Posted in Teaching Things

“Let’s Pretend I Know What I’m Doing”

There are many teacher phrases out there in the world, such as “sit down, be quiet, listen carefully, raise your hand,  Shiori I swear to God if you don’tputyourmakeupbackinyourbagrightthissecond-,” and so on.

But my more recent favorite is this one: “Let’s pretend I know what I’m doing and…”

I through this phrase around especially during exam time. I have to design tests, mark tests, and then put all the points into an Excel file. The points get calculated into the school’s grading system, and then students take those report cards home. I have to check and double check that everything I’m doing is not only correct, but also tallied up in the system.

Last Friday, I said this phrase at least three times. “Ok, Mr. Nasu let’s pretend I know what I’m doing. My plan is for the test to have both a multiple choice format, but also a writing section. I think I might throw in some sentence scrambles, too. It’s a fifty minute exam so…what do you think?”

Mr. Nasu replied with, “Sounds good?”

And with that feedback, I powered through making my test. You would think after six years of doing test stuff I would get better at it, but not always. This year in particular, I was put in charge of the whole Standard First Year Communication Course Curriculum. As someone who never designed curriculum, I felt a little nervous, and I needed to design this curriculum around all new textbooks.

Basically, throw out everything from last year and start from scratch! Yay!

Also, this side-note is neither here nor there, but I still question the logic of putting a person with the least amount of experience in curriculum design a whole division of a school’s English course. I mean, fantastic they all had confidence in me that I could handle the pressure of it, but if I’d been an administrator I don’t think I would’ve done it this way. Once again, notice how my new favorite phrase is, “Let’s pretend I know what I’m doing.”

The fact is “knowing what I’m doing” can only come from these kinds of experiences though. Without getting in over my head and having to figure things out quick, I wouldn’t be able to bang out a final exam in a week like I just did. I suppose it helps that I refuse to give up or throw in the towel for projects I’ve never done before, but instead just ask for help from fellow teachers (or ya know, Google it if necessary). Support systems are always good in times of stress, be they in or out of an office environment, especially for new adventures into the unknown.

As the year wraps up, I’m really glad I ended up being put “in charge” of this communication course. I would like to believe I did the best job possible given my lack of experience in this aspect of teaching, or if nothing else managed to accomplish more than I ever thought I would when given this assignment. My worst nightmare was getting a worksheet out, only to realize I couldn’t finish a lesson in time for a midterm or final, or completely losing a test file! Luckily, I can put those fears aside now.

I’ll be gaining new ones with whichever new job I attain, I’m sure. The odds are high I’ll be saying, “Let’s pretend I know what I’m doing,” a lot in the coming few months. Whatever the future holds, I think it’s a useful phrase, whether teacher or not.



Life in Japan suits me, so I write about it.

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