Tea and Books

There are three terms in the Japanese school year.  The first term begins in April and goes until the July, the second from September to December, and the third from January to March.  We have just finished the school year.

There are two week breaks between the second and third and third and first terms and a six(ish) week break between the second and third.   We are in the break between school years right now.  This break could not have come at a better time.

Last week we had an incredible trip across Japan with visiting family.  Before that I had a terrible cold.  Before that I was doing on online class in addition to work, before that we were in India.  It's been a whirlwind the past few months.

And now...I can breathe.

I am drinking lots of tea (this amazing German fruit tea-so good) and reading lots of books.  Things I feel are good for the soul. 

I also hope to finish writing about India and move onto writing about other adventures.  Photo editing and adventure writing-here I come!

Here is a delicious picture for fun-a salmon salad that Karl made for me a few weeks ago.  (Am I a lucky lady or what!?)

I'm Still Here

Well. 

Here we are.  So much for the “get the India experience on the blog by the end of January” goal. 

So much for the end of February….and March.

But here I am.

I am one of those people that is constantly setting goals for myself.  You should see my planner notebook…it gets ridiculous.  (Am I the only person that writes down something I have already completed just to simply have the satisfaction of crossing something off immediately?...I didn’t think so. )

So the goal about blogging about my experience in India in a timely fashion did not happen.  Life happened.  Other things got in the way.  Like online classes, horrible colds, and trips. 

But here I am.

So…where was I?

Oh yes.  Chevuru…

The memories of working in Chevuru have all to quickly begun to amalgamate into a lump of nostalgia.  The smiles of the children resonate in my memory.  I have forgotten how weary my body felt from the work and shock of travel. 

When we arrived in Chevuru to the tears and smiles of the people, I had no idea what to expect.  I knew we were there to work.  And work we did.

Our work fell into two categories:

1)    Helping to build physical homes for people.  This meant you were doing one of the following: mixing cement, pouring cement, or passing cement (or sometimes bricks).   That was it.  Pure grunt work, baby.  It was great.  

2)    The second type of work found us in the village whenever we were not sweating profusely and covered with cement dust…usually in the form of small children.  We played with them.  Talked with them.  Visited their homes and families.  Took photos.  Smiled.  Laughed.  Loved.

The four of us volunteers spread ourselves as thinly as possible throughout the village, attempting in vain to oblige every invitation for chai.  The evenings were crowded by smiling faces with a unquenchable thirst for our company.  One such evening we were invited to teach an English lesson in a small building next to the protestant church.

The village children crammed into the one room school house lit by a single long fluorescent light affixed to a wall. The stark blue light reached as far as it could, but still left the far corners of the room unlit.  Nobody cared.  Their bright eyes shone through the dimly lit room, eagerly awaiting entertainment.

We played some games.  The children soaked them up like sponges. 

When we finished, we each took turns speaking to the children, encouraging them to study hard in school.  Although their English level is relatively good, Ravi translated into their native Telugu.  It was heartening to see how eagerly they listened to our messages. 

And though we were exhausted every evening we left the village, we were always excited to return the next day.  

Kancho

Here's the deal: You are at your new job, teaching English in Japan.  It’s an exciting day-the first day you meet your new students.  The little darlins’. 

You are walking along, minding your own business.  You hear some giggling…sneaking up behind you.  Before you have a chance to turn around-WHAM.  It’s too late. 

You’ve just been kancho-ed. 

Let me explain.  

Kancho is, for lack of a better term, a type of “game” that primarily elementary age children in Japan inflict on each other.  I use the word “inflict” as opposed to “play” because…well, you’ll see.

To prepare for the kancho action, you need to fold your hands palms together, while sticking your pointer fingers outwards.  You sneak up behind your unsuspecting prey.  When ready, thrust your pointed fingers as quickly and as firmly as you can in-between your prey’s gluteus maximi, aiming for the anus.

It’s just as horrifying as it sounds. 

The supposed “idea” behind kancho is that the inflictor is “helping” their prey by “jamming them up” so they won’t need to use the restroom quite as soon.  

I say that’s a bunch of bologna. 

Most foreigners who live in Japan and teach in Japanese elementary schools develop a kancho radar (read more here).  To be safe from the eager little fingers, one has to be absolutely alert and aware of their surroundings.  At all times.  

Fortunately for me, this seems to be-more or less-a boy thing.  I have only had one instance to deal with…I made sure this 2^nd grade boy (who went for the front !?!?) knew that it wasn’t ok. 

Unfortunately for Karl, it seems to be a boy thing.  He’s had a lot more to deal with than me. 

Yikes. 

なかよし (Nakayoshi)

Directly translated, this word means “dear friend” in English.  However, a more accurate translation would be “person of special needs.” 

I was surprised when I saw on my schedule at Obusuma elementary school that I had classes with the nakayoshi students this term.   The other five schools at which I have worked have never scheduled English class for their nakayoshi students.  That usually begins in Junior High, as far as I know.

Special ed classes in Japan are-surprise surprise-completely different from the way the U.S. handles them. 

In Japan, every single special needs student has their own personal teacher who is constantly with them.  Sometimes they are with the rest of their respective grades classmates; sometimes they are in a different room working on other subjects. 

I am really happy that Obusuma scheduled me to have nakayoshi classes.  I really enjoy them.  It is absolutely delightful to see their little faces light up when they learn something new.  They try so hard. 

And we have so much fun!

Vast Differences

As mentioned before, the differences between school in the United States and those in Japan are vast.  A recent difference I have been noticing is how Japanese education deals with substitute teachers.

They don’t. 

Instead of having a network of people anxiously waiting for a phone call in the morning informing them they can work that day, they have built in substitute teachers.  These teachers do lots of organizing, scheduling and other work for the school.  Substitute teaching is simply something they do should the need arise-which it occasionally does-but not often.

Another major difference is that the teachers all share one gigantic office.  They each have their own desk.  There is always a head row of desks where the principal, vice-principal and other head teachers sit. 

One great thing about this set up is that it makes communication between the teachers very open.  And putting together meetings is a cinch. 

All the important information and scheduling is put up in the teachers room as well.  It is an extremely efficient system.  

Since I was homeschooled K-12, I am interested in comparisons and thoughts from people who fully experienced public school in the U.S. and are now teaching or have taught in Japan. 

What do you think?

The Screams

Earplugs.  I wish I could wear earplugs.  Some of my students will. not. stop. yelling.  They are driving me insane.

My poor nerves! (Pride and Prejudice, anyone?)

Recently the number of unreasonably loud classes has risen exponentially. While “genki” students can be wonderful, dealing with many yelling children is tiring.

Some teachers are great in these situations, some are ok…some are…let’s say passive.  This is difficult for me, as discipline is not something I am supposed to do.  It would be similar to disciplining a child with their parent standing right there…inappropriate and awkward.

Although I enjoy genki students…it can become problematic if they get so wild that no one can hear me.  But I can cope with most situations.

What I can’t cope with is a room full of thirty 4^th graders not listening, talking to their classmates or just screaming. In this particular class, there are (thank God) two good students.

The educational systems of Japan and America vary drastically.  There is hardly anything the two hold in common.  One of the biggest differences is that-even though it is illegal-some teachers still use corporal punishment.

I knew this was true, but had never witnessed it nor did I think I ever would.  I was wrong.

I don’t believe corporal punishment is ever appropriate in school.  From what I have seen, it makes the students behavior worse.  And it certainly doesn’t help them learn respect. But in these situations, it doesn’t matter what I think.

All I can do is stand by and watch.