Audacious Attitude

I have been out of my comfort zone on purpose for a last couple of weeks.  I wanted to bring my memories and sensations back to me when I must learn something new.

 Learning new things must be exciting, however, it is true that associated with some degrees of fear.  As you get older, you would become fearless because you have accumulated your life experiences.  They would help you predict what might happen.  Their cause and effect picture is more clear than experienced people.  Being predictable would relieve your anxiety. 

On the other hand, if you think the outcome would not be good from the new experience based on your life experience, you might not try in the first place.  You might say, "Oh, it takes too much time," "It's too messy," "I don't like that stuff.," etc.  You would become like a five year old whining, "I don't like this food," even though you haven't tasted before.

I am wondering about how the person, who has only seven years of life experiences in his life, would respond in the situation where facing the new challenges in school.  Chances are 1) This child was born to be fearless, curious, and enjoys taking risks and 2) This child is curious but afraid of taking risks. (Not limited, of course.) Neither cases could be influenced by their life experiences in this learning situation.

I was number 2 when I walked in the fitness gym first time.  I was interested in being fit, but I was afraid of being revealed how bad my current shape was, how the trainer thinks of my physical abilities, and simply and physically how hard I have to work out towards my goals.  My "long" life experiences manipulated my mind in a pathetic way, juggling anxieties that I have possibly predicted. 

"Feel the presence.  Be kind to yourself without judgement.  Breath in, breath out....,"  the mindfulness lines chimed in.  That's right!  I WAS afraid of the "judgements" (which never happened and most unlikely would happen) and almost losing my new learning opportunity.  I began to talk to myself,  "I should accept who I am no matter how bad or good shape I am.  I am wanting and needing to teach my body how to move in order to sustain my good health.  So be it..."  Then, my attitude shifted from fear to willingness. 

The yoga instructor would say, "Weigh on your feet," when my arms are tired from my heavy weight. The fitness instructor would say, "Don't move your shoulders but squeeze your collar bones,"  when my neck was awkwardly shrugged between my shoulders like a turtle.  The Zumba instructor would say, "Don't forget to smile," when my face was a petrified zombi.  The NIA instructor would say, "Dance freely, enjoy!" when I was an aimless jelly fish floating in the Puget Sound. 

I am totally out of my comfort zone, however, that is where I am now.  But I don't have rush to feel comfortable for the challenges.  But I am becoming audacious to the challenges.  When this attitude becomes to the habit, these challenges are going to be a part of my presence some day in the future.

How We Learn in Summer

On the sunny porch with a comfortable summer breeze, I reached the next chapter "Retention" in my summer reading,  How We Learn The Surprising Truth About When, Where, and Why It Happens by Benedict Carey.  It all started with the New York Times Book Review that tickled my curiosity. 

I picked up this book simply because I wanted to justify how I individualize my students when they learn.  It is uniquely true that there are so many different ways to learn new skills and gain knowledge. However, do learners (including myself) really know what strategy is the most effective?  Do we retain our understanding well enough to apply it into our life?

In the meantime, I was curious about how many American students retain their year long learning at an efficient level during their summer break. 

Japanese kids get out for their summer break usually on July 20th (one more week!) and come back to school on September 1st.  Whether you are a first grade student or a teacher, you will get summer homework.  The elementary school homework includes math and language arts workbooks, summer reading with a reflection paper, a science project, a swimming log, and a daily journal.  A couple of days before the summer break, the classroom teachers help students make their daily schedule, i.e., waking up time, bed time, play time, study time, etc.  Ms. Teacher would say, "You shouldn't go out to play before 10 am.  You have to finish your homework each day while it's cooler in the morning."  Attending the local 6:30 am National Radio Exercise in the local playground every morning has been the P.E requirement. Additionally, students have to report to school for one or two days during the break so that teachers can check on how they are doing on their homework and with life without school in general.  Sounds intense, doesn't it?  Teachers still lament, "The kids lost everything they have learned," when they come back in September.

Carey supports the idea of breaking up study time, changing rooms, and using distractions (music).  I wonder what might happen if Japanese kids break up their homework studying into increments, perhaps into three 15 minute sessions, such as in the morning, afternoon, and evening, rather than cramming it all during the cooler morning time.  I wonder what might happen if they intentionally choose different rooms each time, like the kitchen, bedroom, and perhaps  the local library if it's too hot during the daytime.  Each session, they should use the earplugs to access some music.  Ben Carey, I would like you to conduct this new study on Japanese kids just for me.  I want Japanese kids to feel unstressed during the summer, even if it's only a little bit.

