Creativity in East and West

Here comes the certificate renewal time.  I simply wonder, why am I in the American Education?

A recent conversation with a childhood friend, who has Japanese college education himself, brought up this question.:

"How does the American Education differentiate from that of the Japanese?" 

"It will take all day to explain it," I told him.  That was absolutely true, but I froze a moment.  What is so different?

While being a student in Japan, I heard so many people say, "Japanese Education is lacking creativity."  They were making comments such as: Japanese students don't try to be extraordinary, Japanese students are afraid of being different, Japanese student's are all cookie cutters.  I wasn't sure it was true.  Creativity was not a big focus on any core subjects anyway, so why discuss creativity?  However, their visual arts were extraordinary.  Schools take sketching trips to the nearby parks, and organize school wide water color painting contests.  Although there was no word of "creativity," most of their art were breathtaking products that used sophisticated techniques on capturing objects, adjusting water, and experimenting with different colors.  In the performing arts, Japanese students exhibit their beautiful voices and instrumental sounds with amazing acts of unity.  Sometimes some students tried to be stand up comedians in the school talent shows.  They were all creativity, but only happened outside of math, reading, and writing.  As a result, the definition of creativity was in my mind as "artistic skills".

Therefore, there was no wonder that I was appalled at the American twenty students' art projects on a wall in my internship year in Idaho.  "American education is lacking creativity."   All second grade students used the same pattern and copied what their teacher did on the whiteboard.  Based on the individual cutting skills and strong or soft writing pressure, they created some differences among products; however, they all looked identical.  It was a culture shock.  I was witnessing the totally opposite phenomenon to what I had been told and I had believed.  As my internship went into getting deeply involved in observing other teachers and my own teaching practice, my view began changing.  I heard the word "creativity" quite often in many different occasions throughout a day.  Kids used manipulatives to solve a subtraction problem, were encouraged to sound out to spell, and shared their connection to the book, etc.  The basic teaching pedagogy was to promote students' creativity!  Japanese educators misinterpreted "creativity" and delivered the real education ground.  I realized I was one of those thousands of Japanese students who was victimized of misinterpretation in "global education". Yet, it was also true, using manipulatives was not necessarily helping this girl master her subtraction skills.  Creativity needed a purpose and guidance in Elementary Schools.

I told my friend, "Creativity is the strength in American Education, if kids have a proper academic foundation."

A strength in Japanese education is the strong academic foundation in early educational years.  This fundamental idea as Common Core State Standards, are ready to seep into the American education system.  Students will be able to recognize their own success in learning basics.  Application process is successful only when students obtain academic skills.  By applying these skills in many different ways, students will master specific skills.  Then they will feel ready for the higher level challenge.  Not only do they have content knowledge, but their persevering learning experiences make confident problem-solving citizens.  Most educators are excited about this historical reform in education.  I am too, but in a different way.  We found a way to connect the dots that should have been connected without tangling. Instead of envying other countries' higher achievement, importance of basics and creativity are now merging seamlessly in our country.

2014 is the official adapting year of the Common Core State Standards.   This is not a big change, but it is an opportunity for all educators to sort through their outstanding teaching skills and blend them with the academic foundation.  I am ready to face challenges using my creative thinking.  That's why I am in the American Education.

Advocate in Children

"...... all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives." (Common Core State Standards in Math) 

It is a voice of advocate like parents bringing up to the teacher about their concerns on their son's last math quiz.  Though both parents would work full time or juggle two jobs, advocates find the ways and time to communicate to the school.  They would also take advantage of the recent information technology to explore over advise they have been looking for.  Advocates care.  Children sense it. 

Educators and leaders in our country are trying to do similar in a large scale.  It is an urgent assignment that ALL students would be prepared to be responsible and productive citizens for their own life before flying away from their nest, the public education system.  Individual distinguished teachers understand it in depth all over the country.  So they deliver lessons every day with passion.  Children see it through their active engagement.

We need the efficient collaboration among all parties to be successful as an advocate for our children, our future, and our country.  Face it.  Realize it.  Take your part.  So you can be active on advocacy in education.  That makes you feel meaningful in the society you live in.  It leads toward our brightest future.

Breaking the Code

Richard Gentry might be sorry for me how slow I get "IT".  But I know he will celebrate for my lightening bulb lit up, then the idea synopses spread out all over my brain.  Breaking the Code (Breaking the Code: The New Science of Beginning Reading and Writing).  

It started from my 8-years-old's question, "What is the Morse Code?"  while reading 10 Days Thomas Edison by David Colbert.  Needless to say, Thomas Edison's inventions are in our daily lives.  Learning about his personal stories behind them are even more fascinating.  Here is an episode.  As a reward of saving his little son, Young Thomas asked James MacKenzie for teaching the telegraph operation instead of money.  Although Thomas was brilliant with persevereance, it took too large amount of time spending to learn just one code at a time all by himself.  MacKenzie became Thomas' mentor and, years later, an employee in Tom's project along with his son whom Thomas has saved. 

I turned to my daughter, "Each code has a special meaning.  But it is so hard to understand."  Then, I realized that printed language seems like a code for early childhood ages in reading and writing world.  If you have a efficient guidance and instruction like MacKenzie, you would gradually become an expert code breaker.  Again, hat's off for Richard Gentry for explaining how the children's brain at certain literacy level functions and how to help develop to the next stage. 

