Think Aloud

Freedom of Choice

2013-01-15T19:24:00.000-08:00

I grabbed a book from the public library's book shelf just because its colorful cover caught my eyes. And I looked closely. There is a beautiful young woman looking down covered by a multi-bright colored cloth; I assumed it was a traditional outfit for women. As its subtitle shows, it was about an Afghan woman who defied her fate which was extraordinary inspiring. The author Saima Wahab shared the journey of her life with readers quite beautifully. It made me feel more thankful for being in the U.S. than before after reading this book. But at a same time, I felt terrible about the living situation and women's states in Afghanistan, which made me depressed. Really deep. One of the reasons was this; As I became more confident in understanding about Afghanistan in depth, I wanted to share my knowledge with my 3rd graders. Yet they are too young to understand the whole picture. I got frustrated. I didn't make them depressed.

When I returned it in the library, I found another book. It's called;

My husband glanced at it on the kitchen counter and started reading. In 15 minutes, he said, "You must read it. It must have a kids version." So I googled it and found the Author, Jon Gordon's site. Then, I clicked away several times. Now I found The Energy Bus for Kids.

"What a wonderful book, " I thought aloud. The driver of the Energy Bus is Joy who teaches how to stay positive and overcome challenges in life with of course, a kid friendly setting. One phrase from a song goes, "I am a driver of the bus, I know where I'm going." Jon Gordon invites and encourages children to visualize their life goals and dreams. No one can stop you. You can choose to fuel yourself with positive energy or now. You can choose to accept bullies in your bus or not. I was stunned. In our country, we have choices regardless of the ages, gender, whatever you can see as differences among people. If you make wise choices, your life would be full filled. It totally made sense. Then, my prior lament about the Wahab's book turned into the positive thoughts. While I may not directly introduce terrible things about other countries right now, I can teach gratefulness of being in our country. There were many sacrifices over the years, for example, Dr. Martin Luther King. Jr. When my students visit me 10 years later, I would love to share about the suffers that some countries have been experiencing.

The final gratitude of a day is here; I can choose what to teach my students to prepare for their real life. And my students, too, can learn how to make wiser choices each time. I am very grateful to be a part of their lives.

Number Order in Multiplication

2013-01-10T18:14:00.000-08:00

I am throwing a question at you. Stick with me and have some discussions!

Ordering numbers in multiplication equations has been a headache for a long time. As a 2nd grade student and a Elementary School teacher myself, it was always the same. It is called the "Sandwich Rule" . Number of objects in each group x Number of Groups = Total Number of Objects.

Quite interestingly, although this rule is so common in educators in Japan, it is not necessarily clearly stated in their world widely famous national standards. According to the English Translation for the Japanese Mathematics Curricula in the Course of Study, 2nd grade D. Quantitative Relations states; (2) Student will be able to represent the cases in which multiplication may be applied by using mathematical expressions and will be able to interpret those expressions. A Japanese teacher in Tokyo told me that teachers assume the students' understanding of the multiplication situation by which numbers students are using for multiplier and multiplicand. Since teachers stress about the number order, students should be able to demonstrate the proper number expression. For example, three children are at the park. Each child is holding 2 balloons. How many balloons are there in all? If you are Japanese 2nd grader, the answer is 2 x 3 = 6. Your teacher will love you because you put the numbers in the right order. Your answer proves your ability to identify what kind of number your are dealing with, therefore you can apply multiplication concept in your own life. A teacher can analyze it by just a glance.

Whereas American styles vary. Every time I teach the multiplication unit, I ask, research, and google math lessons and concepts. Some text books favor the Japanese way, some are strongly against it, and some don't care much. It has been a frustration because no one seems to explain why they use number orders the way they use although they have strong opinions about it. No wonder kids get confused while their teachers are not sure...

One bright piece of news is that Common Core State Standards Mathematics stated clearly for the guidance. Grade 3 Operations and Algebraic Thinking. 1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Hooray! It is totally opposite to what I am familiar with, one way or another. The committee decided to put it in this way because of how we use English language, in my opinion, which is okay. I can deal with it.

But when you see the question like this; A baby whale is 3 meters long. A mother whale is 2 times longer than her baby whale. How long is a mother whale? What would you do? 3 x 2, right? 2x 3 just doesn't make sense. Here is my theory. Objects in each group and the base number (baby's whale) seem like the same category while number of groups and ratio (2 times longer) could be similar. So, I suppose American students are required to manipulate numbers in multiplication in case by case. My concern is how smoothly flexibly they can accept the different ways of thinking as the grades going up. Do they have a strong enough foundation?

I am open to any ideas, especially, the newly coming Common Core. In fact, I share one of the worksheets I have created below. Of course, Step 1 used to be Step 2.... Anyway, I would like to hear some clarification. I want to be confident and consistent. Keep our conversation alive!

Multiplication Word Problem Analysis

Name ___________ Date________

Page/ #	Step 1 # of Groups	Step 2 # of objects in each group	Step 3 Total # of objects	Step 4 Equation	Labeled Answer
1
Write a story Problem. _______________________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

R.I.P in Rapport

2013-01-04T17:52:00.000-08:00

If you have a rapport with someone, you can find "Respect", "Intention", and "Patience" in your trust relationship. There are so many relationships everywhere in different styles and different degrees. It doesn't matter if the relationship is just beginning or if it's over 30 years... Your comfort level has been allowed to flourish into a positive relationship with a particular person. This is what I found as "R.I.P".

First, any communication starts with mutual respect regardless of what or who you are. If you find yourself judging a person in certain ways, such as how he dresses, what he values, or where he lives, etc., a rapport might be difficult to build. Accepting is respecting. It is okay to be different to your appearance or your opinion. Next, if you would like to develop a positive relationship, your must be intentional. Your intention is to want to feel good about each other by mutual respect. So your approach must be friendly and kind with a smile. Your body language is soft and open. Your eyes are meeting with others. Show your interest in what he does. Acknowledgement opens anybody's heart easily. Furthermore, don't wait for the accidental occasion (like hoping to see him at Costco). If that person and the relationship with him is important for you, initiate to call, email, and make an appointment. Last, be patient when you disagree with that person. Allow extra time and room to develop a rapport with someone. If you are respectful and intentional for the purpose of the true relationship, it will come. But it might take a longer time sometimes because personal experiences vary depends on each individuals.

After all, patience pays off. You will feel safe to open yourself up. Positive relationships enrich your life. I would love to be happy by connecting with many individuals, new and previous, close and distant, young and old, in 2013.

Array Finder

2013-01-02T22:10:00.000-08:00

I met a book written in 1970s. Its author is a famous Japanese mathematician/educator, Toyama, Hiraku. In his book, I have learned how to manipulate 10x10 tiles so that young students would develop the concrete concepts of multiplication. In addition, memorization will no longer be such a pain with 10x10 tiles. I made a large classroom presentation 10x10 poster and laminated it. I also made mini version for individual students, all laminated. You can manipulate another color, like "L" shape, to show array quite easily, for example, a photo above indicates 7x8. It is exciting for the creative teachers and students because possible multiplication activities with this tool are endless! In fact, when you make lines on 5s vertically and horizontally, you can see one fourth areas. The array finder will tell you one quarter of 100 is 25, just like a dollar. So the product of 7x8 must be larger than 25, etc.... Bridges Math Curriculum, our district uses as the math curriculum supplement, shows a beautiful partnership with Array Finder. The Bridges 3rd grade Unit 4 was an apparent collaboration to enhance multiplication instructions and activities along with Toyama's 100x100 tiles. East meets West beyond four decades. What else can you say?