For American kids, they have no problem finding free time, choosing rooms, and many have experienced music with a headset during the school year.  What they need is actual "Summer Assignments".  Bring a tablet on a vacation or even a car ride to play games like multiplication facts or sight words.  Bring a Kindle with you where you go to read during your spare time.  I don't think  kids have to work like a bee, but just don't be totally free for the WHOLE SUMMER! 

Retention techniques only work if you have the study materials.  As a classroom teacher, I hope kids go back to the addition/subtraction facts and think about/use reading strategies at least once a week anywhere they are in addition to doing family things that can only be experienced during the summer.  I look forward to seeing kids who are content and confident when they come back to school in September.

Fitness Education for Life

I was nervously standing in front of the sturdy pink and green plastic block in the fitness trainer's office.  "Start anytime you want and continue until three minutes is up."  My right leg stepped on the box and went down, along with my left foot, with rhythmical metronome sounds.  The trainer entertained me for the whole three minutes by chatting with me, which I appreciated.  I was not bored.

"Your resting pulse was 81.  Usually, it recovers to the resting pulse in one minute, however yours took two minutes."  I was pretty amazed that my own heart didn't want to recover from the  excitement from the mild exercise.  Also, I concluded why I have disliked running since I was little.  Because my heart doesn't recover as quick as normal, my exhaustion remains within me longer than other people.  I remember this stepping activity as one of the physical fitness tests in Japanese Elementary School.

The Japanese Education Department has established Sports Tests and Fitness Assessments in public schools since the Tokyo Olympics of 1964 to encourage the whole nation to be more athletic.  In 1999, these assessments were adjusted.  Currently, the government promotes a wider range age group (6 to 79 years old)'s participation for the purpose of maintaining the nation's well being by facing the aging society. 

Aging or not, we have our own responsibilities to maintain our own body and mind.  It is beneficial that these students in public school have the opportunities to analyze their physical abilities and sports performance annually.  Sadly, many Japanese adults don't take advantage of their early fitness experiences well after their graduation in comparison to the U.S.  Our resourceful heath fitness awareness can be seen as early as in Elementary Schools.  Well being is as important as English, Language Arts, and Math.  If the fitness program (or assessment including nutritious education) is lacking in the school, they need something for each kid, some guidelines or standards that everyone can easily follow through.  Youngsters need to learn about their own bodies, their physical performance, and how to improve/maintain their qualities.  This kind of conversation should be heard more often at home and at their community at large.

So, for me, my self awareness just to recognize the importance of my well being started very late in my life.  But hey, better than never, right?  As my fitness endeavor continues, I would love to be an advocate for the students' and their families' well being too.  One day at a time. 

Learner's Point of View

My first year teaching experiences were unpleasant not only because I was the young, female, music specialist, surrounded by black uniformed teenage students who looked down (because I was too short or they were too tall) with disrespect in the entire school year to me, but also because a particular senior teacher was a tyrant in this school.  Surprisingly, even the principal got quiet when he began arguing against the school policy.  Several young teachers including me all acted like his servants inside and outside of school.  One female science teacher especially was like his personal secretary.  I was pretty amazed how she took care of all the paperwork in addition to her teaching job.  She never said "No" to this senior teacher.  I was relieved that I was not in their grade level, although there were some chores other than teaching work (ordering other teachers' lunch, collecting money, making exact change for each person weekly, etc) on my plate. 

This senior teacher called me stupid and told me not wear piercings in my ears at work during the faculty party.  I didn't know how to fight.  Even though I felt horrible, I kept going to the parties that this teacher attended.  Why?  He was beyond knowledgeable, even somewhat humble, and he was willing to share every one of his experiences with his colleagues.  One of his stories struck me. 

"I am still taking some classes.  I sit and listen to the instructor.  It shows me how students feel in their seats in the classroom.  Unless I sit as a student, how do I know how my students learn?  Learn something other than your career.  Be curious."

While taking classes are very common for teachers or any adults in the U.S., there are not many opportunities for Japanese teachers to be students themselves after they become teachers.  A teacher's long hours also constrain time for activities besides teaching. His attitude inspired me.  It made sense to me.  Although I didn't forgive everything he said and did to me, I decided to follow his point. 

While I was at my Yoga class this morning (for the first time!), this flashback came to my mind.  My body was not necessarily moving as the instructor described.  I frantically looked around at the others and panicked.  I suddenly realized that this was how students feel when something new is introduced into the classroom.  "It's okay to put your bottom down, if you need to.  You will get it when your body is used to it," the gentle instructor accommodated with his kind soft voice.  I appreciated  knowing that it was okay and I didn't have to be perfect.  Clear expectations, modeling, exploration, making mistakes, compassion, self awareness, reflection, and patience...these words that I have been using countless times during busy school years, came alive together in my brain and heart.  If we, educators, know the student's point of view, we can successfully establish a risk-free learning environment.  Recognizing that fact makes me feel grown up.  Teachers are made by being life long learner for reasons.  Namaste.