For English Language Learners who are not native English speaker, not only reading and writing, but listening and speaking are all complicated codes.  Fourth graders in Japan learn Romatization of Japanese, called Romaji.  Unlike traditional ways of the Japanese written format, all Japanese sounds beautifully turn into the miracle form of Roman Alphabet!  Students learn this coding system fairly quickly because almost all Japanese sounds are combination of one of 5 vowels and consonant.  For instance, do you understand what "Makudonarudo" is?  It's "McDonald's".  Fortunately and unfortunately, most 4th graders wouldn't know the significant difference between Japanese and English McDonald's in their sounds and spellings at the time. 

The nightmare begins in 7th grade when they officially learn English.  English is a subject they have to pass for good high schools and college, not a communication tool.  One of the smartest kids shared with me how to brilliantly memorize a word "Christmas" in the spelling test.  "You can say, 'Chiri' (dust in Japanese) 'sute' (throw away in Japanese) 'masu' (polite ending in Japanese)."  How amazing that "(I) throw dust away," turns into a traditional Western holiday!  I memorized his code.  I was so close, but got wrong by spelling, Chiristmasu. As a typical Japanese, my Christmas had a vowel at the end.

In 9th grade, there was a question that asked the translation from Japanese to English.  I had no idea what "island" meant in English at all.  With my desperation, my pencil ran, "shima (島）," in the blank, hoping, my teacher would give some credit.  I was wrong.  No credit.  Japanese ways of code breaking strategies for the test taking didn't work well in my needs as a High School student.

Although I am not a foreign language expert, my instinct says, there must be some other ways for young Japanese students to break the English code.  What about more phonics instruction for Japanese students? (It's embarrassing at first, but fun to pop new sounds right from your mouth that you have never used in your life!)   What about oral responses instead of written ones?  Utilize computer software?  More individualization?

Then I realized that I came back to my own field.  Developing number sense is a code breaking as hard as reading and writing.  No wonder why many kids struggle in math.  Now my code breaking journey will sail off to the Elementary mathematical world.  To be continued.

Learning from All Star Little League Baseball Games

Whether if it's professional or amateur, All Star Games are played by the selected best players from teams in the region.  What's intriguing is that the best players don't necessarily play as the best teammates.  That's why each team's coach must have great skills to promote trust among young players.  To win or lose, watching your own child in the game is the best part, but there are some considerations between winning and losing.  That is the "trust".

In the fourth inning,  the All Star Little League Team Fabulous wanted more runs that would make them feel secure.  With two outs, a runner with the number 52 stole the second base.  The first base crowd roared like a thunder, almost forgetting about a young ball player with number 17 on his back in the batter's box.  The batter with the number 17 swung his bat fiercely.  He hit the ball.  The ball flew over the dugout.  Foul.  The whole audience sighed.  It was evident that most people, except his parents, didn't have much hope for a big hit from him, because of his batting record in this prestigious tournament.  All Star games intimidate many qualified players, no matter how well their seasons went in the smaller regions.  The blue uniformed pitcher threw another ball to the catcher.  "Strike!"  The count now became 2 strikes and 2 balls.  But as soon as the umpire made the call, the catcher somehow dropped the ball from his mitt.  He madly circled around home plate to look for his lost ball.  At another side of the diamond, the number 52 began dashing like a mad bull towards third base.  The third base coach yelled, "No, no, go back!"  The lucky catcher found his ball in 1 second and this lucky ball was in the third base players glove before the bull reached.  "Out!  Three outs!" The umpire exclaimed. While the whole audience reacted on the commotion of the bull, nobody noticed player number 17's disappointment in that of which he lost probably the last batting chance of his little league career. Team Fabulous lost their chance, but they were still 2 points ahead of their opponent.

Outfielders on the opponent team had been consistently cheering their teammates.  Under the coaches' strategies, several pitchers switched over the game.  Even though they were behind, their mental toughness was evident.

Team Fabulous was about to win at the bottom of last inning, however, the pitcher's physical strength was also running out.   Before they knew it, all bases were loaded.  Finally, a relief pitcher came to the mound.  Can you imagine, a 12 year old is on the demand of three straight strikes, three times in a row?  Perhaps he could of if he was called from the beginning of the inning.  As you can only imagine, Team Fabulous lost at the end.  All players dropped their heads down.  The relief pitcher told his teammates, "I don't care."

Dear readers, I am wondering if Team Fabulous could have had more trust, dignity, and respect to each other.  What if Number 52 had trusted Number 17?  Does 52 still try to steal the base?  Does 17 blame  52 on losing his chance to bat?   Didn't a relief pitcher really care about his team?  Was he embarrassed of the blame from teammates and fans?  These kids are only 11 to 13 years old.  Losing a game is sad, but most importantly, how to lose a game is a huge factor if the young players grow to be better players.  After all, baseball is not only a physical and technical game, but a team sport.  Sportsmanship and teamwork builds upon their trust. 

As a coach (teacher) myself, building a new community takes time and effort.  My hat is off for the All Star Coaches to do the same among these kids from different teams in such a limited time.  But don't you agree how essential it is for leaders to promote a team as a true team?  The team could cry together rather than complaining individually when they lose.  Then, at the end of the season party, all teammates and families would laugh and cheer about how great the season was, regardless of the result.  Kids would grow up and still remember these great memories of their comrades.  That is all about the Little league. 