A Running Teacher :師走

2012-12-27T12:13:00.001-08:00

Dusting off of the traditional bathhouse, preparing for the new year

Teachers are busy throughout a year. During the month of December, it seems unbelievably busy for anyone in many ways. In Japanese, the traditional way of December is called 師走 (she-wa-su). The Chinese character 師 (she) means teacher and 走 (wa-su) means run. I learned that even calm teachers run around everywhere to orchestrate and make sure everything is under control in December. In the regular academic work, students and school staff clean up all around the school property in order to welcome the new year.

In addition to the daily clean up time, they have a special "All School Cleaning Day" in Japanese public schools. The tradition すす払い (soo- soo- harai), the end of the year dusting, has been in temples, shrines, and ordinary residences. People wants to dust off and polish everywhere before the new year. Dust also means one year's full of complaints, pains, and negatives. Dusting off all of the negatives means to get ready to make a room for the fresh and happiness in the coming year. No wonder teachers are running around to get brooms, dust pans, mops, buckets, and rags for their students.

Another hustle before the winter break is the report cards. Many Japanese teachers still use stamps and handwriting for their report cards. In addition to the report cards, their cumulative folders requires different reports individually.

Then, there are some party times after school hours. Young teachers must call up restaurants or catering businesses to reserve and organize the staff party which is called, 忘年会(bow-nen-kai). It is common in a lot of organizations and circles of friends to hold parties in December. People try to forget about what have happened during the year, especially the negative experiences, by having fun at a party. Another party is held as 新年会（shin-nen-kai), a new year's party. Although there is a massive amount and excitement in the end of the year party, they must have another one in January. The level of energy is similar, but a new year's party is a significant part of families, friends, and coworkers in the country, because its meaning is to welcome happiness. At each party, young teachers are extremely busy to pay bills that they collected from teachers. They also visit to pour Sake (rice liquor) to elder teachers to show respect. Young teachers cannot refuse to drink when elders offer a glass of beer. If you are drinking woolong tea by yourself, you are considered to be rude. Can you believe that there is a second party and a third party after each major party?

Yes, Japanese teachers are running everywhere between classrooms and the staff lounge and between school and party destinations. Shopping and wrapping Christmas gifts are busy but nothing like Japanese teachers' stress, especially young teachers' traditional and social demand and pressure. When I think of my memories in Japan, I take a deep breath, and remind myself, "Don't run. Walk. You will be fine without running." That's how I survived in December 2012.

Discussions in Math

2012-11-30T19:56:00.000-08:00

Three teachers started talking about the learning focus on the Lesson Study. As newbies, our meeting was like walking into deep fog. In the relaxed atmosphere, we realized that our students need to understand what they are really thinking by communicating. So applying some discussion elements in the lesson was a very natural direction to start up with. What about the subject? "Reading has vast opportunities for discussion," one brought up. What about math? On that day, we concluded to not include math because of its simplicity. Everybody looks satisfied.

That night, I was thinking about the discussion possibilities in math. The regular discourse in this subject wouldn't require such sophisticated conversation skills. For example, reply to the question, "What is the answer you came up with?" could be "2 apples." It is not even a complete sentence. And it is the beauty of math. But what if students put their heads together to tackle the story problems? Yes, just like Math Olympiad. They don't have to be math whizzes. I became quite hopeful to try to train all of my students to contribute their ideas in the small group settings.

My college intern got excited for this plan next morning. We brainstormed the specific protocol for the discussion so that a leading student can follow. We made six sets of cards in in rings.

1. I am ____ and I lead our discussion today. Please follow the discussion rules. (Read Discussion Expectations.) Here is the problem that we are going to solve. (Read a problem.)

2. What information do we know about this problem? (underline)

3. What do we have to solve? (wavy line)

4. What strategies might we use?

· “My idea is ______. What do you think?”

· “I agree with ____ because_______.”

· “I disagree with ______ because ______.”

5. Let’s organize and write our solutions in the notebook.

Discussion Expectations:

· Speak one at a time when allowed.

· Look and listen to a speaker with respect.

· Agree to disagree.

I Eye-witnessing six leaders proudly leading their own groups was an amazing experience. Each team has different strengths. While I was listening to their conversation, I could provide appropriate suggestions and necessary re-directions/re-teaching in the small groups. I got a good feeling in terms of student engagement in this math discussion activity. My next step is to assure that they are able to solve similar problems independently.

I cannot wait for the next Lesson Study meeting. We are going to design some lessons together, finally. I now know whatever subject we choose, both teachers and students must have common understanding of discussion. Then, practice. I hope we will find fantastic outcomes in our students' academic achievement and self-esteem.

Finally Friendship Friday

2012-11-16T20:31:00.000-08:00

"Today is Friendship Friday!" Children were exchanging their excitement to each other like spilling out from the school bus in the chilly morning. Some kids were still doubtfully asking, "Are we really going to have Friendship Friday?" I smiled back to them, "Yes, we are!"

At 8:30, our principal's calm husky voice came through the intercom. "We are going to have our first Friendship Friday this morning. You may start moving to your designated classroom." All 5th graders stood up to team up. 2nd grade students are waiting for them. 4th graders were unexpectedly assigned for 1st graders. No problem. Soon my classroom filled up with different faces from nervous little first graders to 5th graders who are ready to lead their group. One third grade girl asked, "Teacher, did you call 3rd graders little ones?" I quickly reply, "No way. You should be big enough to take care of yourself and maybe have extra time to help others." She was satisfied with a big grin.

Our counselor's plan hit both targets, self control and leadership opportunity. "What do you think the best rule for the safe and comfortable school?" As the discussion began, nervousness among students started to melt. With 5th and 4th graders facilitation, small groups, all students contributed their ideal rules. "Be kind," "Walk in the hallway," "Use nice words," Keep our hands to ourselves," and more and more. Soon our list was full of positive ideas.

"Now, we are going to trace our hands. You are one of 650 hands. You are going to write your name and your idea of rule for a safe and comfortable school. 650 hands are going to up in the cafeteria next week!" "Wow, 650? That is a big number!" a boy with glasses exclaimed. I asked, "Are we ready?" As soon as I hear "yes," 25 kids are all over in the classroom tracing their hands. I praised when heard "Thank you" from someone. It was contagious. One minute after the beginning of tracing, I noticed the 5th graders are standing by 1st graders and 2nd graders. Also, 3rd graders were assisting to hold papers for 5th graders. Of course, there were a room full of thank you's.

The closing circle was another incredible experiences among children. A shy little first grade girl mumbled, "4th grader helped me today. I like that." A big 5th grader shared, "3rd grade boy helped me!"

I truly felt like I was bringing in my culture in this learning community because Friendship Friday idea is coming from cross grade experiences in Japanese schools. Younger people exhibit respect to older people, even it's only one year older. Older people's duty is to take care of younger ones, even it's only one year younger. Since this is the culture of their land, it is easily implement cross grade activities in schools in Japan. For example, it's common to see older students and younger students clean school properties during school time. 6th grader walks to school with 4-6 younger students behind him. A group of older students visit 1st grade classes to help reading and serve lunches. Different things happen in different places, but we can utilize anything good for kids anywhere. Through cross grade interaction, they can build the new and positive relationship. They would grow a respect and responsibility with and without words. Thus, I am pretty content that the first Friendship Friday happened today with such a positive atmosphere.

