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IIST e-Magazine (For the Japanese version of this article)

International Educators to Japan (IEJ) Program 2018 (1) A Dream Come True! Brenda Raymond Teacher, the Walled Lake Consolidated School District (Michigan, US), Mary Cooper Principal, Martin Luther King Jr. Elementary School (Ann Arbor Michigan, US) [Date of Issue: 28/September/2018 No.0283-1088]

Date of Issue: 28/September/2018

International Educators to Japan (IEJ) Program 2018 (1)
A Dream Come True!

Brenda Raymond
Teacher, the Walled Lake Consolidated School District (Michigan, US)

Mary Cooper
Principal, Martin Luther King Jr. Elementary School (Ann Arbor Michigan, US)


From June 24 through July 5, 2018, IIST held the International Educators to Japan (IEJ) program to invite to Japan teachers and education-related personnel from the Western countries who are involved in education of Japanese students abroad. This program is intended to provide overseas educators with an opportunity to experience the educational environment, history and culture of Japan, so that they can apply the experience in their schools. Program reports from two members of all the 31 participants this year are introduced separately in this and the next issues.


INTRODUCTION

12 days +4 cities + 3 schools + breathtaking beauty + extraordinary hospitality + invaluable learning = The trip of a lifetime!!!

Our journey to Japan far surpassed our expectations. Meeting and learning with other educators from across the USA, Canada and from Brussel's gave us the opportunity to extend our learning circle, meet new friends and learn from one another. Our Michigan group truly bonded and became true friends. It was a fulfilling experience that allowed us to live in a Japanese home, learn about and teach in a Japanese school and gave us time to love the culture, food and people in such a beautiful country.

Detroit cohort during the Kimono wearing experience at Suzunoya in Tokyo.

Detroit cohort during the Kimono wearing experience at Suzunoya in Tokyo.

The Schools

Visiting schools in a foreign country is something many educators would like to do but don't get the opportunity to experience. Our group of educators almost unanimously agreed that we had many misconceptions about what we expected to see in schools. Straight rows, teacher directed, and individualistic were some of the misconceptions we held until observing and teaching in the Japanese schools.

Our visits to three different schools truly allowed us to see that kids are kids and school life in Japan is somewhat reminiscent of school life in America. Of course there are differences. But, like our US children, they asked our age (and gasped when I told them 58!), our birthdays and favorite colors.

We witnessed enthusiastic kids learning English when we taught our lessons, cheering to get the extra snack, the little girl helping another child with a bloody nose, a crying child in the hallway, and the use of document cameras and interactive videos for instructional times. All things that happen everyday in American schools.

There were several aspects of the Japanese schools that stood out to us. Their emphasis on collaboration, community, and risk-taking was evident at each of the three school visits.

1. Community responsibility for cleanliness of the building.

The learning began the moment we walked in the door at Tachiai School when we removed our shoes and put on slippers. Students and teachers take care of the cleanliness because they see it as an honor to be at this school. Just as in the cities, there was no trash strewn in the hallways.

Students serve lunch to one another.

Students serve lunch to one another.

2. Community responsibility for meals.

The lunch program in the classroom was a fascinating process to observe. Six to seven children doning their white coats and hair coverings, served their classmates and guests. They were collaborative and problem-solvers. The teacher was on the sidelines to offer guidance if necessary. It's apparent the first grade teachers work hard at guiding the youngest students how the process works. No one eats until everyone is served.

Students ate their lunches in clusters of four and five and had quiet conversation during their meal. If there was food on a plate that a child did not eat, they returned it to the community pots, where others then help themselves. No food was wasted, no trash was left behind, and all were content.

3.Risk-taking opportunities.

While on the playground, there was a flutter of activity with children just playing and engaging.
Students unicycling during recess at Tachiai Elementary School in Tokyo.

Students unicycling during recess at Tachiai Elementary School in Tokyo.

Seeing children riding unicycles truly amazed us all. Yet the unicycle is a toy that actually symbolizes so much about the Japanese people-- perseverance, balance, patience, courage and trust. This is not an activity for perfectionist! This is an activity for a risk taker! Riding a unicycle generally equates to many, many failed attempts and falls. But, we realized it truly allowed a child to grow physically, mentally, emotionally and socially.