Raising Frog Readers

Richard Gentry, PhD talks about the early literacy development as a life cycle of the frog in his book, Breaking the Code; The New Science of Beginning Reading and Writing.  As an example of non alphabetic writer as a tadpole, young children would add their tails and legs gradually.  Though, each individual developmental time varies.  Eventually, they would become aware of phonemic knowledge and being able to correspond letters and sounds in their writing.  This idea sounded revolutionary in my early literacy instructions yet several instructions have been commonly used in the classrooms all over the country.  The essential is to provide tadpole readers appropriate instructions at the appropriate developmental stage.  For instance, providing a fly to tadpoles doesn't make sense.  Tadpoles are not yet ready for flies at their dining table.  Gentry suggests several appropriate literacy activities at each developmental stage that made me hopeful in my future classrooms.

Then, my own journey began.  Take advantage of living in the the Information Technology era!  The technology devises will change the whole game plan in the literacy education.  As of the example of the Phase 0 Writers (Pre-Alphabetic), one of Gentry's suggestions is to begin teaching sounds.  Read Write Phonics  provides simple learning application on the touch screen devise.  This type of tool helps students become more independent and accountable for their own learning.  It can definitely be one of the literacy center activities.  I prefer explicit instructions to "Read to Self" and "Read to Partner" while kids are still tadpole readers because they would learn "inaccuracy" by not knowing how to read.  (It is necessary  to experience independent exploration of different books for the purpose of being familiar of books and learn how to turn pages, etc.  But that is more likely toddler and pre-school ages and settings.) With young user-friendly learning devise, a small reading group in K-2 grade classrooms can work independently while their teacher teaches another guided reading group. 

Another popular instructional example is Word Sorting activities. Another book by  Gentry, The Science of Spelling; The Explicit Specifics that Make Great Readers and Writers (and Spellers!), describes that word sort activities that benefit from pre-schoolers to 8th graders.  Kindly, Gentry shares the grade level appropriate spelling instruction samples in the Appendix B of this book. What I found in the technology world is "Word Family Sort".  This program is available in the Read Write Think site.  As soon as spelling patters are introduced, kids can apply their knowledge to this activity. 

Above all, there are millions and gazillions of literacy support applications out there.  It is imperative for teachers to understand the children's developmental stages in literacy and its appropriate instructions in depth, to start with.  Select high quality, simple, and self sufficient programs in your list.  Design these programs to be available for children's convenience.  Maybe original reference chart would be helpful, e.g., which students at the certain literacy phase might benefit from which program, etc. 

Our potential job is to raise our youngsters from tadpoles to frogs with patience and with the best knowledge about individual abilities and needs.  Once they become frogs, we have to teach them how to make higher leaps and cool tricks.  We also have to teach how to catch the best types of flies, not random ones.  It is not a one time job, after all.  Leap steadily and strongly day by day.  So, they, too, enjoy their literacy life on their lily pads.

Learning Is Fun

I totally agree with the concept.  If learning is fun, kids are motivated and they strive.  Teachers are busy, day after day, thinking how to make their lessons attractive and catchy so kids would be engaged.  There are millions of creative games, fancy fonts, and illustrations available online and in the book stores.  What  creative minds teachers in our country have!  Additionally, when your student answers math facts correctly, he would shoot a virtual zombi on the computer screen.  Kids would rush over to the computer like vultures, wanting to shoot as many zombis as they could.  Wait a minute!  Perhaps, these activities are fun and motivational, but are kids experiencing "learning" is fun?  Furthermore, are these creative materials and activities really fundamental "learning" experiences?

What I contemplate is the definition is learning and how to define it.  Here are some ideas I propose;

1. I read this book because I get a sticker. v.s. I want to read this book because I really would like to know what happens next!

2. I complete these problems because I can color after I am done.  v.s. I want to do more problems because I am getting confident in these problems. 

3. I write my journal because it is homework.  v.s. I want to keep my questions and findings around my life in my journal every day.

There is nothing wrong with first voice in each section, however, how powerful the second voices are!  That is the "learning" I am talking about.  When teacher's job becomes more than keeping every kid on task by providing fancy worksheets or stickers, learning is going to expand its definition; learning as understanding, discovering, collaborating, sharing, innovating, analyzing, feeling good about themselves, and appreciating people around them.

Thus, my job is not only teaching content areas, but providing students opportunities to consider themselves as fun learners who enjoy themselves through daily challenges.

Unexpected Ending

Two years in a row, something that I had never expected, at the end of the school year, happened.  Relationships.  It blew me away. 

Like many of you educators, I am one of them who try to connect to every student every day, but my effort is fruitless with some students in some days.  With some kiddos, I had no idea why and how else in the world I could make a difference in our relationships.  Tommy (not a real name) has never been sent to the "Refocus Seat".  Rather, he is almost always quiet and seems contained with his charming large eyes unless it is individual work time.  These has been no productive time in partner discussion, independent writing, and math worksheets.  His trimester reading log was empty.  You can easily imagine numeral strategies that can motivate a student like him.  Yes, I tried them all.  None of them worked and I was stuck.  When I visited him individually, he was tearful and whiny sometimes.  "You are mean to make me work."  I whispered, "I am sorry your feel that way.  And thank you for working on this sheet even though you don't like it."  Tommy didn't crumple and throw the worksheet away like other naughty ones do, but he just sat. 

Shortly after June started, I found a kind of stickers that have a chocolate scent.  These were a hidden gem for reluctant learners including Tommy!  Yes, he was caught by my hook.  "Will you save this sticker until I am done on this page?"  he asked.  I replied immediately, "Of course, I will because you will deserve it for your hard work."   It was the first positive interaction between Tommy and me.  He became more productive than ever with a little incentive, but it was already in June.   "I should have used the scented stickers earlier!  The school year would be over in less than two weeks," I blamed myself.  The stickers are only motivation for this intelligent young boy?  It sounded really pathetic, too.  But I had no more time.

