colours, alphabet etc apart from repetition and fun game style activities? They're not going to be using it in "real communication" for years, if at all, so the point is really just to get them to understand and learn the vocab, and doing it through chants, songs and physical actions is pretty much the standard way of teaching kids EFL.

  • 0

    blendover

    @oikawa

    I split everything up and introduce items seperately, consciously placing a limit on the quantity of vocabulary I aim to teach in a year. If there is an item in the lesson, like an apple, then someone does something with it. That person or animal has a name, a size or height a certain color hair. They eat it, they give it to someone, they toss it out the window. Something happens. in short, I use a narrative approach which aims at early understanding of full sentences in an understood context. I don't teach things such as 'do you like' as a decontextualised drill.

  • 0

    oikawa

    Blendover

    That sounds good. Like I said though I don't know if this wasn't an overview or review of everything they'd studied as they knew all the vocabulary very well, and it would be better in a normal lesson as warm-up in my opinion, but how do you teach abstract things like days and months or the alphabet using your method? And most schools, even very professional ones/actual primary schools don't have realia at hand, only flashcards. How would you teach "Do you like ...?" to kindergarten children in a narrative format when their vocabulary and reading ability is non-existent at that stage?

  • 0

    blendover

    I don't teach abstract concepts to young children if they don't already have a fair grasp of the concept in thier own language first. I just don't see the point. When they do, I introduce items like days of the week and months within the narrative. That is, something happens or happened on a certain day in a certain month. Actually, the first thing I start with is today, and then I move to yesterday. The past is introduced early and not separated from the present for anything from one to three years as in many textbook approaches. I try to demonstrate meaning with adtons, pictures, realia and so on as much as possible, but have no problem disambiguating through translation anytime I see lack of comprehension, or asking children to translate as a concept check. To me incomprehension is a killer. There is no point at all in singing songs about Monday, Tuesday, Wednesday if you don't know what they are, and then waiting for god knows how long for the penny to drop. However, I aim for a 10% Japanese, 90% English ratio.

    With reading, I background all the writing in the youngest ages and don't make it a focus. Then I begin to teach reading using a whole word approach but I don't hurry that at all. We do some writing practice, but not a lot in the early stages. During that time I mention the names of letters but don't make a big deal out of it. I do teach the alphabet later on, because it is useful at some point to be able to reference the letters of the alphabet wen learning to spell. But that can be learned very quickly indeed in kids who are older and there is little need at all to push it early in my opinion.

  • 0

    blendover

    Sorry, there is a part of your questions I didn't answer. If there is a character in a narrative who likes something, then there will be another one who doesn't like it. I can then play that off on the children to find out their likes and dislikes and they can line up against the pictures on the board of the characters according to whether they like or dislike the same thing. There is drill like componenent certainly, and chants songs etc. to but there is always a central focus on some kind of event or sequence of events which that all relates to. Hope that makes it clearer.

  • 0

    oikawa

    blendover

    Thanks a lot for your long replies. Just one more thing if I may, I'm still interested in what the narrative is exactly. Are the children at an age where they can follow a written narrative? Is it a mix of stories and conversations? I found the most effective learning with the children I teach was when we worked on a play for a few months, as opposed to the normal approaches found in textbooks, but unfortunately most texts use that same drill like method.

  • 0

    blendover

    Well it depends on the level what the narrative is. A very simple one would be:

    Julie wants a candiy. She goes to the table. No candies there. She goes to the chair. No candies there. She goes to Jane

    'Jane, do you have candies' 'Sure here you are' 'Thank you'

    The main practice would be on 'want' and 'go'. With 'want' you can play on other words that they know. 'Does Julie want an orange?' No. That's right. She doesn't want an orange. etc. With go, you can do TPR with children going to different places and get group chants of 'No candies there.'

    You can spin these things right out to get more repetition, but if you run dry then you can simply introduce a second character who wants something else and goes to the same places and maybe one or two different places.

    Children do not have to be at a stage to be able to follow a written narrative to engage at this kind of level. And yes, you can insert dialogue as above. Yes again, you can get class members to act out the roles.

  • 0

    oikawa

    Blendover

    Thanks for sharing.

  • 0

    blendover

    No problem. And I should say that none of my remarks above were aimed personally at white-shinobi. I know that his skills didn:t come easy. His classroom control, pacing and laid back delivery. They:re all great. It:s the methods that I have a problem with, and as you say they are standard. Which is why I can:t do what the author of the article recommended and work for other people.

    You don:t teach the alphabet to kindergarten kids? Sorry you have to. You don:t want a new kid in your class with students that have been studying with you for half a year. Sorry you have to. You don:t do the months of the year in a nice little bundle? Sorry you have to. You don:t want to use our textbook? Sorry you have to. That's what I've been treated to, and why getting that balance of financial and teaching goals doesn't come easy for me.

  • -2

    gaijinfo

    We teachers know that education is more than a job – we are changing the world.

    While I'm glad this guy found a job he enjoys and is passionate about, I'm not sure that ANY teacher is "changing the world."

    There's nothing wrong with providing a service to people that they are willing and happy to pay for. But there's no need to imagine you are some kind of super hero.

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