Later in the playground, one girl with a piggy tails approached me, "Thank you for making Friendship Friday happen today." How did she know I was involved in this plan? It doesn't matter. Feeling overwhelmed, I noted, "You are welcome. I am glad you had a good time." Something like this never happened in Japan as far as I was a student and a teacher there. It was a bonus for me by successfully sharing one of my strengths that nobody had known in the U.S.

Mama's at School

2012-11-14T20:20:00.000-08:00

One of new discoveries in the U.S. was to acknowledge a large number of mothers who decided to go back to school. These courageous women often work full time or part time with multiple number of children. No wonder American moms are so powerful and energetic.

The student intern attending to my classroom is one of them. I see her with awe literally every day especially when I have flashback memories of my student teaching days. I admit I was a cocky and sassy college girl. Sadly true, too, was that I misunderstood my cockiness and sassiness were confidence. Of course the age matters, however, the life experience is one of the largest factors that would turn around your perspectives. As a full time student, I was in my small college dorm wondering all about myself all by myself. I often thought about the daily meals I had to feed myself. I dream about my future. I juggled my schedule among classes, parties, part time works, travels, etc. I picked up the phone and complained to my friend about my teacher after each night of my student-teacher's days. They are all necessities in the process of independence that I value, however, I forgot a piece of puzzle in my college year. Being humble.

It is always simple. Eating dinner with family. Talking about what a great meal we are sharing. Exchanging "I love you" each day. Hugging just because I want to. Being a center of the family is hassle and sometimes it could be a burden. At the same time, family experiences enrich and make you grow as a person. It is priceless. These women miraculously manage everything, from today's dinner, children's homework, Thanksgiving menu, and more, on top of their own school work! Being loved, appreciative, and humble are the incredible reasons why mothers exhibit resilience on their own learning as they are. That's why I admire moms at school.

As a mother and an educator, I would like to support moms who want to learn as much as I can. I would like moms to take advantage of their strength and maturity by just being a mom, if they ever want to pursue career. Starting to learn is never too late. When your blood starts boiling for learning, that is the time at however age you are. Similarly true that learning will never end. I hope wives and moms in Japan are interested in my voice.

Differentiation in Action

2012-11-06T21:33:00.000-08:00

Differentiated instruction sounds quite important in both Japan and the U.S. It doesn't surprise me if there are some different approaches between the two countries. But don't you think it's a wonderful idea to take the best extracts from each country and put them together in my own classroom?

Walk to Math instructional model has been practiced in an elementary school in Tokyo where I visited last summer. It was the similar model of Walk to Read that has been popularly used in Reading First schools in the U.S. Basically, students are placed to the most appropriate achievement level by the initial screening assessment. The beliefs behind is that students could receive more focused instructions in the homogenous groups than heterogeneous groups. To close the academic gap, each teacher takes less students than original classroom by dividing two classes into three groups. Principal of this school sounded pleased and proud of her teachers' collaboration team and effectiveness in students' performances.

While visiting this Japanese School, the assistant principal shared with me about "Tokyo Minimum," the special instructional guide based on the research result conducted by the Tokyo Metropolitan Education Department. The study found some critical points in the literacy and math. The critical points, they define, are the skills for foundation for the next level. For example in math, composing and decomposing 5 and 10 are considered to be critical in 1st grade. In order to be competent in additions and subtractions in grade 2, students need to demonstrate efficient manipulation skills with fives and tens. I was thinking, if there were some weakness found in Japan, it would be quite a few in the U.S. Perhaps the critical points might be similar. In reality, number sense was one of the topics that Tokyo educational officials urged to improve as the same weak area as Measurement of Academic Progress identified in my class.

While contemplating, Math para educator stepped in my room. "Good news! I will be available for 30 minutes because of the schedule change." What a great timing! Now I have three adults in my room for 30 minutes for 3 days a week; myself, para teacher, and a student teacher. Quickly I redesigned my math period with the focused (on number sense) center activities which I named "Number Lab". The different level of activities and activities are pulled and instructed by the trained staff. The computer math program is in the rotation to strengthen their skills as well. Later I found that the math coach would be willing to join Number Lab for 2 days a week, which makes our program for 5 days a week! Reorganized the bookshelf to store different worksheets for the different levels, created the tentative monthly plan, and introduced to my students about Number Lab. I get to sit closely with my students to play games and facilitate the conversation. "I don't want to quit," one child whined when the ending bell rang. I look forward to checking their progress of place value and multi-digit addition and subtraction. Differentiation, at least for now, gives all children positive and confident experiences.

Students in a Bubble

2012-10-16T20:47:00.000-07:00

Never spoiled Sushi Plate

Who cares about math talk during the presidential debate? Evidently, I did, maybe all day long. Earlier today, I met the district reading coach and Special Education director. Our topics shifted from identifying struggling students from the Measurement of Academic Progress to brainstorming to the possible differentiation, instructions, strategies, grouping, and possible materials. In our examination, it was clear to identify which kid have difficulties in each or linked areas of five reading components, phonemic awareness, phonics, fluency, vocabulary, and comprehension. There are some programs that we are currently using (STAR, Accelerated Readers, and Read Live Naturally) fit in the progress monitoring. Three of us and my intern were quite ecstatic of how well we have been managing our students with adequate instructional grouping and models. We were very hopeful.

Then, afternoon came. I couldn't stop thinking about another meeting with the district math coach. My anxiety level was getting higher as if I had already known it would not be going to be the same as the reading talk. While analyzing data from the MAP math test, we easily found out the population that is called "in the bubble". Students in the bubble are on or slightly below the grade level boarder line. I asked, "I wonder if there is some progress monitoring tool for math. As you know, Reading has a few." The coach Lisa sighed, "I know." We both knew there was a hard brick wall in front of us. Unlike Reading, Math is tricky because there are way more learning targets than five components that students are required to master before the next grade level. Specificity in the current state standards and upcoming Common Core State Standards are surely helpful to focus on mathematical skills. But when you think about monitoring learning (mastering) progress on "bubble students", it is extremely overwhelming for teachers.

Our discussion focus moved forward to what kind of tools, schedule, and human resources are possibly available. Well, the teachers' plate is already full of good stuff, almost spilling out of it. Think about it. If you spill the food on the floor, sadly it is a waste. How essential to keep only adequate amount of quality items on the plate! Teachers must feed them all before the food is spoiled. In that regard, I don't think I need more or new materials for now. I would like to chew and taste each of food items. Then my vision expanded the scene of the party that people enjoy. This is when the collaboration chimes in. Invite a team of teachers to discuss about food (instructional materials) we have. Party is always fun. Collaboration must work.

Controlled Chaos

2012-10-02T21:16:00.001-07:00

I had longed for creativity and freedom while teaching in Tokyo. The elementary school was by the worldly famous fisherman's market and (therefore) several hidden Sushi bars were available nearby. All students wore the navy blue uniform. All classrooms line the students' desks in rows with no exceptions. Four or five students move their desks together during the collaborative group assignment, of course, under the teacher's instruction. Students seem to be very engaged. But each group's assignment is always the same because teachers want to conclude the day's concept by comparing and reflecting each others' activity report/result. Although this approach is beneficial to the students' learning, as a freshman teacher, I questioned in my mind, "Why does every group have to do the same activities all the time?" I have never shared my question. Why? Because that is what most teachers have been doing. No one, especially then younger ones, stand up and ask about the instructional system that is currently working without any major problems.

So I was stunned what I saw during my internship in early 90s in a little town of Idaho. The second grade classroom was in chaos right in front of my very own eyes. Students were scattered randomly at their desks, at the big table, and on the floor. On the floor????? I couldn't believe my eyes. There were different activities going on simultaneously, which, I have never done or seen in Japan. Observing a little closer, I realized this chaos was well under control. Except for one student rolling on the floor during the entire lesson, every student seemed to know what they had to do. My host teacher wisely whispered, "Welcome to America, this is called center activities." Nice to meet you, Center Activities!