All in all, wrapping up, time came up for saying good luck and good bye on the last day.  Numbers of smiling excited children went off from the door right at the final bell.  Tommy was the last one standing in the middle of the empty classroom.   His arms are open as wide as a eagle, walking toward me.  No words.  He just hugged me for a good fifteen seconds.  I felt literally grabbed or squeezed.  I knew it was not just a sticker.  I knew everything I did was not totally useless.  It is "diversity" in communication that every child develops at different paces.  

It is like solving a complicated math problem for hours and days.  Stick with the formula.  Play with it.  See it from different angles.  Keep trying.  Come back later if you are stuck.  Try several strategies that might fit.  Think. Verify.  Its answer blows me away.  It makes sense.  I did it!

Stories Behind Reading Data

Congratulations, teachers!  School is finally over, or almost over anyway.

I collected reading data but I wasn't quite sure how effective Read Live (Read Naturally) has been on the students' growth due to some initial problems.  1) There were only 10 seats available in my classroom whereas  more than 10 students with immediate or somewhat concerned in reading.  2) There were only 6 computers in the classroom that can be used at a time.  A total of 14 students have experienced Read Live throughout a year or partial time period.  My mentor mentioned, "Students' progress can be seen if they practice more than 3 times throughout a year."

So I narrowed down five students:

1. the fall MAP reading sore range from 150 to 180.  These are the ones who did Read Live at least 3 times in a week throughout a year.  
2. Their oral reading fluency range was from 25 to 92 in September DIBELS.   
3. STAR test (Renaissance Learning) identified their grade level equivalency from 0.7 (below first grade) to 2.6 (second grade sixth month).  

	MAP Growth (RIT)	DIBELS Growth (wpm)	STAR Growth (GE)
Student 1	4	4	0.2
Student 2	12	31	1.4
Student 3	29	12	0.9
Student 4	8	10	0.7
Student 5	10	-14	0.7

                     Average Growth                  10.6                           8.6                               0.76

Then, I compared with 9 students who practiced shorter time periods than previous group.

                     Average Growth                  4.3                             9.6                               0.75

As you can see, there is no significance between two groups in DIBELS and STAR, however, MAP average growth (10.6 v.s. 4.3) is outstanding in the first group (Year Round Read Live group).  Consistent use of Read Live appeared to be successful!

Also, I noticed that RIT growth seems like corresponding with STAR growth.  For instance, Student 3's MAP growth is 29 and Grade Level Equivalency leaped to 0.9 (A whole one grade level).    As another example, take a look at Student 1. MAP growth is 4 and GE growth is only 2 month worth.  Student 1's oral reading fluency could've been way more than four words in a minute, if he had more opportunities and with an adult listened to him out side of school day.  Although there are many factors that contributed these students' growth, it was evident the family support and communication made a huge difference between two students. Data urges to build the stronger home school connection that invite more family involvement for struggling readers in addition to teachers' best practices.

In closing, I determine to use the screening tools to set up individual goals and plans.  With consistent monitoring and intervention tools for tier 2 and tier 3, I can expect reasonable and reachable growth.  I would like to promote "The Power of Reading" to all families and the community members by sharing good fit books, book talks, book report, theater, discussion, etc in regular bases.  There should be more people, more time, more conversations, more opportunities so that children will be empowered.  They will feel they are cared for.  They will, at a certain point, ultimately comprehend reasons why and how reading enriches their lives.   Data told me stories like that.  Have a great summer, everyone!






  

Sounds Like an Orchestra

Maestro Seiji Ozawa

The stunning sound of piano concerto, Rhapsody in Blue, is coming from the FM station.  I wonder how music, without words, conveys an astonishing amount of emotion into human (animals and plants, in some cases) lives.  It finally clicked.  A story that my music theory teacher told me before my high school graduation was this. 

"Teaching is like conducting an orchestra. There are so many different types of students' needs and personalities in addition to colleagues and families.  Teachers are the ones who enable to maximize their potentials and accomplishments on every student.  So your classroom will be vibrant and harmonious in learning.  Your music background will help tremendously on your teaching career."

All instrumental groups join in the grand finale after the piano solo.  I was visualizing different faces in my classroom.  Mr. Nakata was right.  A puppy trainer cannot train 25 puppies as rescue dogs all at once.  But a conductor inquires an individual unique sound from each and every instrument.  When all instruments take responsibility with dignity, in which they feel joy for being in a team, together, conductor and instrument players create a master piece that move the audience. 

All students know their goals and routine so they will initiate and engage on their learning.  A teacher is a conductor. She doesn't seem so important, but she knows where her learning team goes.  When she needs a specific talent, her baton points a specific student to assist.    Teaching is an orchestra.  Learning is an art.  It is eternal.  It is infinite. 

My Teacher's Evaluation

Ms Takahashi's face squishes in pain.  In addition to chronicle pain she was born with, she had a car accident a few years before I was in her class.  After a couple bouts of deep breathing, her smile is back, "Man, isn't it a pain or what?"  We all laugh.  

.........The classroom culture is a cognitively vibrant place,characterized by a shared belief in the importance of learning.   

........Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals.


 No one interrupts except, "Are you ok?"  All thirty five fifth graders go back to their desk work immediately after that.  

........The teacher conveys high expectations for learning by all students and insists on hard work.

 "Discussion facilitators, please begin,"  A teacher announces.   All students move their desks into a shape like a horse shoe.  Two facilitators moves their desks to the other end of the horse shoe. 