Japanese First Grader's Math Manipulatives

While Kindergarten is the first public education in the U.S., the Japanese First Grade is such a huge milestone.  Pre-First Graders sing proudly, ambitiously, and repeatedly a song called " 一年生になったら　When I become a First Grader ". The-First-Graders-Soon-To-Be's  enthusiasm is evident by just looking at how they sing.  The song lyric expresses how significant for a 6 year older to be a first grader by describing, "I want to eat rice balls with my hundred new friends on the top of the Mount Fuji."  This song make all of the nation smile and want to support these youngsters.

After the Welcome Ceremony on the first day of school, the brand new first graders and their fully dressed up parents are lead by the teacher to their classroom where each desk is beautifully prepared with a yellow hat, new textbooks, 算数セット(Sun-soo-set; the set of basic math manipulatives) box, and perhaps more goodies.  　

Although there are some varieties in the math manipulative boxes depending on the company, the basic items are similar and support early mathematical experiences no matter which company's textbooks they use.  The fundamental mathematics skills in the first grade and early second grade are very critical.  These kids are lucky to have their individual math set of their own.  It has been a trend that most young families want to purchase everything new for their own brand new first grader, however, there are more schools that reuse and recycle for the next first graders to decrease families expenses, according to the Asahi Shinbun Newspaper 2009.

Here are some items I would like to have for our American Kindergartners, First graders, and Second Graders.

Item 1:  A Clock

The Common Core State Standards Math 1st Grade.Measurement and Data, a.k.a. MD.3, 2.MD.7 (second grade), and 3.MD.1 (third grade) indicate the telling time.  Visual support and practice are very effective, especially in the relaxed learning environment.  Teachers can be creative in order to reinforce telling time skills.  Although Kindergarten CCSS doesn't require telling times, how fun to explore the clock in the math station activities?

Item 2: A personal magnetic board and multi colored magnets (preferably 20 pieces in each color)

These items works for any kind of number sense activities such as  counting, matching, comparing, adding, subtracting, and representing the place values in the cart.  Additionally, multiplication and division are simply explained by 3rd grade students.  Thus, Counting Cardinality (K), Operations and Algebraic Thinking (K-3), Number and Operations in Base 10 (K-3) are all covered with this simple manipulative set including 4th and 5th grade intervention lessons.  Because they are magnetic, kids don't lose small pieces as much as non magnetics.


Item 3: Magnetic Colored Shapes

A variety of two dimensional polygons can be introduced and explored with the Geometry Standards in CCSS K-5.  I am more curious to have the magnetic Tangram Puzzle Shape.  Individual and group activities including rich discussion will be guaranteed, perhaps, with some academic vocabulary.  Like item 2, each shape hardly gets lost because of the magnetized materials.  

Item 4: Counting Sticks

The counting sticks support Counting and Cardinality (K) and Number and Operations in Base Ten (K-3).  Multiple practices with these items strengthen students' familiarity in the foundational number sense.  Cognitive understanding of number sense doesn't come in over night.  While young students purposefully and accurately manipulating these items, it develops.   You would be surprised at how many second grade students count items inaccurately.  It is great though, because that is why they practice over and over.  It is a great opportunity for them to make mistakes in the classroom.  Any mistakes will become concrete understanding in the hands-on experiences.

Item 5: 10 Frame Cards

10 frame is another way to develop concrete understanding of number 10.  These cards should be laminated and used frequently.  The activities include compose numbers under 10 and decompose 10.  Students visually respond to what number make 10 and identify how many more than 5 is 6, 7, 8, 9, and 10.  Here is my favorite 10 Frame game in the illuminations.nctm.org. 



If kids have these five items in daily basis, each upcoming grade year in math will be smoother.  If the school supplies these math manipulatives for all classrooms of K, 1, and 2, teachers don't have to dig for certain items buried in the stuff room in addition to strengthen the standard based skills.  Having common tools give students freedom to ask their own questions and find their own solutions and explanations among peers.  It employs to the entering level of all 1-8 in Mathematics Standards for Mathematical Practice. 

Educational Facilities in Japan

Universally speaking, babies learn their native language through their mothers and people who are in their early life environment. It happens all naturally, and as a result, later, they cannot explain why a certain expression is described in a certain way.  The process of learning a first language doesn't include grammar while learning a second language requires one to learn this new language with their structures and new vocabulary in their dual language dictionary.  This is like experiences in Elementary School.