To this day, the centers enable to differentiate my teaching instructions. Today's 3rd grade reading centers went well. Groups are divided based on the correct words per minute and previous year's MAP (Measurement of Academic Progress) test scores. Perhaps most teachers would call it the guided reading group, but manageable centers are my motto while students were on their own. Basically, I don't believe in "Read to Self" for students whose reading level is more than one grade level below. Individual working options today were: 1. Dictionary...To be familiar with dictionary by simply copying guided words and all entry words. 2. Cursive Handwriting Practice...Individual students work on their own without interruption. I let two students at a time (from the same group) play with Leap Frog's Talking Globe for the geography connection. Students quickly and quietly take turns. 3. E-Word Games on Computer...Individual student on the station with a headphone, reviewing vocabulary words that we had just learned in Tier one. 4. Guided Reading Group: Assign books at the groups level. Depending on the reading level, students read aloud with me, without me, or read quietly. Each page, we discuss about the focus reading strategy of the week. I transition from prediction to summary to the middle group. During discussion, I dictated their summary as a model. My timer rings every 15 minutes, so all groups can rotate to every center in an hour. I felt accomplished. So did my students. One student suggested, "Mrs. Hallinan, YOU have to put our celebration marble in the jar for you and us!"

Children with different hair colors engage in the different centers in such an orderly manner that almost reminds me of my Japanese students. Today, I feel like I answered my own question from a quarter century ago.

The Explicit Instruction

2012-10-01T20:16:00.000-07:00

I just finished reading the article, The Writing Revolution by Peg Tyre in the October issue of Atlantic magazine. It made me think again that what we have been ignoring for a long time, "explicit instruction". Good news is the grade level standards will be clear in upcoming Common Core State Standards. So explicit instructions must exist in many ways in our classrooms. Needles to say, there are so many companies spending a lot of time and money to create the lesson plans in writing.

While my mother-in-law shared her schooling experiences in the highly honored Catholic High School in 50s, my impression was the Catholic schooling sounded really like Japanese schools. Teacher (nun) taps a ruler on their palms and walks between isles of desks. If they find the inappropriate postured student at her desk, there is no mercy. Bum! The ruler smashes the skin. My kindergarten teacher walked around with 50 cm ruler to insert it between shirt and neck when my back was not straight. The bamboo ruler's texture froze my spine. In these similar circumstances, similar expectations were on the table beyond the cultural differences.

The writing models that were used in Catholic school in 1950s were "explicit". My mother-in-law keeps telling me the sentence structure lessons she has learned endlessly. One the contrast, Japanese writing is not a separated subject from reading. The writing model is inserted accordingly between reading stories. In each writing session, the text books show the model (sample) writing piece. A teacher teaches the concept in that lesson, the class analyzes how it's used in the anchor paper, then, all students try to use that strategy in their own writing piece. For example, there is the story grabber (interesting beginning that invites readers immediately). "Ring, ring, ring! I darted to the telephone. I know who was calling." The grabber is obviously the telephone noise so that students think about their original onomatopoeia to start their entries.

"Explicit" is the word that I first heard in 2002 in the Reading First School. The whole school treated the word with revolutionary enthusiasm. But, at that time, I didn't realize that I grew up in the explicit instructions at the other side of Pacific Ocean. Good system should be found and implemented. I am honored to be a part of teaching team that gets to involved in the explicit instruction with "live" experiences.

Magic of Acknowledgement

2012-09-15T22:43:00.000-07:00

Growing up in Far East, I don't recall any specific memories of being praised in school or at home. Whether if you raise your hand or or were quiet, they are plain and simple ordinary expectations that you must demonstrate without any excuses. You may not pass your teachers without a bow in the hallway even if you are in hurry. So, I used to wonder why the U.S. teachers, almost without exception, thank students so easily for raising their hand and being quiet. Soon I realized that I was experiencing a type of culture shock.

Mr. Lucky Sun was my third grade teacher. There is a saying of typical fearful items in Japan, "Earthquake, Thunder, Fire, and Old Man". When you say aloud in the original language phrase, ending two rhyming lines make a whole picture extremely unique in sound. You might not resist to repeat it again although all words are symbolized of disasters. The old man, in this case, was Mr. Lucky Sun. I was not afraid of earthquake, thunder, or fire, but Mr. Lucky Sun. His commanding voice, especially in P.E., would instantly chill everyone's blood. Contradictory, I liked him a lot because of the 2' by 3' sized certificates for the signature of a good job. A little tiny sized certificate reminded me almost of a train ticket, but it was 100 times worth than a train ticket. While no teacher or any adults ever had applauded my accomplishments, this tiny recognition of my achievement motivated me in the active participation, the number of hand raising, and research presentation. It was not a pizza party or a prize box. It was just a hand written construction piece of paper. Mr. Lucky Sun never thanked me for raising my hand, but acknowledged me for what I was doing.

An interesting connection of this arose several decades later in the western soil. One of the techniques in "Teaching Love and Logic"is to walk by a student and whisper what he/she does. For instance, "You are writing carefully in your notebook." It should be a simple description without any judgmental opinion of good or bad. Students are empowered by their own teacher's acknowledgement. "Somebody is always and truly caring about me," the young one would consider. The positive rapport make these youngsters want to do good for this teacher. Even teachers, like the scarey teacher Mr. Lucky Sun, must remember they have their own magic of acknowledgement in the tool box. Pick up this wand and swing it! It will magically shorten the distance between your students and you'll be like a tide that tries to reach to the land.

Cafeteria Menu

2012-09-11T21:08:00.001-07:00

About two years ago, I confessed to one of the experienced colleagues, "I am so disappointed. I study, prepare, and deliver the best lessons (I believe) everyday. Kids look so engaged. But look at this score! I feel hopeless and powerless. What am I doing wrong?" She put her gentle hand on my shoulder and comforted me, "I know." Then she shared the analogy that her husband (happened to be a teacher) gave her. Think about the cafeteria. All the food items are the things we provide. We think about all students with the best care, select the best possible food, and provide them on the counter. We believe all food (lessons, guidance, and other educational interaction) highly benefit on students' academic progress without a doubt. Sadly, though, it's true that kids don't necessarily pick everything. Some kids pick one while other pick three or more. Perhaps, all. In summary, although we do our part (teaching) with maximum effort, the level of comprehension vary depending on the students and other factors, such as family involvement. "So, don't feel bad. We all experience your frustrating feelings." Narrowing the academic gap is challenging. But we have to do something about it, I thought.

Then, just recently, this same analogy popped up again, in my brain. This time, it is about the teaching gap. In the international comparison, Japanese math score is higher than the U.S. Let's say, hypothetically, it is because of teachers' quality. I implemented the cafeteria analogy when I think of it. The U.S. technology and research quality are extraordinary. There are outstanding number of educational professionals and resources are available for 24 hours a day. Teachers are to access to these remarkable tools that are all research based. Teachers are provided new ideas and instruction strategies in weekly bases. What is the problem? Well, teachers are like students. They don't necessarily take everything that is provided. While some teachers implement every resource, other teachers would make a pile of papers at the corner of their rooms. They pick up all the food, but end up throwing some away because it is too much. Some teachers try to eat all, however, those teachers have digestive problems. You have seen overwhelming and exhausted teachers in many occasions.