........Students contribute to the use or adaptation of the physical environment to advance learning.

.........Routines are well understood and may be initiated by students.

One of the facilitator students calls, "Let's begin our discussion.  What do you think about actions orange farmers and Co-ops collaboration?  Tommy?"  Tommy reports, "it seems like co-ops workers are in the middle, who helps a smooth transition from the harvest to marketing oranges in the local stores and all around the country."  Liz continues, "I agree with Tommy.  I will ask my parents tonight about the collaboration piece because my parents are the orange farmers."  Discussion continues.  Ms. Takahashi is totally quiet.  We suspect she might be sleeping.

.........Students take an active role in monitoring their own behavior and that of other students against standards of conduct.

"Did you get to talk to your partner?  Is there anything else you would like to add?"  All students shake their heads.  "Then, we will adjourn our meeting today.  Ms. Takahashi?"
 
........Students themselves ensure that all voices are heard in the discussion.

Kids love social studies, as you notice.  But they love P.E. even better although Ms. Takahashi cannot model any of cool tricks such as balance beams, high bars, high jumps, dodge balls, jump ropes, and soft balls, because her physical motion is limited due to her disability.  She calls out, "Yasu, run on that curve, jump with curved body, and go over the bar.  You will land on the soft mat.  Kids!  Look at Yasu carefully."  Yasu's body is like a feather.  His motion reminds me of the Olympic athlete.  Now we all know what our teacher expects.

........Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.

........The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests.

Yuki knocks down a bar.  "Are you all right?"  "You can do it next time."  "Nice try."  She wipes her tears with a smile.  She is escorted by a health helper student to the nurse to clean her scrapes.  

.........Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

Yes, I was in a dream class where I felt safe and encouraged.  Dream teachers exist regardless of the countries.  These teachers, who consistently inspire children and help them for the readiness of their future,  will be called "Distinguished" teacher in the new system in our state.

Reference:
Charlotte Danielson's Framework for Teaching

Don't Miss!

While visiting independently working students, I found one student who was in the tremendous agony over 4 times 9.  His equation appeared to be 4x9=40.  This student has been placed in the higher group in the pretest and the worksheet was a review.  "How did you come up with this answer," I asked.  Disorganized circled fours are scattered in his notebook.  Evidently, it is impossible to count these circles.  Messy!

Teacher: "Do you remember the strategy for times 4?" 
Student: "Double double." 
Teacher:"What is 9 plus 9?
Student:"18."
Teacher:"What is 18+18?"
Student:"36."
Student:"But 4x9 is 40.  I am right!"

Teacher: "What is the strategy for times 9?"
Student: "Times 10 minus one set."
Teacher: "4 times 10?"
Student: "40."
Teacher: "40 minus 9?"
Student: "36."
Student : "But 4x 9 is 40!!!!"

Is it a kind of misconception or misunderstanding?   This student's personality could have contributed a big role in his agonized maze.  Here is what I have done.  Going back to the beginning. 

• Legible hand writing!
• Use repeated addition.  
• Re draw circles in one line with number 4 inside.  
• Make an array of 4x9.  
• Draw a number lines that indicates skips of 4

Each time,  he compared products between x9 and x10.  He was no longer so upset.  There are so much evidence that proved the fact.  Finally, "I think 4 times 9 is 36."

A individual progress monitoring is imperative all times for every student.  It is a warning and caution when your use differentiated groups.  Create the system that you can monitor all students periodically.  Otherwise, some kiddos fall like sand through your fingers.

Taking Risks

Before the well polished grand piano, the 16 year old girl with piggy tails knew her crouched back looked terrible, but that was the only way she could convey her expressions in Beethoven Sonata.  The tiny muscles of her fingers were so tight through her arms to her shoulders.  When Beethoven composed this piece, he had felt so miserable over the event that had just happened in his life.  Her job was to translate his music and emotion through her playing of this beautifully curved instrument.  Her fingers cautiously touched some white and black keys... 

"Stop!"  my teacher scolded from another grand piano of his.  "You have never practiced what I asked.  You must express Beethoven's agony right there!"  I put my head down and agonized myself.  "Why?  I am trying to do what you have told me," I screamed in my head.  Japanese students are too obedient to talk back to their teachers.  Instead of talking back, my mind was swirling with billions of question marks while he was complaining about the terrible rehearsal of my piano.  "Why is it so difficult to convey my true feelings?  I am doing my best.  I cannot do any better than that!"

Without finding explainable answers, years have passed.  Perhaps I have withdrawn my effort of convincing people about my opinions or expressing my feelings.  When people around you are happy about something that you don't care for, let go of what you care about.  If you notice your teacher is not happy, change your face like a chameleon.  Don't try something hard because you will fail.  Don't try something new because you will be teased.  These types of attitudes have haunted my life for a long time.  I didn't quite comprehend that I am the one who payed the price.  Although it was so easy to make excuses not to do things, which, at the time, seemed to be okay, they totally limited my possibilities and future choices.  

I wish someone could have told me about it.  Instead, I decide that now I can be the one for the youngsters.  I would like to promote my students to take risks so that they become resilient in their own lives.  I want them to have an attitude, "I will do it even if it's hard,"  then, raise questions,  "Why does it happen?"  Take risks and experience failure in the learning process!  That is when they begin to think about what to do with it.  Convince them with reasons of why they want to achieve their goals.  And ask, "What drives you so hard instead of giving up?"  Meaningful conversations strengthen the critical thinking part of their brains.  Common Core ELA's career preparation intends to help children build life skills at their developmentally appropriate level.  

