Summer Special Memoir vol.1

Prologue

My mother’s eye lids gradually lift up like the rising sun. With her favorite classical music tone coming from the FM radio, the chilly early morning air is welcomed through her nostrils.  Quickly but quietly, she folds her futon cover and mattresses lying by her husband’s into thirds.  She swiftly hoists the futon pile up to put it away in the closet with sliding doors.  The space on the tatami mat (the straw woven floor) where her futon used to occupy upholds the warmth that she left.  Everybody else in the family is still sound asleep.  Her footsteps in the hallway don’t seem to bother anybody.  In the quiet kitchen, even before she washes her face, her daily routine begins.  She never wonders why she is the only one to stay busy starting from the early morning until the end of the day.  Her fingertips are always looking for something to do with her family.  Napoleon didn’t have the word “Impossible” in his dictionary; my mother doesn’t have the word “sacrifice” in hers.  None of her duties burden her.  All chores are done one by one with a tempo that she has established over the years.  By the time the kettle lid starts dancing with boiling water, the washing machine is getting even louder in the laundry room.  When the sizzling sounds from the little rectangular skillet pan on the stove joins the morning symphony, it means my mother is diligently preparing my lunch.  Every day, except for Wednesdays, my mother fixes my lunch as a part of the melody in the morning symphony

My lunch box is a colorful, mini full course dinner condensed into one little box.  Plain white rice or fist sized rice balls with seaweed sit on one side of the rectangle box.  Sometimes a sour plum proudly places itself in the middle of the plain white rice.  It looks just like a Japanese flag.  The sour plums are known to protect from spoiling food.  Because of this reason, I find a red sour plum inside of my rice balls.  I don’t like the flag lunch box or rice balls with sour plum inside because I feel old fashioned.  My classmates have cute tiny rice balls with colorfully sprinkled sweetened sesame seeds on them.  I ask my mother, “Can you make smaller rice balls?”  She replies, “Only if my hands were as tiny as yours.”  More than half of my lunch box is filled with three (jumbo!) Mother’s fist sized rice balls.  I never have four rice balls or four of any item, because “four” in Japanese language sounds the same as “death”.  Holding four items will give you bad luck.  In fact, there is no room number four in any Japanese hospital.  No patient wants to stay in room number four.  My mother picks up a couple of little octopus shaped wiener sausages to give the box some color along with the yellow, brick-like omelet and Teriyaki sautéed green beans.  Dessert is a slice of apple with its skin carved like bunny ears.  My mother imagines every color as a music note.  She looks satisfied in front of her creative culinary art that creates a complete symphony.  Steam still rises from the tin lunch box, just like music coming from a music box.  My lunch box is my mother’s proudest musical and visual art creation of the day, except for Wednesdays.

Let Kids Talk

Under the Speaking and Listening of the ELA Common Core State Standards, first bullet introduces the Comprehension and Collaboration.  It states; Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and

texts,building on others’ ideas and expressing their own clearly.  This is what I have experienced in the last novel study with my 5th grade struggling readers.  

A group of students who I have worked with as a small group or one-one-one was ELL (English Language Learners).  Although by the fifth grade, most of ELL students are confident and comfortable in the informal conversation, their English literacy skills are not necessarily at the grade level including students who are troubled in decoding.  For example, most of ELL students' reading fluency doesn't reflect on their comprehension level or knowledge of academic vocabulary words.  This population of students successfully mastered phonemic awareness and phonics skills to be able to able to learn, at a stage of "Learn to Read".  Transition from there to the next level, "Read to Learn" is a bit of challenge.    It is devastating to learn the fact they don't understand what they read after such a beautiful oral reading.  Why are these kids at their plateau for a long time?  My answer was their lack of speaking experiences.  

Scaffolding.  I decided to have one-on-one or small groups to have scaffolding sessions while other students were independently reading.    Rebecca Alber suggests some effective scaffolding strategies in her article, Six Scaffolding Strategies to Use with Your Students.  In the beginning of the school year, I was hoping six ELL learners, who were all quiet in the class, would benefit from the diverse level of large group discussion because of my previous experiences.  There are some students who just listen, observe others, and internalize.  This year's kids were not like that.  Finally I admitted that group reading/discussions were not effective, although it was grouped by their reading level. I started to pull one ELL student at a time to read with them and checked for their understanding in the short segment of the book while everyone in the class had a same book that requires 5th grade or above reading level.  Six ELL students reading level varied from 1st grade to 4th grade in the STAR reading test. 