Now look at the lunch in Japanese schools. Everyday menu is designed by the professional nutritionist. Each menu is selected based on the product that grow during that season. Also, the traditional festival food menu is considered to learn about their community and its history. It sounds like the simple lunch is very involved in education beyond just a simple nutrition lesson. All calories are calculated for the age appropriate amount. Students have no option to say, "No, thank you," to the server. (Side note; all servers are student's helpers!) You must eat all in the menu. If you are a slow eater, chances are, you would be still eating until you are done during recess. Not having option is not so fun, but it is evident that everybody is putting what they are supposed to eat into their mouths. When all food items are eventually digested, everybody becomes content. Eventually, it is absorbed all over the body organs for millions of different functions. No food is wasted.

Teachers' Professional Development in Japan is a reflection of their school lunch. There are not as many choices as the U.S., however, they have to complete (digest) everything that is provided. There is no opt out option. Whether if you like or not, you have to eat all and digest until it becomes nutritious. Teachers celebrate when their time and hard work are finally paid off, even though some teachers might have started reluctantly. Student's academic achievement is an apparent evidence from the Lesson Study that Japanese teachers have been practicing in their professional development. This cohesive approach maintains their teaching at high level as their common understanding.

It is absolutely fine with the idea of "pick and choose", but why don't we do it "together"? What should we pick? How should we use? How can we support each other? Discussion will be endless. A powerfully united professional development team will bring the academic proficiency in all students that we are looking for.

What Would You Do?

2012-08-28T19:50:00.000-07:00

The first day of school is around the corner. In fact, it's coming up less than a week. I start visualizing what kind of kids are coming into my classroom. What kind of behavior am I going to deal with? Although obviously I am very optimistic and hopeful in the beginning of the year, every year, I hit the first obstacle as early as the second week. Then, I got depressed. Why? Because I was not prepared. I think I need some virtual exercises prior to the first day. Here are some of lines I might hear;

"I'm done. What do I do next."
"I don't want to."
"I don't like it."
"I can't think."
"I don't care."
"I don't know."

I am thinking how I would respond to these innocent (hopefully!) comments. Thanks to Love and Logic, I learned these words are the valuable opportunities for kiddos to raise their responsibilities. So my line would be, "What are you going to do?" with empathy. If their own solution works for them, great. If not, let them keep thinking. If I raise responsible students by allowing them affordable mistakes in the learning community, I should be happily teaching. So at the end of today, I feel still hopeful.

Like a Champion

2012-08-14T11:08:00.000-07:00

Just like millions of other people around the world, I have been positively influenced by the 2012 London Olympics. The accomplishments at any levels, winning the medals or not, are evident on the TV screen throughout these exclamatory seventeen days. The athletes' sportsmanship (except during some of the badminton matches) are easily transformed into motivation and encouragement for the children who are about to go back to school. I too, am looking forward to sharing some of the glorious moments of the team U.S.A. in my classroom. At the same time, I would like to discuss with young stars, what a true champion is.

Think Like a Champion. What would a champion think in a terrible situation? For instance, the America's favorite gymnast, Jordyn Wieber's disappointment was beyond most people's belief and we all knew how devastated she was when she learned that she was not going to the individual final. What did Jordyn think? Redemption. She flipped her situation from the unsatisfactory result to a positive attitude towards the team final. True champions have been trained to motivate themselves by themselves. Their mental training must be as extraordinary as their physical training. It is absolutely difficult for a 16 years old girl to manage the whole nation's disappointment. You can define if this is a true champion or not when this person is in trouble.

Talk Like a Champion. Again, Jordyn Wieber's quote: "I am disappointed, but I am also happy for my best friends Gabby and Aly. I want them to do their best." After so many days of intense workouts for this big event, some athletes act sour to the interviewer for their unexpected results. A true champion always focuses on the positive side, even if it seems so small. There is no time for pitying themselves because the true champions always must move forward. They have to reach higher each time.

Act Like a Champion. Celebrating the victory seems so appropriate at the medal ceremony. The best part of this process is shaking hands before the podium. Congratulating each other shows a beautiful act of sportsmanship and respect. Even outside of the podium, the athletes' gratitude spreads towards all staff, coaches, team mates, judges, etc, who are involved in the game. It is seldom to see whining (forever) athletes. The Japanese women's soccer coach commented after the final match, in which someone claimed the referee made a wrong call at the P.K., "I respect the referee's decision." Their silver medal is beyond worth to be called the true champions.

I am fantasizing if these Champion traits happens in my classroom and school. What I should think when I hear, "I am not playing with him because he is cheating!" How should I talk to a student who tattles, "Such and such called me a name!" How should I act during the boring staff meeting? It all realistically comes to me. I will think like a champion. I will talk like a champion. I will act like a champion. So I will be a champion.

Blend Lesson Study

2012-08-09T11:10:00.002-07:00

From What is a Research Lesson? by Catherine Lewis

Above is the powerful visual support for how teachers in the U.S. and Japan differently improve their instruction. The grey color represents Choose curriculum, write curriculum, align curriculum, write local standard. Red follows and states Plan lesson individually. The next color, purple, stands for Plan lesson collaboratively. The last color green says Watch and discuss each others' classroom lessons.

Isn't it so true, how many, many teachers burn out by dealing with curriculum? I have heard of several retired teachers lamenting, "I can't do it anymore." The fortunate advantage in Japan is the high quality and consistent national common curriculum. Like these triangles show, Japanese teachers don't have to spend so much time on developing the curriculum itself. That is one enormous relief off from their plate. Although there are different stress points here and there in Japan, the fact is that evidently whatever stress they have is not from curriculum development. This fact allows teachers more time to develop and strengthen for the hands-on part in the classroom. The rest of the colors (red, purple, and green) implicate directly what and how to deliver quality of lessons to students. If you want to demonstrate the best practices in your classroom, you have to spend energy and time in your own classroom instead of spending endless time on writing standards.

Next, it seems like both countries spend a similar amount of time on the lesson planning (red and purple). The U.S instruction triangle represents more red than purple, versus another country, it is the opposite. During the busy schedule, plus a large amount of extra time on organizing curriculum, it is almost impossible for teachers to find collaborative planning time. It is obvious that the quality of lessons vary depending on teachers' skill levels. Yes, the teaching gap is existing, however, it is an elephant in the room.

In my collaborative lesson planning experiences a few years back, the atmosphere throughout all staff training sessions were negative and draining. When grade level teachers gathered and began working, it was extremely difficult to even start collaborating. I moaned and grouched during every planning session, although I knew it was important to work together. I wondered what the reasons why my energy drained so badly. Maybe because we were just not used to constructing lessons together. But the Achilles’ heel was that the teaching knowledge (content, pedagogy, instruction, etc) differences were too large to compromise each other. We clearly failed on this project that was intended to be positive.

Another fatal failure was that this project didn't involve any activities, interactions, and conversations about what is really happening in the real classroom. Its process and my inner voices are:

1. Construct the lesson together...."A good way to start, I think."

2. Do that lesson in your classroom by yourself...... "I don't know if I am doing this right..."

3. Bring the evidence of effectiveness of the lesson....."Does this paper really tell the whole picture?"

Finally, the U.S. teachers are not used to and they don't feel comfortable by being observed, according to several researches and my own experiences. However, that is the way teachers improve their instructional skills. Listening to and sharing with the colleagues' professional observation is significantly valuable in order for the professional growth. Teachers must improve their instruction by observing each other, not for the purpose of evaluation, but learning. The team of teachers, later, would discuss about how the lesson went and reflect on the lesson plan they constructed. That is the "collaboration" that we are looking for. If we plant the "observation" during the study cycle, the teaching gap will be narrowed. The Common Core State Standard will reduce selecting curriculum time. I have a tremendous hope on the instructional improvement by conducting the "lesson study". Now we know what's good. The time has come. Start looking for the funding source for substitute teachers while teachers are away for the observation in the different classroom. Blend what's good into the instructional team!