I daydream about myself being on the piano bench turning my head to my piano teacher.  "Teacher, will you help me improve on this piece?"  I don't have to agonize as much as Beethoven did.  I play piano just because I love it.  I want to be good at it.  There are enough reasons to take risks.

Common Core and Differentiation

Yo Yo Yo! During my experiences and research, differentiation is limited in Japanese education.  Let's say three classes are divided into 4 groups based on math per-assessment ability levels.  Students are reasonably distributed into each group.  The best example highlights the small number of students in the most struggling group.  Clearly, the student-teacher ratio impacts the students' concrete understanding.  Unfortunately, as the levels go higher, the difference appears at a faster pace or more work. 

Not many variety of activities to apply to real life situation or problem solving skills although most students in Japan exhibit strong foundation in math.  Even in the complex multi step story problems, equations and labeled answers could be on the worksheet.  Why?  Because young children are trained in the same way over and over.  In addition to the day time school, many students attend Juku (private cram school).  Juku teachers give their students more drills endlessly.  Kids are all beautifully cookie cuttered but no one can accuse their way of learning because their scores are at the top level in the world. 

Drilling practice has been used in Japan because of their National Standards.  Drilling makes most students meet their standards or above.  Adversity of drill based practice was lack of creativity.  Lack of critical thinking.  At a certain point of recent history, this problem was blamed on too much work days and too much academic requirements.  So the school days was shortened and schools adopted "affluence" time once a week.  30 years later, no results.  Blame was now pin pointed to extra time that they thought they could make students more creative, just like America. 

Over these few decades, my question kept coming back, "Are all Americans creative as Japanese envy?"  Indeed Steve Jobs, Michael Jackson, Steven King, and Lady Gaga had contributed our century with their extra ordinary talent.  Unfortunately true, though, these celebrities can be famous because they are a tip of iceberg.  Unlike Japan, diversity consist within our country.  Thus, a differentiation approach has been natural in the U.S.A.  Here is another problem.  Differentiation without academic foundation resulted more academic gap among youngsters.  To close this gap, Common Core sounds like a best solution for now.

I really want American and Japanese teachers to think.  Look at the big picture.  What about standards and differentiation.  Study more differentiated options for Japan.  Compacting curriculum or acceleration for faster paced students who mastered contents after pre assessment?  Give them some choices in the interest based, problem, or project based learning model.  The meaningful independent (or cooperative) project enhances their contents knowledge in depth.  Project assignments requires to emerge not only math skills but other content knowledge harmoniously.  That becomes creativity.

As for Americans, take advantage of Common Core.  Help build strong foundation among our students while differentiation is happening.  Tiered Instruction has been used as one of RIT (Responses to Intervention).  Several Tiered assignments are available beyond RIT purposes.  While closing the gap by teaching standards explicitly in variety activities at an appropriate tier level, make anchor assignments, interest based, and project based assignments available for gifted students.  Responding each student's best interest in the most effective way is the key for our nation's future.  Early childhood education is essential to ensure all student's basic knowledge through Common Core. Then, plan and provide real life opportunities that students can explore their learning skills. We are raising children who will be absolutely ready for their career and our global society.

Fellow teachers, our future is in our hands.  Let's juggle with it!

You Are Smart

A College Music Professor asked his class of 54 girls, "What is the difference between '歌唱'　(pronounced,  kah-show) and '唱歌' (show-ka)?"  The classroom was a frozen ice statue.  My head and eyeballs turned from left and right admiring several ice sculptures.  I could no longer wait after 5 seconds of silence.  My hands shot up really high.  "Kah-Show means songs and Show-kah means to sing."  The bald headed teacher exclaimed, "Correct!"  As soon as the hot iron bar was thrown into the ice sculptures, they started melting.  Every girl in the room turned around with envious look  and exclaimed, "Claire, you are so smart."

Does being smart mean you know something other people don't know?  If that's true, I was not so smart.  The answers I gave were nothing new.  I didn't have to solve anything.  My mind just naturally analyzed the order of Chinese characters.  It made sense in my brain.  That was all.  One of the girls responded with  great awe, "I had never thought of the way you read those words!  Now I see it."  I thought, "C'mon, how else can you interpret them, guys?  It's common sense."  I knew I had somehow impressed fellow music students, but I wasn't certain what smart really meant.

Thinking back to grade schools in Japan, I seldom remember someone mentioning "smart" or "clever" for certain people or actions.  Unlike American School, Japanese teachers don't praise their students for every little thing.  (In fact, I almost fainted when I saw a "100 Ways to Praise Your Students" poster during my internship year in Idaho.  No wonder American people look like they have so much confidence in them!)  Everybody knows who is the smartest in class but it's just an elephant in the room.  Another phrase that you would know but would not hear is "If you are smart, then you will become a doctor."  What I have heard most in my life is, "If you don't belong in the smart category, you will become something else other than doctor. (Don't even think about it)"  At least that's how I was raised.  (What an ordeal I have suffered...sigh...)  So, I have never been in the "smart" category.  What you often hear, though, is "よくがんばったね。(Yokoo-gum-batta-nay.) What a great effort you have made."  I was a student who was recognized as a hard worker but my effort was not good enough to be recognized as smart.

Jim Fay talks about the appropriate use of "smart."  If you say, "You are smart," too often, kids will not become resilient.  When a youngster gets stuck one one problem, he/she instantly become, "I am not smart."  Loss of confidence.  Withdrawal.  Instead, mentioning and giving positive questions would be more effective.  For instance, "How did you control yourself so well?"  "I notice you have the answer to this question."  Love and Logic works in both classroom and home situations.

