Junior high school has a great range of teaching situations: the difference between first year students (who in their enthusiasm and friendliness are close to elementary students) and third year students (who tend to be either absorbed in cramming for tests or hopelessly rebellious) is great, and the level of English involved in each grade also varies wildly.
Trying to balance the needs of students and the demands of the curriculum can be challenging, particularly after the second year when language targets get progressively more difficult and more and more students are left behind.
ALTs need to be able to use a range of activities in order to keep their students interested and motivated to continue with their English studies. Some ALTs will also be involved with elective English classes, and may need to create a yearly curriculum for their classes.
Faced with this confusing array of needs and situations, ALTs should draw upon the resources available to them: other ALTs, educational support staff, online and printed materials, and perhaps most importantly, their JTE colleagues. JTEs at your school are most likely to have a good idea of what the students are like and what they need, as well as what they will respond to. Asking your more experienced colleagues for advice is also a good way to build your relationship with them.
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