I have never had questions about why Japanese Elementary Schools have certain facilities, such as swimming pools, science group tables with running water, sink, and gas burner access, and home-economic group tables converted between cooking (running water, sink, and gas table top) and sewing and craft, because they have been always available when needed throughout my twelve years of public education plus my teaching career in various regions of Japan.

"Where is the swimming pool?" It was the first question I asked in the Elementary School where I interned in Idaho.  This teacher looked at me like a crazy person, "We don't have any. Did you have one in your school?"  I replied hesitantly, "Most of the public Elementary Schools have their own swimming pool in Japan.  Our school had one on the rooftop of a three story school building."  I have learned that while swimming is a P.E. requirement in Japan, it isn't in the U.S.  Elementary Schools in Japan rarely have a "P.E Specialist".  Classroom teachers mostly teach P.E, music, science (in most/many cases) and home economies (in 5th and 6th grade).  I also learned that, thus, American teachers don't have to go through a swimming test during their job application/hiring process.

During the school tour, I noticed a couple of my favorite rooms were missing although I found the music room.  The science room and the home economics room were gone.

The science room was full of excitement.  We divided water into oxygen and hydrogen.  We timed how long candle lights last in different sizes of jars.  We observed how litmus' change its colors.  It was absolutely joyous when we confirmed our predictions through meaningful and hands on experiments.  Collaborative effort was also heavily involved in the process.  There have always been more than enough scientific equipments inside of the locked cupboard in the science prep room.

The home economics is another unique academic requirement in 5th and 6th grade.

Both boys and girls get to cook "real" food in the home economics room.  There is the lesson about the nutrition and cooking process on the group table a week before the cooking day.  Then, students slide the wooden surface over, and wallah!  The convenient cooking table, sink, and stove top appear!  From the preparation to the final cleaning, there are no food scraps nor even a single drop of water on the counter top.  Students are evaluated not only on participation, but on their skills of organization as well as their actual cooking.

Other times, kids learn hand and machine sewing on the same tables in the room with the wooden surfaces.

As you can see, the home economic room is well designed functionally.   In addition to a knowledge assessment on paper, students sewing skill's are assessed by their finished products based on the consistency of the stitch size, creativity of their product, neatness, etc.  Though the assessment part was not my favorite part (whose was it?), creating new culinary arts and sewing related crafts was always rewarding after hard work and teamwork.

I wish we could have these useful facilities and extra curriculum in the U.S schools that motivate students to want to learn more.  These are life skills which they can apply in their future life.  I call it "Life Readiness", if not college/career readiness.

Power of Communication

If you have a gymnast at the competitive level in your family, you can see how much time and effort have been made in order to pursue its career.  Its success deeply relies on the collaborative effort of a circle of supporters including knowledgeable coaches, skillful gymnastics office managers, caring teammates, and the last but not least, families.

Needless to say, as gymnast's parents, we do what we have to do as an simple example of transportation to practices and meets.  Although we don't expect the return other than the fact that our daughters enjoy sports, a little acknowledgement eases our daily duty.  The communication is the key.

First of all, not only our own daughter but other gymnasts greet adults with eye contact.  It is a great sign.  Hello and Thank You are simple but it can be difficult if they are not reenforced until it becomes the habit.  Girls in our team are learning respect.  It makes me smile. 

Second, parents always appreciate coaches and staff members communication.  In the car ride to home, I would hear a lot of remarks and advices that received during the workout.  It is the evidence of her coaches' effective communication.  The gymnasts trust and care about the coaches advice therefore they remember.  The effective communication happens and work well in the trustful relationship.  I know building relationship is not a over night job. 

Third, the teammates count.  Girls' ages, skill levels, learning styles, length of attention span vary in the team.  But they are focused on their accomplishment.   They complement when succeeded.  They cheer while trying.  They encourage when they fell.  And they share smiles.

Above all are great reasons to keep me going, however, I found out another powerful communication that impacts the dedicated gymnastics' family life.  It is to self.  You may want to call it as self talk or self reflection. 

Me: Is the TOPS skills harder than last year?
Gymnast: Yes, the bar mount is harder.
M: Oh, that is what you told me your accomplishment.  It sounds like you are ready for the test.
G: No, I mean, I did yesterday, but I need "consistency". 

She kept talking to me as if she is talking to herself, "The head coach thinks I am good because he watches only when I do well.  It is not right!  I want to twist my body more and, you know, I need to be consistent on this skill."

That is, what I call, the "Communication to Self". Although technically she was talking to me, she  was deeply connecting (communicating!) her inner voice.  It is built on the first three communication skills.  While I am proud of her, I pat my shoulder as a part of her team

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