4. Community responsibility for classroom management and learning.

The morning assembly of the student body helped develop a sense of community in the schools. The children had obviously practiced assembly behavior and expectations which helped the assembly run smoothly and take minimal time from instruction. It also set the tone for the school day. Teachers monitored classes very closely and due to the way students were seated they were able to whisper in their ear if correction in behavior was needed.

In the classrooms, students were seated in pairs. Learning was shared between classmates as they frequently were given the opportunity to turn and talk to one another. Students encouraged and helped one another when one student was struggling, as we observed in the English demonstration lesson. While at the Elementary school Attached to Nara Women's University, the teacher had a student as “classroom manager*.” When the noise level got too high, the classroom manager would ring the tambourine.

Another student was responsible for taking notes for the entire class. This level of collaboration and interaction was not something we expected to observe.

*Editor's Note: At the Elementary School Attached to Nara Women's University, a couple of students serve as “classroom managers” for each academic subject and manage the class with their teacher. All children need to serve as “classroom managers” in rotation.

5. Community responsibility for ensuring children get to school safely.

walk to schoolWatching an entire school community walk to school in a safe, structured manner was so typical of the harmonious nature seen in Japan's daily life. The older children take responsibility for the younger children while they all walk together while chatting with friends, greeting the elders along the route who volunteer each day to see them to school safely. It was truly remarkable to be a part of this daily routine.

Japan's beauty and splendor

Japan's beauty and splendor is magnificent! From the Bamboo Forest, Zen Gardens and The Golden Temple in Kyoto, to the rice fields, and mountain we were surrounded by breathtaking sites. Miyajima with its mountainous greenery and temples will be indelible in our minds. The Japanese people work tirelessly to maintain their country's beauty, and one overt way they do this is by keeping trash picked up. Because of their great respect for their country, even in the cities, stadiums and subways were spotless! The joy of each new day came with wondering what our eyes would behold and we were never disappointed!

The attention to detail everywhere was prevalent from the beautifully displayed food, to the stunning department stores. Tokyo by night was a sight to be seen, too. It's beautiful lights with the gleaming Tokyo Tower.

Pagoda on Miyajima and Bamboo Forest in Kyoto.

Pagoda on Miyajima and Bamboo Forest in Kyoto.

With Buddhist priest at the Todaiji Temple in Nara.

With Buddhist priest at the Todaiji Temple in Nara.

Host family

Hospitality is defined by Webster as “the friendly and generous reception and entertainment of guests, visitors, or strangers”. This does not begin to fully encompass the goodness shown to us in the way we were treated by our gracious host families. They gave up their beds and slept on mats for the sake of our comfort.

In one home situation, the visitor knew limited Japanese and host family knew limited English, but thanks to Google Translate the conversations were meaningful! The food was prepared with love and attention and being thoughtful to our food restrictions. On the last day, when being dropped off at the school, one host family member carried an umbrella over the guest''s head to ensure she was not scalded by the sun. Our host families were the epitome of hospitality!

Host families greeting us at Ikaruga.

Host families greeting us at Ikaruga.

Seeking people we know

When traveling, no matter where in the world, we look for people we know. During this trip of a lifetime, while we did not see anyone we knew, we recognized the children and the families as being similar to the Japanese students and families in our schools! From the playfulness of the children to the polite mannerism of the adults, we walked a way with a better understanding of the Japanese people and culture.

Therefore, upon our return to school in September, we will be even better in connecting with our Japanese families. Beyond greeting them with “Ohio Gozaimas”, we will appreciate their desire to contribute in meaningful ways to our learning environment. We will strive to incorporate some of the same values we witnessed while in this amazing and hospitable country!

Arigato Gozaimasu, IIST!

Outing at the Tokyo Dome to see the Giants play baseball!

Outing at the Tokyo Dome to see the Giants play baseball!



About the Author

Brenda Raymond
Brenda Raymond is a first grade teacher for the Walled Lake Consolidated School District in Michigan USA. She has taught over 100 Japanese students in her 30 years of teaching. She is a life long learner with a passion for travel and teaching. Brenda thoroughly enjoyed teaching in Japan and is grateful for the experience.

Mary Cooper
Mary Cooper is the principal of Martin Luther King, Jr. Elementary School in the Ann Arbor Public Schools, Ann Arbor Michigan. She has recently completed her 36th year of teaching, has served as a principal for eight of those years, and has loved every step of her learning journey. Mary recently had the opportunity to experience the trip of a lifetime by touring Japan with an amazing group of 31 educators.


(For the Japanese version of this article)


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