An Additional Gift

2012-08-06T18:44:00.000-07:00

I just got a bonus gift today. (If you have not read my last entry Everyday is a Gift, I urge you to do so. Now. Then come back here right away.)

Recently, I have been hyped up by learning about the "Lesson Study" that I would like to share with our staff in school. Spending several hours, I collected numerous resources such as written articles, videos, photos, names of schools, and contact information for some college professors and other professionals. I believed that my hard work will be paid off when I present the friendly and easy-to-understand format. I woke my computer up this morning. The document was nowhere.

Here is a conversation between my middle school son and me.

Claire: "Oh, man, I lost my document in which I typed all important notes and phrases from several articles! I don't know what I should do?" (Pulling my hair)
Son: (with very calm voice, surprisingly. Note: His regular nature is very noisy, chatty, somewhat argumentative.) "How long did it take you to complete your task?"
C: "One hour." (Thinking, why do you have to as such an idiotic question?)
S: "Then you just have to spend another hour to re-do it as long as you saved the original resources. One hour is not forever. You will be done before you know it."
C: "Clever! I have originals that are marked 'Done'."
S: "It's even better! In this time around, you can scratch off 'done' as you are done."

Who did I expect demonstrate to understand of impeccable "Flip Psychology"? I am so proud of my very own son showing appreciation for his gift. His effort of being positive sounded so natural. Life is short. Everyday is a gift. On my lucky day, I got an extra gift thanks to my son's wisdom. I have to go back to my box to dig my papers to restart my document. I have no time to whine.

Everyday is a Gift

2012-08-06T09:47:00.000-07:00

"Life is short..." We often hear this phrase, however, how many people really comprehend it in depth? If you have attended somebody's memorial, you might realize how realistic it means to your own life. Sharing tears and fond memories among families and friends comfort your feeling. At the same time, bitterness and sweetness gradually transform inside of you. How do you reflect his bitter sweet experiences into your still going life? In other words, what phrases would you continue after, "Life is too short, ..." ?

The National Teacher of the Year, Rebecca Mieliwock's story is covered in the August 2012 edition of Costco magazine. She promotes positive thinking among her students, just like many other teachers. She quotes, "Life is very, very short. Every day is a gift." She teaches her students their classroom as their own lives. It is a wise transformation that young children actually visualize their own self-respect and responsibilities. If your time is limited, you would like to be happy. There is no time to whine. They have to do something about it.

This wise advise reminds me of the "Flip Psychology" lectured by Mary Lee Tracy, the U.S. Olympic Gymnastics Coach. "Have you felt fear at a gymnastics meet?" she asks a roomful of young gymnasts including two Junior Olympic Champions who accompany their coach. Most hands are up, but surprisingly, the two junior champions' hands are too. "What are you afraid of?" the coach continues. One of the champions replies, "If I would fall (from the high bar)." The last word in this sentence is "fall". Mary Lee explains, if "fall" is the last word right before your performance, your focus becomes "fall". "To conquer your fear, you have to 'flip' your thought. How do you think you can prevent falling?" The champion says, "Grips." Her inner voice coaches her brain. She is conditioning her brain as she does to her physical muscles during her daily workout. Just like flipping a coin, you maintain control to your own circumstances in positive way. Coaches and teachers are there for their students to provide guidance for when and how to "flip" some situations.

Nobody would purposely ruin a gift which is given just for you. You will take care of it and appreciate it. Every day is a gift. My job is to model how I implement staying in positive by using a magic word, "FLIP" during busy school days. So students will understand why I expect and teach them to work hard and accomplish it. I cannot wait to celebrate successful self-coaching skills among my students. Each celebration is the evidence of independence.

Life is short. Every day is a gift. I love my gift and enjoy it every day.

Teaching Organization in Notebooks

2012-07-31T13:10:00.000-07:00

During summer reading, I noticed that there are many teachers like me whose students have trouble organizing, especially their own notebooks. It has been a long time wonder, but it has never been addressed with high enough priority in my to-do list. Initially when I started teaching in the U.S., my stereotypical reason was the cultural difference. As I grew up in Japan, my constant mindset was, "My teacher doesn't allow sloppy writing in the notebook. I will be in trouble if I have poor penmanship. She likes my neat writing." The teacher's expectations and criticism were almost a fear in my mind while I looked forward to an occasional praise about my notebook organization. As a teacher, notebook organization didn't seem a big problem in my third grade class. Some sloppy writing was corrected fairly easily with little support. Teaching in the U.S. was a different story. I rolled my eyes when I witnessed students' notebooks that didn't look efficient at all. However, I felt a lot of pressure that I had to say "Good Job!" as long as a correct answer or a main idea was scribed in however the way they described it in the notebook. Some words appeared in the middle of a clear notebook like a spaghetti stain on a brand new white shirt. Some were squeezed into the corner of a page needing a magnifying glass. Although I clearly remember that I had to do something about this crisis back then, what I did was just compromise my expectations. I haven't done anything about it over a decade. What a shame! Now I should focus on it.

Obvious skills that are missed;

Handwriting itself. Too many letter formations don't look right. Holding a pencil is the difficult task for some students.
Writing letters on the line. Most students ignore the lines so all of the important recording results are scattered in the notebook.
Move to the next page. Skipping pages creates terrible disorganization. I don't know why but it is so common among students.

With an urgency of solving the problem, anxiously but excitedly, I visited an Elementary School in Tokyo where my former colleague was working as a vice principal.

The picture on the right is a Japanese 3rd grade student's math notebook pages. What do you notice? The handwriting...Not perfect, but Yes, it's OK. Written on the lines....Yes. Every line is also aligned on the left. Both pages full...Yes. Other students' notebooks are similarly well organized in this classroom. The graph paged notebook help students write neatly and stay on the line. Since one page is one large rectangle, students know when to start and when to end. Hmmmm... Perhaps it is one of the solutions to organize American students' notebooks.

In this same notebook, there are more important organization tips which help deepen the student's thinking process and understanding the concept. First, this student uses three different colored pencils to clarify what kind of information she is taking. A regular pencil is used for most of the information. She uses a RED pencil for key words in the middle of sentences so it stands out when she comes back to the page in the future. She uses a RED for underlines, too. On the middle left, a sentence is rectangled with straight lines (evidently used a ruler) around with a BLUE pencil. It shows today's question. Each lesson starts with a particular question and goes on with an inquiry process. It is evident that a RED is the most significant and a BLUE is the next most significant. Both colors are not overused on the entire page so that not only its owner, but anybody can understand what she learned in this lesson. Next, the graphics are inserted for visual comprehension of this math concept. Using arrows, circling a letter, showing equations, and describing in sentences are strategies to enrich this students' learning process and mastering level. Colored pencils are good devices to create a meaningful notebook. In addition, I have to mention that note taking skills have to be taught explicitly.

Two posters were displayed on the back wall in the classrooms where I observed. The group of teachers collaboratively created them by using the students' own notebooks, which allow all teachers and students in this school aim at the same high expectation. Sharing a real student's notebook is powerful. It is published authentically with explanations of particular strengths and strategies on each example. Here are three strategies that are encouraged to use:

Scratch off errors instead of erasing so you can learn how you made mistakes and how you corrected later.
Keep the date each day when the same concept was continued to be taught. It avoids confusion.
Using a "Talking Bubble" for something you notice during the lesson.

