When you work as an ALT, your relationship with your JTEs (Japanese Teachers of English) will shape your daily experience more than anything else.
Some JTEs are fantastic collaborators and your new best friends. Others are distant, overworked, hard to read, or even just plain don’t like working with ALTs. Most fall somewhere in between.
There is no single “correct” way this relationship works, and expecting one is a fast path to frustration. Understanding what a JTE is, how ALT–JTE dynamics usually function, and how to position yourself as easy to work with will make your job much smoother.
What Is a JTE?
A JTE is a licensed Japanese teacher responsible for English education at the school. Most schools will have multiple JTEs (at least one for each grade level), so you’ll be working with more than one as an ALT.
They are accountable for:
- Curriculum coverage
- Exams and grading
- Classroom management
- Compliance with school and Board of Education policies
As an ALT, you support English education and cultural exchange. Even in situations where you are given significant responsibility, the JTE remains ultimately accountable for what happens in the classroom.
At least in theory.
In reality, the ALT-JTE dynamic is complex and varies from school to school and teacher to teacher. While your JTEs will have formal accountability for what happens in the classroom, that doesn’t mean you won’t catch flack if things go poorly.
Part of your job is building a relationship with your JTEs. While we can’t cover everything in this article, we can explain what’s happening and how to best position yourself for success.
Common ALT–JTE Dynamics
ALT-JTE relationships generally fall into a few broad patterns. None of them are inherently good or bad.
JTE Leads
In this model, the JTE plans and leads lessons. The ALT supports pronunciation, activities, and student engagement.
Technically speaking, this is how the ALT-JTE relationship is “supposed to be.” And for most ALTs, at least some of your JTE relationships should fall into this model.
However, it’s far from the only model!
Co-Teaching
Here, the ALT and JTE share planning and delivery, with both giving input on lesson plans and both leading some parts of the delivery.
This is the most rewarding model for ALTs. When the JTE takes lead all the time, ALTs can feel like “human tape recorders,” mindlessly repeating English phrases. When the JTE never takes lead, ALTs can feel like the JTE is taking advantage of them.
However, Co-Teaching usually develops over time and depends heavily on trust, intercultural sensitivity, and language ability. Don’t be surprised if it takes time to develop your relationship with your JTE to the point where Co-Teaching is possible.
ALT Leads
With some JTEs, the ALT will have to plan and run most or all of the lesson.
There can be many reasons for this. Some JTEs are burnt out by working long hours (your JTE will almost always work more hours than you). Some are lazy or don’t like working with ALTs.
In other cases, the JTE might feel uncomfortable using spoken English and are intimidated by native speakers. Others may have had complaints from past ALTs who wanted more opportunities to take lead.
Whatever the reason, being forced into the lead position can be a welcome break from reading the textbook out loud. Even if your JTE is actually work-shy, that’s not necessarily a bad thing!
Taking Turns
Some JTEs will want to take turns planning and/or leading lessons. Usually, this happens when the JTE has had a chance to see you in front of the classroom and feels comfortable handing things over to you when needed.
This is similar to Co-Teaching, but instead of doing all of the planning and delivery together, you’ll take turns being responsible for the lesson. JTEs will often request this when they need to catch up on grading, attend meetings, or are otherwise overworked!
Rare ALT–JTE Dynamics
While most ALT-JTE relationships fall into the above categories, there will always be exceptions. While it’s impossible to cover every exception, here are a few dynamics that are rare, but come up enough to be worth mentioning.
The Absent JTE
You’re not entirely sure who this JTE is. You suspect you’ve only talked to them once. You know they’ve never actually shown up to the lessons they’re scheduled for, even though legally speaking ALTs aren’t supposed to be the only teacher in the classroom.
Don’t bother trying to hunt them down. They’re like Bigfoot or the Loch Ness Monster. The mystery is more beautiful than any answers could be. Instead, enjoy the opportunity to lead class and try out all the ideas your other JTEs won’t let you use.