  

When My Name Was Keoko was a rich discussion material if you comprehend fully.  Prior to the whole class introduction, I pulled Maria (1st grade reading level) and Sal (both and future student's names are not real names) for the head start, they looked confused in the Korean language/culture and the history of the World War II.  We looked at the glossary page to learn major Korean words that continue to be important, such as Opah (brother from a little sister) and Abji (father).  We exchanged same words in Spanish and Japanese and celebrated our diversity.  Maria became confident enough to share her knowledge in a whole class.  The para educator Pam and I continued reading ahead two chapters each day with ELL students.  The best part was that they share their life connections to the text.  The conversation became very lively.  The family traditions are different, however, the family value was similar between Koreans and ELL students.

Although we had a good start and it seemed like a good discussion in each meeting, their responses were as exciting as I expected.  I noticed several misunderstandings each day, therefore more scaffolding comments and questions on the sheet, hoping they read my comments when it's returned to them.  Do they enjoy the discussion?  Do they enjoy understanding the text?  The novel study was almost done....

About the point of three quarters of the story, Jose asked me, "Can I take this book home?"  

During this school year, Jose has not read books or done his homework consistently at home.  In the meantime, Sean overheard Jose and said, "Can I, too?"  "I really want to know what happens next!"  Towards the end of the book, Jose kept grabbing me when I passed his seat, "I want to tell you about this story," begged me to stop by.  Without any support, he was independently reading and comprehending correctly.  

After we wrapped up the whole story, I showed the trailer in youtube to the class and asked to evaluate if the director did a good job on reflecting story elements from the book.  To my disappointment, the majority students who are at the grade level or above responded very sarcastically.   Well, it's spring time, 5th graders.....  Most ELL students did OK, however, comparing and analyzing are still challenging skills, especially, in writing.  Then Maria's. paper.  "The director did a great job quoting, 'You can burn the paper, but you cannot burn the words.'"  My jaw dropped.  This was the only student described the quote.  

The independent reading level is important, however, we shouldn't underestimate their maturity.  Depending on how we guide, ELL students or any struggling readers can be successful. 

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

 (CCSS-ELA Speaking and Listening)

Meaningful Collaboration

One thing is always in my mind: "The effective teaching and learning" for all students from struggling ones to advanced ones. 

Many schools have the Learning Assistant Program (LAP) model to support struggling students with data and Response to Intervention (RTI), which has been helpful in small group settings.  In my previous experiences, LAP teachers use their own curriculum to support academic skills that students are lacking.  It is a temporary bandage fix.  Why?  Because the classroom teachers and LAP teachers don't have enough time to collaborate.  Classroom teachers do not necessarily know much about the LAP curriculum.  The initial data is used for screening purposes, which is reasonable, but we don't know which instruction, instructional strategies, and curriculum will impact their progress without the collaborative team time.

Since the introduction of Flipped Classroom a few years ago, several ambitious educators have tried using their unique teaching approaches and have had successful results.  In the flipped classroom, students preview the teacher's pre-made video, or trusted resources such as Khan Academy, at home prior to the lesson.  During the actual lesson, students have opportunities to discuss their learning and questions from the video.  Based on their mastering level, a teacher can differentiate lessons based on the students' needs.

My idea of a flipped classroom doesn't have to have videos.  However, it needs team time between classroom teachers and LAP teachers.  Instead of using LAP time as "catching up" on lacked skills or a double dose, use it as the "Pre-Learning" of a new concept.  If a LAP teacher pre-teaches new skills to students in a small group prior to their homeroom class, these struggling learners will feel more confident from the start.  Prior knowledge is that powerful.  Unlike the "Double Dose" model, students don't have to be bored when a new skill is introduced.  They have to be active from the beginning because the skill is introduced in a small group first. 

To make this possible, a weekly collaborative planning will take a significant role.  Both classroom teachers and LAP teachers must be on the same page on regards to what academic skills will be taught in each week.  There are some online planning programs that numerous teachers can share.  Tools like those that enable the collaborative planning  of many without daily face to face meetings. 

As you can see, the effective teaching and learning for all students is dependent on teacher's effective collaboration.  Rather than chatting or complaining among teachers, we have to clarify teaching purposes and make plans during the meaningful conversation.

