Our final stop on the educational tour was Tagami Elementary School. Fluffy white bunnies, waddling ducks, multi-colored flowers and bright eyed Japanese children dressed in white and navy uniforms and wearing bashful smiles greeted us on campus. We arrived before the students and this time we clapped and cheered for the students as they walked to school in small groups. There was a group leader who carried a school sign as they crossed the street.
There was time before school started for a quick game of dodge ball. Let me tell you, this "Sumo Wrestler" was an easy target and I got knocked with the dodge ball more than once. But it was loads of fun playing with the students and making them laugh. It reminded me of being at home with my kindergarteners.
The school bell rang and the students sashayed into the building. The front of the school and the courtyard had dozens of blossoming flowers in a rainbow of eye-catching colors. Once again we did the shoe/slipper exchange ritual. We were escorted to a conference room where we received greetings from the Principal and other officials. The principal is retiring at the end of school because he has reached the mandatory retirement age. This year is a bittersweet one for him and the faculty. He shared with us the history of the school and how it is a community school and thus has much parental involvement.
Then it was time to observe the classes. In the hallways, there were Origami displays and projects made from recycled items that caught my eye. The artistic talents of these students are certainly being fostered at an early age. In home economics, boys and girls were using a sewing machine to make aprons. They measured and cut with the precision of Martha Stewart.
Classes were taught using the direct instruction method by the teacher. Students were either actively listening or using manipulatives. Many classes used workbooks. Following the observation period, we returned to the conference room where staff members shared with us the research and educational methods they use. Many of the strategies were similar to those being used in American school systems.
Only in Kagoshima can you help second graders "thresh the grain". The students had planted and tended to rice in a nearby field. The rice plants had been harvested earlier in the week. We did not have to be directed where to go to help the students we simply looked out the window to discover a vibrant blue sea of children busily working with rice plants. The Japanese teachers had laid out a large blue tarp that reflected the beaming sunlight. Students wore hats to block the pounding sunrays. I had to borrow one of the hats for a picture. It was a Kodak moment that I couldn't pass up. All of the American educators teamed up with a second grader and used a chopstick like instrument to force the rice grains of the plant. The grains were placed in a cup for safekeeping. The students will cook and eat the rice at a later date. We couldn't thresh the grains fast enough for the youngsters. Many would take our hands and show us how to do it quicker. We even got a couple of thumbs-up! But I did not bring any rice home.
Upon returning to the conference room, a student from each homeroom came to escort us back to their classroom for lunch. I threshed a lot of grain and had certainly worked up an appetite. It might be a lucky guess but something told me we were having rice. My feet were hurting as well. Walking around in slippers all day is hard work. No pun intended.
My assignment was Grade 2, Class 3. It was a child-centered classroom full of enthusiastic students. The majority of the students knew some English words. About six of the second graders were dressed in cafeteria worker uniforms, complete with mask, hat and snap buttoned smock. The students helped serve lunch. The menu included soup with baby quail eggs, mixed vegetables and bread. What no rice? It was a tasty lunch but I did not gamble on the quail eggs so I folded again.
After lunch, the elementary students followed the same routine as the Jr. High students. At the end of the meal they cleaned their trays, bowls and utensils, used the restroom and brushed their teeth. Following lunch was recess time. The students changed clothes and went to the playground. Again all activities were done with little adult supervision.
Buckets of water, brushes, rags brooms and protective facemasks indicated to me it was time for the cleaning of the school. All of the students eagerly pitched in to help keep their campus clean. The students helped clean the grounds and flowers. They even helped to care for the animal homes that housed white furry rabbits and brown speckled ducks. It was obvious that cleaning the school comes second nature. They are trained at an early age to be clean, helpful and respectful of their environment whether at home or school.
There was time before school started for a quick game of dodge ball. Let me tell you, this "Sumo Wrestler" was an easy target and I got knocked with the dodge ball more than once. But it was loads of fun playing with the students and making them laugh. It reminded me of being at home with my kindergarteners.
The school bell rang and the students sashayed into the building. The front of the school and the courtyard had dozens of blossoming flowers in a rainbow of eye-catching colors. Once again we did the shoe/slipper exchange ritual. We were escorted to a conference room where we received greetings from the Principal and other officials. The principal is retiring at the end of school because he has reached the mandatory retirement age. This year is a bittersweet one for him and the faculty. He shared with us the history of the school and how it is a community school and thus has much parental involvement.
Then it was time to observe the classes. In the hallways, there were Origami displays and projects made from recycled items that caught my eye. The artistic talents of these students are certainly being fostered at an early age. In home economics, boys and girls were using a sewing machine to make aprons. They measured and cut with the precision of Martha Stewart.
Classes were taught using the direct instruction method by the teacher. Students were either actively listening or using manipulatives. Many classes used workbooks. Following the observation period, we returned to the conference room where staff members shared with us the research and educational methods they use. Many of the strategies were similar to those being used in American school systems.
Only in Kagoshima can you help second graders "thresh the grain". The students had planted and tended to rice in a nearby field. The rice plants had been harvested earlier in the week. We did not have to be directed where to go to help the students we simply looked out the window to discover a vibrant blue sea of children busily working with rice plants. The Japanese teachers had laid out a large blue tarp that reflected the beaming sunlight. Students wore hats to block the pounding sunrays. I had to borrow one of the hats for a picture. It was a Kodak moment that I couldn't pass up. All of the American educators teamed up with a second grader and used a chopstick like instrument to force the rice grains of the plant. The grains were placed in a cup for safekeeping. The students will cook and eat the rice at a later date. We couldn't thresh the grains fast enough for the youngsters. Many would take our hands and show us how to do it quicker. We even got a couple of thumbs-up! But I did not bring any rice home.
Upon returning to the conference room, a student from each homeroom came to escort us back to their classroom for lunch. I threshed a lot of grain and had certainly worked up an appetite. It might be a lucky guess but something told me we were having rice. My feet were hurting as well. Walking around in slippers all day is hard work. No pun intended.
My assignment was Grade 2, Class 3. It was a child-centered classroom full of enthusiastic students. The majority of the students knew some English words. About six of the second graders were dressed in cafeteria worker uniforms, complete with mask, hat and snap buttoned smock. The students helped serve lunch. The menu included soup with baby quail eggs, mixed vegetables and bread. What no rice? It was a tasty lunch but I did not gamble on the quail eggs so I folded again.
After lunch, the elementary students followed the same routine as the Jr. High students. At the end of the meal they cleaned their trays, bowls and utensils, used the restroom and brushed their teeth. Following lunch was recess time. The students changed clothes and went to the playground. Again all activities were done with little adult supervision.
Buckets of water, brushes, rags brooms and protective facemasks indicated to me it was time for the cleaning of the school. All of the students eagerly pitched in to help keep their campus clean. The students helped clean the grounds and flowers. They even helped to care for the animal homes that housed white furry rabbits and brown speckled ducks. It was obvious that cleaning the school comes second nature. They are trained at an early age to be clean, helpful and respectful of their environment whether at home or school.
Only at Tagami Elementary can you hear an elementary brass band play that sounds so professional they could compete with much older students. The music teacher who displayed an obvious love for her profession and children encouraged them. We strolled to the exit conference with the sweet sounds of the brass band echoing behind us. We reviewed the day���s events and left knowing this visit was certainly genki (cheerful), educational and worthwhile
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