Team-teaching is one of the defining features of the JET Programme and many ALT (Assistant Language Teacher) positions across Japan. On paper, the system is straightforward: a Japanese Teacher of English (JTE) and an ALT work together in the classroom to deliver engaging English lessons. In practice, however, team-teaching is far from uniform. Every school, every teacher, and every ALT will bring their own style, priorities, and comfort levels into the mix.
Through trial and error, patience, and small victories, many ALTs come to realize that successful team-teaching is more art than science. Collaboration doesn’t always happen seamlessly, but when it works (even in small ways) it can make a lasting difference for both students and teachers.
The Spectrum of ALT Roles
One of the first surprises for many ALTs is how varied their role in the classroom can be. In some lessons, the ALT may act primarily as a “tape recorder,” reading dialogues or providing pronunciation practice. In others, they might circulate among students, offering help on assignments and supporting one-on-one communication. And occasionally, a JTE may hand the reins over entirely, asking the ALT to design and lead an entire lesson.
Each scenario comes with its own challenges and rewards. Acting as a “tape recorder” can feel uninspiring at first, but it also allows students to hear authentic pronunciation and intonation. Circulating among students creates valuable opportunities to connect individually and provide personalized support. Full lesson-planning, while daunting, pushes ALTs to be creative, resourceful, and confident in front of the class.
The key is flexibility. Rather than expecting one “ideal” version of team-teaching, ALTs thrive when they can adapt to the teaching style and needs of each JTE they work with.
Navigating Communication Barriers
Even when both teachers have the best intentions, communication can present obstacles. Differences in language ability, cultural expectations, and teaching philosophy sometimes lead to mismatches in classroom style. For example, while some JTEs may want the ALT to be highly active in lesson delivery, others may prefer them to stay in the background.
Clear communication before class can help avoid confusion. Short planning meetings, even just five minutes before a lesson, allow both teachers to clarify expectations. For instance: Will the ALT introduce today’s grammar point? Or should they focus only on pronunciation? Establishing these roles up front prevents awkward handovers in the middle of a lesson and helps ensure a smooth classroom flow.
Flexibility remains crucial here as well. By following the JTE’s lead, while also being willing to step in when asked, ALTs can build trust and show that they respect their colleagues’ professional judgment.
Compassion in the Classroom
Team-teaching isn’t just about balancing two teachers’ approaches—it’s also about navigating the diverse needs of students. At times, ALTs may face situations that test their adaptability and empathy.
Consider, for example, administering a speaking test to a student with selective mutism. On paper, such a task might seem nearly impossible. But with compassion and sensitivity like adjusting expectations, offering reassurance, and celebrating even the smallest effort, an ALT can help ensure that the experience doesn’t become overwhelming or discouraging.
Moments like these highlight the heart of team-teaching: working together to support students not just academically, but emotionally. While JTEs bring a deep understanding of their students’ backgrounds, ALTs often bring fresh perspectives and the ability to notice progress others might overlook.
Building Relationships with Teachers
The strength of an ALT’s working relationships with their JTEs often depends heavily on school size and culture. At smaller schools, teachers tend to have lighter workloads and fewer students to manage. This often translates into more opportunities for meaningful interaction with the ALT, whether it’s discussing lesson plans, chatting casually in the staff room, or bonding over shared interests outside of school.
At larger schools, however, the dynamic can look quite different. With hundreds of students to manage and packed schedules, teachers may have less time to engage personally with ALTs. This can sometimes leave ALTs feeling isolated or underutilized. Over time, however, it becomes clear that this distance is rarely personal; it’s simply a reflection of workload and circumstance.
Successful ALTs learn not to take these differences to heart. Instead, they focus on making the most of the interactions they do have, while recognizing that strong collaboration doesn’t always require constant personal connection.
The Small Wins That Matter
Team-teaching is rarely perfect, and ALTs who expect seamless collaboration may find themselves frustrated. But over time, it’s often the small wins that stand out. A lesson where students laugh at an activity. A JTE who suddenly asks the ALT for help introducing new vocabulary. A shy student who finally answers in English after weeks of silence.
These moments might seem minor in the grand scheme of things, but collectively, they represent the heart of successful team-teaching: steady, incremental progress that builds both skills and confidence.
Lessons Learned from Team-Teaching
After months or years of working side-by-side with JTEs, many ALTs walk away with lessons that extend far beyond the classroom.
- Adaptability is essential. Every teacher is different, and every class is different. Being willing to adjust expectations and roles is the first step toward harmony.
- Communication matters. Even brief pre-class discussions can make a big difference in ensuring smooth teamwork.
- Compassion goes a long way. Recognizing the unique challenges students face (and adjusting accordingly) helps create a positive learning environment.
- Don’t take things personally. Differences in teacher engagement or workload are rarely a reflection of the ALT’s performance.
- Celebrate the small wins. Progress often comes in small, unexpected ways. Recognizing those victories keeps motivation alive.
The Art of Collaboration
At its best, team-teaching is a partnership. It doesn’t always unfold smoothly, and it doesn’t look the same in every classroom. But when JTEs and ALTs find ways to work together by balancing communication, flexibility, and compassion, the result is a more dynamic, engaging, and supportive environment for students.
The art of team-teaching lies in embracing its unpredictability. Every class is a new opportunity, every teacher a new collaborator, and every small success a reminder that progress is possible. While the challenges are real, the rewards make the effort worthwhile.