Then I realized that I can use a word, "smart" in a meaningful way.  Being smart is excelling the personal ability that applies what's important into the real life. 

You are smart to use the Pythagorean theorem in this geometry question.  You are smart to allow yourself to make reasonable mistakes.  You are smart to learn lessons from your mistakes.  You are smart to make better choices.  

As you see in the examples above, smartness doesn't happen instantly.  Smartness is built upon experiences, willingness, and desire to improve.  That is the parents' and all educators' job: To help make kids as smart as they want to define what it is.  But the true smartness is the determination to make things happen.  Effort they make on their goals.  Exploring options that would solve their questions.  All in all, I would like to save the word "smart" on my own kids for special occasions.  They are smart enough to know their mother's intention.

A Hidden Gist

As soon as he slammed the door, I heard my 12 years old's sigh.  "How was your work at the Food Bank this morning?" I asked.  He replied, "It was ok.  The people were nice."  Well, it sounded more positive than what I expected for a grumpy middle school kid's lament.  But it wasn't the end of his story.  He continued,

"There were too many volunteer kids so there was no station left over for me.  A lady assigned me to pick up garbage around the building for an hour!"  Here we go, the teaching moment. 

"I am so glad you did it without complaining.  I am proud of you," I complimented.  With an unsatisfactory expression, he blurted out,

"Picking up garbage is NOT a food bank's job.  Why did I have to do it?"  I thought that it is a time to talk to him about  KUROKO in the Japanese traditional puppet theater, Bunraku. 

Kuroko is a staff with black suits who manipulate the puppet in the Bunraku puppet theater.  Their job is never be on the spot light, however it's as essential as a puppet itself.  In other words, the distinctive and historically valuable theater cannot exist without Kuroko, even though nobody notices their existence.  The whole theatrical success of Bunraku depends on Kuroko's thoughtfulness and techniques that require several years of extensive training periods. 

I glanced at his face on the back mirror and said, "I think you were lucky to experience a garbage chore that nobody notices but is so important.   Clean environment is a key to success in any kind of business.  You are learning what and how to look at one collaborative project as a whole.  Something important is always hidden and waiting to be done.  A good leader can find them and model his employees to the degree in which they know how to do it. His actions will motivate his employees and build up mutual respect.  That is the kind of community we enjoy."

At the back mirror, his eyes met mine. He will be thirteen in two weeks.

Wisdoms You Never Knew

Every Monday morning, nearly 600 uniformed students gather in a large gym or a field in Japanese Schools.  As a student, it was not necessarily an impressive event that I looked forward to at times.  Just standing behind someone and looking at her head all the time, besides a teacher on the front stand, was plain tiring and boring among rows of students who are lined from short to tall in each classroom.  I was always in the middle of the line.  Because of the lengthy lectures and too much heat, a girl in front of me often fainted.  My role was to catch her body before she hit her head severely on the ground.  One or two teachers would run toward us right away, and luckily for her, she didn't have to be in the assembly anymore.  I heroically caught her in my arms but I wasn't allowed to accompany her to the nurses office.  Back to standing in line just like nothing happened before, hoping I was going to be the one who would faint next.

Despite the unwillingness of my participation, the whole school morning assembly was something that was important and that must take place, according to teachers.  So I listened to the principal on that day.  A gray-haired middle age gentleman who never had any conversation with me in person, stepped up three steps onto the stand.  As soon as he stepped forward to the microphone, the principal and everyone under him bowed at each other. "Good Morning!"  Here is his story;

Long ago, there was an apprentice in the bamboo craft shop.   His responsibilities as an apprentice freshman overwhelmed him.  Waking up at 4:30 am, boiling water, starting rice for breakfast, cleaning the craft chief's room, polishing tools before the senior apprentices appeared, fetching the bamboo for crafts, babysitting for the master's two young children, fixing lunches, bringing snacks and tea to all workers, and on and on and on.....until his entire body and mind were beyond ready to rest at night.  One day, he was too tired to do all the chores.  "Why do I have to sweep the entrance every morning and evening?  People are coming in and out.  Right after I clean here, they throw their shoes every time anyway."  He announced to his master, "Master, I am not going to sweep the entrance from next morning."  Master said, "O.K"  The apprentice smiled, "It was pretty easy."    Happily, the apprentice slept in until everybody was at the breakfast table.  He noticed there was no food on the spot he was supposed to sit.  "Master!  The cook forgot my meal."  As soon as his eyes met his Master, the Master calmly responded, "Well, why do you have to eat breakfast when you will become hungry again anyway?"  The apprentice's face turned red.  The master continued softly, "Every instance of discipline takes perseverance.  If you choose to neglect the hardship, you wouldn't accomplish." 

The principal concluded this story with, "You might have something similar experiences on your own.  If you think something is not necessary, think one more time.  What is challenging you will be more essential in the process than you have valued before when you think back. Great discipline will lead you success.  Be patient.  Be consistent." 

This was one of only few stories that impacted my young brain from hundreds of Monday morning assemblies.  Who would remember stories I tell and what would be useful among a large number of students?  Essentially, I could be the apprentice story of my previous, current, and future students.  Responsibility on my shoulders is heavy.  And I am very lucky to be a part of their lives.