Awareness

Speaking of diversity, one teacher mentioned that there was no diversity among kids.  As teachers, all kids are equally important.  I agreed.  Another teacher mentioned that some kids have special needs.  That's diversity.  Teachers have to be sensitive towards individual students' needs.  I agreed.  Here was another one: A certain ethnic group of kids have typical similarities in their behaviors.  Perhaps, family values take a large part of our cultural representation as well as when we speak about diversity.  It sounded like participants enjoy sharing their diverse ideas of their own.  Diversity can be categorized as large as ethnic groups, yet as small as wearing glasses or not.  But why is diversity in education so important in our society?

I grew up in Japan not knowing much of ethnic diversity nor of any other kind.  Students had been discouraged to look different.  If you extend the length of your uniform skirt, you would be punished in the behavior room.  If your hair was touching your shoulder, you would be asked to braid or cut it.  It was not so fun to be controlled by someone, but I didn't necessarily question it. I cynically admitted that this whole nation preferred not to have diversity; they were comfortable enough to simply be, act, and think the same way, rather than looking for their identity.

When we talk about serious bully cases among Japanese youngsters, I think of the country's historical background.  They can't discriminate against any color of skin, but there are always reasons to put down from a bully's perspective.  In Japanese history class, I learned about Shogun's hierarchy system based on their business.  Samurais, Farmers, Technicians, then Merchants are in the order.  The government put farmers in the second hierarchy because the high rank would compromise their hardest physical work, which was not a successful tactic.  It was clear that the farmer's sacrifice-their hard work, yet lowest pay among others-was not only putting them down in society then, but still continues to affect people's view of farmers.  Some people really want to feel superior by putting other people down for any reasons, even if these reasons are apparently not reasonable at all.  It is a complete and unfortunate lack of cultural and self-awareness education.

Linda Sue Park's amazing juvenile novel, When My Name was Keoko opened my eyes on how to look at my own culture as well as different cultures.  I wish I could have read this book when I was in Japan.  I believe all Japanese youngsters must read and learn of perspectives that are different than those written by Japanese authors. I never knew how the Japanese military and government treated Koreans during my formal schooling in Japan.  Yes, Japan was the victim of the atomic bomb, which is a significant historical fact, but they also to add that their invasion impacted people's lives in several Asian countries, because these two pieces of evidence are the reasons Japan will never participate in the war.  During World War II, Germany, Italy, and Japan bullied other countries.  The Japanese, Korean, and Chinese all look the same, but cruelty against different ethnic groups sadly escalated during that terrible time.  If the world doesn't want to repeat that terrible experience again, we have to promote more education about self-awareness and cultural-awareness.

First, you must know who you are and where your family value is coming from.  Respect elders, but know that you don't have to sacrifice your wishes because of it.  Respect your own just because you are as important as other individuals.  If you know yourself, you will become resilient no matter how much pressure you receive from fellow peers.  You must represent yourself.  There should be plenty of opportunities to explore what you are good at, with these opportunities appearing as early as in your primary school age.  There should be many discussion opportunities to exchange your opinions over social issues with your peers and appropriate teachers' guidance.

Then, you will grow room for others in your mind setting.  By learning their cultures, values, and history, you can find several alternatives to cope with their differences.  That is the true 21st century international citizen.  Diversity can be the strongest tool for our society.  From the personal level to the large ethnic level, open your mind to learn each other.  True 21st century citizens don't blame on or make excuses because of diversity.  True 21st century citizens have the ability to solve problems by their own contribution and knowledge of diversity.

Winter Break Homework

Winter break homework in Japan is unique in many ways.  Having homework during the winter break is unique enough, but its contents are more than just academic content review.  In fact, an academic workbook is provided to each child and expected to be completed over the break. New Year's Day is the most important holiday throughout the year, because it represents the ancient Japanese tradition and customs that have passed on through many generations. Schools and communities collaborate to make efforts to pass important traditions to the next generation. 

Starting in the last few days in December, children are expected to help clean the whole house. They dust off everything from the household to welcome a good new spirit. It sounds religious, but it's a custom that has naturally blended into people's lives based on ancient beliefs. Families prepare New Year meals like mochi rice cakes. Each New Year's dish has its own meaning, such as the family's longevity and prosperity.  Children learn the country's and their own family's tradition by participating as an important member of the family. Children are encouraged to help with their family's New Year preparation before the winter break.

Many Japanese teachers give out a list of traditional games, such as flying a kite, Japanese badminton, Sugoroku (a board game), and Karuta (a card game that matches words and pictures), so kids have an opportunity to ask their parents or grandparents what they are. Games are a great way to learn the culture and tradition.