This poster summarizes how to organize a notebook in one math lesson. Major elements that must be included in the daily notebook are; My idea, My friends' ideas, Summary of a lesson, and Feedback to my learning. Since "Feedback" sounds a little vague for many students, they put specificity in this category such as

In today's lesson,

I understood ......
I noticed.......
I would like to think more about ..........
From my friend's idea, I though about .......

In addition, the blackboard is a "model" notebook for students. Japanese teachers plan how to take notes on the blackboard (Bansho-Keikaku) which is a big part of their daily lesson plans. The Smart Board conveniently stores the math program aligned with the text book so students can see and manipulate the published format through the laptop computer below the screen. Notice, in the top left corner of the picture, there is an overhead screen. The teacher projects the student's samples during the lesson.

As you can see by now, teachers are implementing note taking strategies by modeling in the particular subject lesson. It must be a daily reinforcement, not one-shot note taking lesson. If you are familiar with "I do, We do, and You do," in which I had never heard in Japan, it is surprisingly in action.

I Do...The Teacher demonstrates planned notes on the blackboard as the lesson goes. (the Smart Board if available) Colors are intentionally utilized.
We Do...The Teacher assigns students to copy the major parts of the note from the blackboard during the lesson.
You Do...The Teacher encourages students to show their thinking in sentences, numbers, and graphic representation.

* Resources are available on the wall.

In summary, we, too, implement the note taking strategies/techniques in our daily classrooms. As a team, teachers collaboratively identify their expectations, develop tools (e.g. posters, specific notebooks, lesson plans) , and explicitly and regularly teach them to accomplish the goals.

Individual Contribution to the Team

2012-07-12T19:58:00.000-07:00

The Japanese first grade classroom is chaotic. These young people are somewhat babyish, but also sometimes robust. Whenever I pick up my daughter, little individuals swarm around me and start talking to me in the highest pitch. Their teacher doesn't seem being bothered by them. She keeps herself busy grading papers at her desk. This continues until she says, "Say good-by to your friend!" All these unsettled crabs in the metal bucket turn into the "controlled chaos" with boys' and girls' unison, "Sayonara".

It is also amazing to observe that helpers of a day lead their morning meeting for 15 minutes while all teachers are at their morning meeting in the teachers' room. A couple of first grade helpers are independent without their classroom teacher. Japanese public schools' supervision is somewhat looser than ours, however, it is amazing to witness how the school trains young children's leadership on a daily bases. In addition, the end of a day, the daily helpers, again, come up to the front of the classroom to lead the closing meeting to review of a day.

Four first grade teachers' collaboration is evident as well as students' independence. All four first grade classrooms, approximately 120 students, take swimming lessons together as a part of physical education curriculum. One lead teacher give instructions in the middle of the swimming pool. Other three teachers help understand the direction to their own classes. When the activity starts, four classroom teachers teach in small groups or individual students of their own classrooms. Kids are all so excited. Sometimes the water is too cold. But most kids line up in a single file and take turns. One of the activities is the Treasure Hunt. All classes compete against each other which class would get the most treasures by looking under the water. Students in the water are enthusiastic and try to grab as many treasures as they can. Half of their classmates are cheering for their team by the pool side. At the end of the game, each class count the number of treasures as high as one hundred nine (!), which is obviously appropriate in the first grade. The lead teacher announces the winning class. The winning class exclaims, "Banzai!" The other classes applaud without complaints. Everybody is smiling. All students know that the great teamwork deserves the best.

Here is another example. Students and school staff all together clean a whole school once a day. Their assignments are classrooms, hallways, front yard, gym, teacher's room, court yard, and even toilets! A whole students body are divided and assigned each place. This elementary school organize the cleaning groups by using "cross grade level". For example, 2 students from each 1st, 2nd, 3rd, 4th, 5th, and 6th grade classroom work together as a team. This daily cross-grade-level interaction is another leadership opportunity for the older grade students. Younger kids watch the older students (Younger ones call them, Older Brother and Older Sister) as a model so they will be prepared as their grade goes up. Among different age groups, they develop respect, compassion, and appropriate communication while their school is getting clean.

Promoting leadership and team work in the learning community is essential. We, as educators, must brainstorm our ways and activities to promote these important life skills in our education system. The collaboration opportunities must be regular basis among children and adults. I would love to help my students' self esteem and compassion in the team. Their inner fulfillment will definitely effect on their academic achievement.

The Lesson Study with CCSS-M

2012-07-11T05:43:00.000-07:00

During this summer, I became very excited in finding and understanding more about the best teaching practice in math through some Japanese scholars' work and some resources. Their pedagogy, methodologies, and strategies have contributed to the extraordinary academic achievement on Japanese students for several decades. I believed that we could adopt these strategies into the U.S. education and I have been trying to make it happen in my own classroom. Now some of the resources like Global Education Resources and Lesson Study Project will encourage and support my daily teaching practices in the real classroom. When we are able to do Lesson Study in our own schools or districts, teachers' quality and students' achievement will significantly grow without a doubt. Yes, I am hopeful.

On the other hand, there are some challenges I still have to solve. First, Collaboration is one of the things we are urged to improve on. Because the lesson study is exclusively unknown to most teachers, it is hard for them to imagine what it is like. In order to encourage as many teachers (hopefully every teacher in the same building) to participate in the study group, the explicit examples such as video clips and worksheets should be shared. In addition, the systematic Professional Development plan is required. Unlike the current scheduling system in which a principal is in charge, classroom teachers must voice the significance in the lesson study and initiate the year long plan including teachers assignments, dates, etc. Second, the classroom management including students' behavior is the serious problem in millions of classrooms across the country. If you have one or two (or more!) disruptive students, you would be reluctant to open your classroom. Although it is understandable, why don't you think this way? In the lesson study, would it be possible for several teachers who are observing your class to support you regarding the discipline issue? In addition to the subject study, you can develop individual behavior plan with your teammates. The school wide discipline plan would be a tremendous help in these issues. Perhaps, your team's lesson study can focus on the classroom management itself in some cases.

If we continue making excuses, the gap will continue growing among teachers, among students, among buildings, among districts, among states, and among countries. We must take advantage of the Common Core State Standards. Developing our common knowledge together and creating effective lessons that help students' learning are essential in upcoming school year. Check out Elaboration of Georgia Performance Standards: Mathematics for further ideas.

Balanced System

2012-07-03T05:19:00.001-07:00

Japanese educators and parents lament about "the declining nation's academic achievement". I heard at least five people talking about it during the informal and formal conversation of my short stay in Japan. They conclude that Yutori education caused the problem.  During the 80's economical bubble era, the Japanese Department of Education established "Yutori" (affluence time) in order to solve the nation's educational problem. Back then, the majority of scholars, politicians, and educators were concerned about the mainstream, Tsumekomi Kyoiku (education by cramming). With the media's incitement, people's perspective on the popular school system became as "the evil practice". The cause was lack of originality and creativity like many western countries have developed.  It was almost too comical for one of the highest ranked countries to ignore their own quality and envy other countries. But that's how the Yutori program was introduced. Under the Yutori program, all public schools cut instructional time and started longer two day weekends. The national curriculum reduced many standards so kids would spend more time on one project at a time according to the Department of Education. They looked for the transformation in students from the standardization to the individuality.