A Beautiful Season

Spring has brought the Northern Hemisphere bright colors.  My friend asks, "Do you guys have the spring break in America?"  As I reply, "Of course, yes,"  my visual image is separated in two different school systems across from each other over the Pacific Ocean.  Here we are, finishing report cards and then will relax.  Most teachers would say, "Do what you want when you want."  As soon as the school bell rings at 3 pm, teachers are so ambitious and hopeful on whatever they would do on a week.  Some would decide to plant colorful flowers in their garden while others would frantically start sorting dusty junks in the closet under the name of "Spring Cleaning".  One whole week sounds luxurious enough for family trips, too.   Everybody can not stop smiling......until towards the end of the week.  Many teachers reluctantly, yet forcefully would go back to classroom to prepare.  The brightest beginning turns into the dreadful ending.  Even if you are on the beach, your anxiety would start itching your bottom on third or forth day of your dream vacation.  It is, I call, teacher's mantra.  I am a typical American teacher who is deeply doomed in every spring break. 

Conversely, the Japanese spring break gives us unique perspectives.  Spring time is called the "Farewell" and "Fresh" season.  Around the time when multi pink hue of cherry trees begin blooming, graduation ceremonies are held all around the country including preschool, elementary school, junior high school, high school, college, and even companies.  If you are an employee in the literally large company, they may ask you to transfer regardless of your wish as your promotion or demotion.   It is a very complicated emotional period.  Leaving the beloved schools, companies, colleagues, and friends is extremely difficult and nervous especially for the youngsters.  And yes, Japanese children depend on each other in the small school community more than I observe in the United States.  Unlike Americans, more students appear to be lacking  confidence and independence when they have to do something by themselves.  Thus, the end of Japanese school year in March turns out to be the most emotional event for teachers and parents, too.  Look at the end of school here in June.  Kids are waving excitedly to teachers, yellow buses are all honking as loud as they can be.  No one shows any anxiety.  All happy campers.  It is an unbelievable ending compare to Japanese wimpy tearful one.

But don't discount Japanese spring.  After a couple of weeks from the graduation, the new school year begins.  This is the most beautiful season of the year in Japan with the nations symbol, Sakura, the cherry blossoms.  Before millions of tiny pink petals, new school year's ceremonies are held everywhere with ambitious youngsters.  Congratulations.  Smiles.  Shaking hands.  Bows.  New uniforms.  New faces.  No one is dreadful towards the end of the spring break.  Starting school year in the same time the nature is waking up is ideal, in my opinion.

Would you like to discuss about spring start schools or year round schools now?

Working with a Reading Coach

The assistant principal beckoned me with his right hand waving across from my work desk.  "You might be interested in Team Teaching.  You will love it.  You are going to work with other colleges in the district once a month.  That was probably in my still fresh fifth year of teaching.  There were four other teachers, all older than me.  Respecting older people is essential in Japanese culture.  At same time, I was just got back from one year of an exchange teacher's program in the affectionate country of the U.S.  My way of respect might have been little bit too friendly and a little bit uncomfortable for some teachers.  These teachers were not offended by my mixed styles of respect, they were even acceptable. And meetings were fun.  But the lessons we designed were almost too boring.  They were all similar,, taking turn models.  For example, one teacher played the piano while another teacher taught students a vocal song.  Then, they flip flop their roles as a pianist and as a recorder teacher.  Math as well.  Social Studies as well.

In the private school years later in the U.S., I was a "co-teacher".  A Head Master told me, "It's like a team teaching."  She sounded extremely confident.  A short haired lady with glasses I worked with was the experienced teacher that put her in the position as a "lead" teacher in our classroom.  That put me in a position of an apprentice or her shadow.  I filled in something she forgot.  I ran for copies she should've done yesterday.  I wondered, "What is Team Teaching?"

Last year in the writing meeting, I had a great honor to get to know some amazingly humorous and thoughtful group of ladies.  One of these powerful women was Heather Rader who is a senior editor in Choice Literacy and also an active reading coach.  As a special friendship gift, she sent me her newly published book (I saw steam from a book!), Side by Side.  It sparked in my head!  There was an instant connection with the team teaching while learning about coaching sessions in depth.  She notes that coaches are collaborators.  Our district started reading coaches first time in their history this year, trying to create the best benefit on students' learning with instructional coaches.  One of the coaches was assigned to me in regular basis, sharing things she had and offering times for individual students' assessments.  Although she juggled her schedule and accommodating for all teachers, we felt being stuck at some point.  And our soles glued with unidentified goo that delayed our footsteps, though our reading coach was at her full speed, a mouse running in the wheel.  Then, I contemplated again, Heather's word, "My coach is my collaborator."

What if my coach and I design lessons together?

Good news.  My reading coach blocked the same time slot in my classroom every day for 2 weeks.  I brought up my idea, "I wonder if we divide 45 minutes in three sessions.  First session is your whole class instruction which I can learn your teaching reading strategy techniques.  Then 2nd and 3rd session are going to be guided reading with the same reading strategy.  You and I together, can differentiate four reading groups in my class.  The best of all, we can nail one reading strategy by whole group and small group sessions."  "Oh, Claire.  I love that idea!" My reading coach exclaimed.  She added, "Of course, I will find the texts based on the strategies and reading level."  Wonderful!  "Let's meet next week and map out our plan!" 

So, really, nothing, technically, happened yet, the conversation started.  the hopeful and positive one.  It is like a pebble in the pond.  Some rings  from a shiny pebble sensationally appear but often being ignored and soon disappear.  But once you find  good ones, rings keep evolving bigger and bigger.  And perhaps one little pebble could make a big wave. Heather's book is a pebble.  My job is to make an ocean wave with my coach.