Teaching Organization in Notebooks

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;

1. Handwriting itself.  Too many letter formations don't look right.  Holding a pencil is the difficult task for some students.  
2. Writing letters on the line.  Most students ignore the lines so all of the important recording results are scattered in the notebook.   
3. 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:

1. Scratch off errors instead of erasing so you can learn how you made mistakes and how you corrected later.   
2. Keep the date each day when the same concept was continued to be taught.  It avoids confusion. 
3. 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.

1. I Do...The Teacher demonstrates planned notes on the blackboard as the lesson goes. (the Smart Board if available)  Colors are intentionally utilized.
2. We Do...The Teacher assigns students to copy the major parts of the note from the blackboard during the lesson.
3. 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

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

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

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

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.