[It has been exactly one year since the end of my two month experience in Hiroshima, Japan.]
Original intention: write a long reflection on how it changed me (typical and standard)
New intention: write a quick checklist on how I applied new techniques and knowledge
When I returned to the states, I had two days to get ready for my first teaching position. Thankfully, with the help of excellent administration, staff, and colleagues, I was able to jump into teaching English enrichment, two 7th grade beginner strings courses, and two 8th grade second year string orchestras. I learned a LOT. Please be aware that the following statements were based on observations, experiences, and applications from two specific locations. This does NOT apply to all Japanese schools nor does it apply to all Indiana schools.
Every teaching situation is different. Every teacher and student is different.
And no. Not all East Asian countries have better/smarter kids, students are the same everywhere.
Hiroshima experience
- junior high school
- 7th, 8th, and 9th grade
- sub-urban
- charter school
- total students 260
Indiana experience
- middle school
- 7th and 8th grade
- metropolitan
- total students little over 600
Applications: what I learned from my Japanese Student Teaching Experience
1. Energy Radar: I was more tolerant of natural excitement and freely gave out jumping jacks and push ups in orchestra. Sometimes, they really can't control their energy during the awkward body changing stages. :/
2. Question and Answer: Calling on a student unexpectedly depends on how often it occurs. Daily routine? They'll stay on guard. Once a week? They could hate you depending on their preparation.
3. Community Understanding: Some students live an hour away from school or have family obligations. That could change a multitude of classroom or program expectations (or require specific adjustments).
4. Student Leadership: After watching my Japanese students take over announcements, write objectives, and give daily homework reminders, I wanted to try it in the US. My orchestra students enjoyed the little roles they played in the classroom such as: manager, inventory, handy-man, set up crew, advertisement committee, librarians, personal assistant, and so forth.
5. Assignments and Assessments: Give homework/projects with care and consideration of home expectations. In Japan, most students have cram school when school ends (around 6pm). Going through a quiz, test, and/or rubric is comforting for some students.
6. Common Ground: After trying every club in the Japanese charter school, I noticed how quickly the students will relate and bond through extra-curricular activities. I was glad that I went to the games and meets of my Indiana students. They were so excited that someone cheered for them.
7. Electronics Usage: I need to jump on this. I like technology but sometimes I am unable to keep up. I lack the access to some items, however, I realized I need to be able to relate with students through technology.
8. Personal Interests: What I really liked about my assigned teachers in Japan was that they used some personal information as "examples". One of the English teachers would always joke about his wife loving him to teach subject and object. I tried using my dog and I as an example during orchestra and it worked like magic.
9. Clarity of Speech: Again, my assigned teachers were so direct about the 'who, when, where, what, why, and how'. I then did my best to give instructions for my orch kids. Example: Violas(who), during the previous run(when), at measure 52(where), it was too soft(what), please increase your sound(what), you have a new theme(why), more bow, pressure, and speed (how).
10. Clarity of Intention: A great teacher once said that students should know the goal of their work. I discovered that sharing the concert objectives and discussing the concert programs were not only motivating, but allowed the students to have a sense of ownership.
Of course I learned a lot more than just ten concepts. I will post other 'teaching moments' should they arise.
A teacher can complain all they want about the previous school.
A teacher can be upset about the previous school.
A teacher can focus on the negative events about the previous school.
A teacher can try to forget about the previous school.
---but---
Successful teachers that I've met did the following....
remember the challenges and reflect on the procedures and outcomes
remember upsetting moments but rejoice in the lesson learned
remember disappointing occasions and seek new advice and useful resources
never forget the previous school because he/she understands it is a part of educational growth.
:)