Now, Yutori is no longer popular since children's academic achievement was not as evident as before the Yutori era. The national curriculum was, again, partially revised. The subjects that were cut came back on the recent revision of the national curriculum. Is Japan going back to the strict standardization? Was standardization a real problem?

In the mean time, over several decades, the educational reform movement in the U.S. has been searching for the best answers.  Its directions have been somehow similar and different based on the States. Many U.S. educational researchers have proven with their data that intentional academic goals and effective instructions should happen in every single classroom. Finally we reached the essential common curriculum throughout the nation. Although there is some reluctance and unsureness among American teachers, personally, I celebrate for the Common Core State Standards because there are some advantages in our country. First, as you can see in the history of Japanese educational reform, its trend swayed from standardization to individualization, and again, to the standardization. Why? They found out that the standardization doesn't mean to ignore individualism. Instead, educators understand  the importance of efficient academic goals in each grade level so that they can deliver intentional instructions. It is absolutely possible to enhance children's creativity in the superior curriculum. Second, we have been strong in creativity and originality as Japan used to envy. Especially, if diversive teachers use creativity on the lesson plans, students' understanding in each academic standard would excel. Many teachers are willing to practice and share their individualization plan ideas through their own Professional Learning Community and some social networks. The increased population in the National Board, too, is one of the typical pieces of evidence. Third, we prefer something that makes sense.  The evidence based approach approves students' progress, quality of curriculum, and instruction. Last, we are well trained in utilizing resources. When a community senior offers to volunteer, most schools accept it. The positive rapport between students and volunteers is a big part of learning motivation. Also, many teachers google "lesson plans" to accommodate instructions based on differentiated instruction.

I excitedly shared these opinions with a principal in Japanese elementary school.  We agreed with that standardization is more than just cramming and that creativity can be developed in the structured curriculum. Instead of limiting possibilities, we can sort and balance these essential elements. Then we can unveil individual children's maximum academic potentials in the public schools. I bowed deeply to him. He smiled.

Behind the Scene

2012-07-01T09:51:00.002-07:00

More I talk with people and the more I read the newspaper, the further away from my understanding of Japan. It almost seems like my educaitonal knowledge and experiences, which I have been proud of their variety in two different countries, are just a tip of iceberg. Connecting the dots is hard enough in the educational field, but there are millions of more dots spread in the different field such as cultural, historical, traditional, social, habitual, etc. How am I going to do?

You will see the "Sample of Works Consulted" at the end of the Common Core Standards for Mathematics. Some of them pove, on their own reserch, that Asian countires' have superior performance in mathematics. It is clear that these successful results are founded upon their systematic and concrete curriculum, including Japan. Teachers are required to memorize the National Standards in order to pass the teachers' examination which is held only once a year in each prefecture. This well developed curriculum with the knowledgeable teachers produce students with strong math skills. Therefore, the recent focus in the U.S.education is having a efficient curriculum with quality teachers. Now I am learning that this perfect country is not necesarily perfect because I hear Japanese mothers' endless complaints in education.

While driving in downtown, several signs say, "Your Child's Success is Promised!", "For Prestigious Junior High School, High School, and College!" "Saturday Class is Open!"etc. These are all Cram Schools a.k.a. "JUKU" http://members.tripod.com/h_javora/jed3.htm. If Japanese public education is so extraordinary, why do people go to another school after regular school days?  I wonder how much Juku would contribute on Japanese students in the nation's worldly high rank. Why is Juku good business in Japan? Is it even important to exist in order to maintain students' superior performance internationally?

"My 2nd grade son has a difficult time completing worksheets," my cousin sighed. I asked, "Homework?" Her serious answer was, "Yes, the homework from Juku." My jaw dropped open. The story went on; This child showed difficulty on school homework and juku homework since the beginning of the school year.    "You are a teacher. What do you think?" she looked at my eyes.

Hierachy is something Japanese people cannot completley abandon from their lives They still judge others based on which school they graduated. Belonging to the prestagious school equals thier child's success, so they have to prepare for the exam since they are still an infant.   While mothers often talk to other mothers about their children after thier husbands leave for work, their frets grow. For example, "Mrs. Yamada's child memorized multiplication facts, but not mine. What should I do?"

I asked my cousin, "Have you talked to your son's teacher?" She replied, "No. But I looked for some Juku brochure." It is disappointing for me to learn that some Japanese parents wouldn't even try to communicate with their teachers regards to thier child's concern. Teacher is the out of option about thier child's academic concerns! My cousin told me, "Well, everybody is same. Most people don't ask teachers or we don't know how to address issues to teachers."   Calling, emailing, writing, talking to the teacher, I thought, were common sense. She thanked me, "I will call his teacher tomorrow. Thank you for your idea." She looked satisfied to be able to connect a couple of dots. I, too, felt delighted that one dot from America and another from Japan are some how connected although there are countless dots that await to be connected. Let's do one by one.

Learning from Pain

2012-06-26T22:32:00.000-07:00

In the morning after the first night in Japan, I woke up feeling some discomfort on my back. It was quite evident: the　tatami mats. A futon was not thick enough to protect my exhausted body on the hard floor although I grew up with this exact style. It reminded me of how long I have been away from this particular culture. The next day, I noticed minor soreness on my thighs, shins, and bottom. What did I do? Here is the answer, "Going to School". I decided to walk for half a mile to school with my kids and back home. When school is over, I pick up each child because thier dismissal time is different. In addition, sometimes I have to run for some errands on foot. Three round trips with some extra; I am walking for a little over 3 miles a day. It used to be the regular routine while growing up, but it took me a long time to remember the good old days.

The important remark is here: the physical "pain" often gives you some clue that you have to pay attention. Especially, when you are sick or injured, pain and its scale significantly help you and your doctor to understand and find the treatment for your body. In some cases, the significant chest pain is from the extreme emotion such as grief. My pain (I know it's minor!) I am experiencing right now, too, is a kind of sign that I have to notice.

Not only with my siblings, but also with cousins and friends, I used to play and sleep over on the traditional rice straw mats. Unlike individual beds, sleeping on the floor as a big group of kids is just another party at night. It is like an indoor camp without a tent. They don't even require flash lights or sleeping bags, but futons. Tatami was born a long time ago from geographical and historical uniquenss of this country (http://en.wikipedia.org/wiki/Tatami) along with other rice based products, e.g., Sake, Miso, etc. Just like Native American Indian using ceder trees for the log house, basket, cloths, Japanese people have utilized rice in thier lives wisely.

While walking to school, we see the tiny green baby oranges that just started to grow for the early winter harvest. The leafs that are larger than your whole head wave at us with the gentle wind. Japanese nightingales are charping over head. Passing people bow each other to greet. With some exceptions like obnoxious drivers who don't stop or even slow down for the pedestrians (!), walking will make you a special "private eye" in the rural community.

Another interesting thing is the school dismissal. After the 15 minute closing meeing, the sixth grade students say "Sayonara" with a deep bow to ther teacher in the class. The teacher dismisses each child at the door, then, the students stay in the hallway until everybody is out from the classroom. Together, they go down from the 3rd floor and move to one area in the school yard, of course after changing thier indoor shoes to outside shoes. Each single file of many lines represents the group that goes home to the similar direction. A teacher then announces for dismisal. It is a shockingly long process just for going home, but that is the way of keeping children safe. In fact, not only 6th grade, but every class and grade level does the exact same routine as I learn. Instead of school buses and parents' pick up, the school promote kids their independence and teamwork.

At the end of each busy day, I sit on the tatami mat and start yoga, contemplating of appreciation and respect on diversity that I am able to celebrate with my own children. Hoping, the soreness on my bottom will be gone shortly.