The ALT Hater
Maybe they worked with some ALTs in the past who were complete losers. Maybe they just hate foreigners. Whatever the reason, this JTE hates ALTs and doesn’t want you in the classroom.
Do your best to fade into the background and only contribute when they ask you to. If you’re lucky, over time they’ll understand that you genuinely want to help.
If not, don’t try to have a heart-to-heart with them. Instead, talk to your supervisor or Board of Education contact. Direct confrontation is never your friend in Japan.
The Weirdo
Maybe your JTE is a middle aged dude who reeks of unfiltered tobacco and rum. Maybe she’s a suspiciously wealthy young woman who’s constantly jetting to Thailand or Malaysia on the weekends. Maybe he’s a first-year teacher with less experience than you (and only a few years older than the students).
While many JTEs can be put into boxes, there will always be some who remind you you’re working with individuals, not categories. And that makes them the most valuable JTEs of all.
When you get right down to it, every JTE is a little weird in their own way. You need to build each relationship individually, not say “well, that JTE lets me do this.”
Tips for Getting Along with JTEs
While each JTE is an individual, there are some best practices that will work 99% of the time. Consider these as starting points, not ending points – if they don’t work, adjust!
The JTE Is Busier Than You Are
JTEs juggle classes, grading, meetings, paperwork, and club activities. If something feels rushed or under-communicated, it’s most likely due to time pressure.
Because the JTE is almost universally more busy than the ALT, it’s on you to adjust to their schedule. Be respectful of their time, because they have less of it than you.
Adapt to the JTE’s Needs
Before trying to improve or change anything, match the JTE’s pace and priorities.
Some value strict structure. Others value energy and engagement. Your job is to support what they need, not to impose your preferred teaching style.
Avoid Direct Disagreement and Confrontation
Public (or even private) disagreement, visible frustration, or correcting a JTE in front of students damages trust quickly.
If you don’t agree with a JTE’s lesson plan, frame your alternative as an option they can choose, not as something better than their idea.
If a JTE makes a mistake during a lesson, don’t correct it directly. That will cause them to lose face in front of the students, which will make them resent you. Instead, look for opportunities to use the correct version of whatever they messed up. That way, they won’t feel called out.
Oh, and if a student points out the discrepancy, you can always say “Oh, this is just how we say it in my country. JTE sensei, is that Australian/British/American English?”
If you are having real problems with a JTE, don’t try to “clear the air” or “have a heart to heart.” Directly acknowledging that there is a problem will only make the problem worse. Instead, reach out to a middleman – someone like your direct supervisor, the vice principle, or someone at the Board of Education.
While this can feel like talking behind your JTE’s back, they will almost certainly prefer this to a direct conversation. It’s a Japanese thing.
Sometimes, Trust Takes Time
While you’ll have some JTEs that you click with immediately, strong working relationships usually need to be built.
While no one is expecting you to be a perfect teacher on day one, you need to show that you’re trying. Showing up prepared, on time, and engaged builds goodwill, even with the grumpiest of JTEs.
Have “Anytime” Backup Lessons Ready
Schedule changes happen. Usually with very little warning. Even the best, most organized JTE will sometimes ask the ALT to teach an emergency lesson with zero notice.
That’s why you should have some simple, reusable backup activities ready to go at all times. These include:
- Review activities that can have any vocabular or grammar slotted in
- Cultural lessons that can be adjusted for any grade level
- One-off lessons that you’ve been wanting to try
Being ready to go when your JTE has nowhere else to turn is one of the fastest ways to show you’re a team player, not a living textbook.
What to Read Next
When to Use Japanese at School
Navigating language boundaries with coworkers.
Life in the Japanese Workplace
Understanding hierarchy and group expectations.
Demo Lesson Basics
How classroom roles affect teaching expectations.
Thinking about applying for ALT work? Get the full guide to applying and interviewing in So You Want to Be an ALT.
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