Japanese calligraphy is very important in the New Year. The seasonal phrases or the New Year's resolution will be painted on authentic rice paper with fine black ink and a brush. Students learn important techniques in Japanese calligraphy at school. Japanese calligraphy is the important assignment during the winter break; it takes time to complete the one that you really like. 

"Hands on" experiences are powerful learning tools.  Remembering as a student myself, "homework" didn't necessarily attract me, however, live experiences wouldn't disappear from my memory bank.  It is worth investing your time and effort on projects in order to intake and digest. The teacher's role is to provide students with meaningful opportunities, purpose, and consistency.  Let them get involved!

Warm Hearted Beings

Sharing stories around the fire is such a luxury.  It doesn't matter if it is rustic camp fire flames trying to reach dazzling stars in the long summer night, or a heavy stone fire place with an occasional cracking sound surrounded by people with hot cocoa mugs in their hand.  I believe that fire has a special substance that promotes both energy and calmness in human brains. This makes our bodies relax and enjoy our company, no matter who we are or where we are.  Here is one of the most amazing stories at our New Years' Eve party.

When I was in the healthy supplements sale's booth in the fair, I was nervous.  Although I fully believed in the products, I was the worst sales person ever.  I wasn't confident that I could convince costumers to buy the products. Sure enough, my sales record on the first day was worse than terrible.  

To my surprise, my boss paused and brought up an alternative option instead of scolding me. " I remember you are good at giving massages. I will bring a massage chair tomorrow, so you will give 5 minute chair massage to the customers. You will get some tips."  

On the next day, I saw a sign up sheet on the table in my booth that was full.  I was very thankful for this opportunity that I knew I was good at.  I did my best I could throughout the day with my heart fulfilled.  The next day was similar. But even better, I was confident and relaxed.  I could even observe another booth from my spot. One I was curious about was a hand made "energy" jewelry booth.  During my break time, I visited the booth and immediately my eye was transfixed to the rainbow colored stone shaped like a butterfly.  I picked it up and admired it for a long time.  Five hundred dollars was not a price I could afford in my current life for just one piece of jewelry, so I could only touch and look. The lady in the booth approached me and said,"You really like it, don't you?  I will put a chain in this stone so you can wear it.  I know you are working over there at that booth.  Wear it for today and bring it back at the end of a day."  As soon as the chain went around my neck and the butterfly stone touched on my skin, my eyes were filled with flashback memories of my terrible choices in the past and my true heart accepting them, absorbing them, and cleansing them.  I was healing.  At the end of another successful massage session day, I brought it back to the jewelry lady.  She said, "Wear it tonight and bring it back tomorrow.  I trust you."

"Does this butterfly stone really have such miracle power?"  I wondered.  "Why does this lady treat me so well and trust me?"  While simple questions and appreciation were zigzaging in my head, I  peacefully dozed off that night.

In the morning of my third day of the fair, I was simply too busy to return the magic butterfly stone to the lady. I was hoping she wasn't mad and understood I wasn't forgetting to return.  Just before I was about to visit her, she walked over me.  "I am sorry for holding this for a long time," I immediately apologized.  She grinned kindly.  "It's ok.  It's now officially yours.  Someone who received your massage visited my booth and told me, 'That massage lady really needs that pendant,' and purchased it for you.  So it's paid.  It's yours."  She and I held hands each other and shared tears.

At the end of her story, I, too, shed some tears.  Is it really a magic stone?  I don't know.  What I know is that this stone is a symbol of compassion.  This one extraordinary memory can change the lives of people who have been involved with it. There are so many things that you wish to go away, yet you have to deal with them anyway.  In those negatively visioned everyday circumstances, one powerful and positive experience keeps you courageous. If only one positive experience influences your life so effectively, what would happen if you have many positives?   Alex Korb, PhD  states that self-affirmation boosts the prefrontal cortex's ability.  His advice is that forgiving another person, reflecting on your own actions, and considering another person's feelings, initiate the improvement of perseverance (how well you can stick to your determination) scientifically.

Dalai Lama posted on the New Years' Facebook page, "... to be more sincere, compassionate, warm-hearted beings, trying to make our world a more equal place.  That's actually make it a happy year."  I am so happy to welcome a new year with my great health, wonderful families, and friends.  Hope many positive conversations and memories around the fire will be shared in 2014.