The Nail That Sticks Out

If you’ve studied about Japan, then you’ve probably know the saying 「出る釘は打たれる」　(deru kugi wa uchitareru) or, in Inglés, “The nail that sticks out gets hammered down.” This suggest that deviancy in Japanese society is met with resistance and ridicule. It could stem from Japan’s seemingly homogenous society, ingrained Confucian ideology, or something else altogether. However, I wanted to discuss a couple “nails” I have met this past year.

Kindergarten
Chihiro

With the new school year came a new set of kindergarteners at my Tuesday/Wednesday school. My eyes were immediately drawn to a Japanese girl with mocha skin and soft, Shirley Temple curls. Her name was Chihiro and she seemed like a living doll, but I quickly realized that looks can be deceiving. During our first English class, I asked the kindergarteners to introduce themselves in English, but Chihiro just cried. This isn’t a rarity; younger kids cry all the time, but Chihiro completely checked out - she lied on the floor, face down, for the entire 45 minutes of class. When a teacher or classmate would try to speak with her, she would lash out, striking anyone within arm’s reach. I would love to say that this was a one-time occurrence but this happened every week for an entire year.

I tried to rig games so that she would win, but the results were the same. Any form of attention, whether good or bad, resulted in her lying on the floor for 45 minutes. I regularly apologized to the kindergarten teacher, but she informed me that Chihiro acted this way during other activities as well. As the year progressed, Chihiro’s condition worsened but I ignored her behavior and focused on the other students. I couldn’t help her and I know my solution of “tough love” would not be welcomed, so English playtime continued with or without her.

During our final class, Chihiro participated with the help of her friends, but threw a tantrum when she lost at musical chairs. She ran to the corner of the room and started kicking and punching the wall. When the kindergarten teacher tried to stop her, she burst into tears and ran away from school. I finished the class but cringed as I watched the kindergarten teacher chase Chihiro around the yard. I hope her family can find the help she needs. 

6th Grade
Maru

Here’s an interesting fact: Students cannot be held back or fail a grade. Seriously! If you’re a terrible student and miss 90% of school, you will continue to the next year and eventually graduate elementary school (6th grade).

I had no clue about this until I was told that one of my 6th grade students, a boy named Maru, was illiterate. Japan uses a mix of kanji or “Chinese characters” along with two separate phonetic alphabets called hiragana and katakana and although Japanese literacy requires all three, kanji is the most essential and difficult; Maru could only ready hiragana and katakana.

I wasn’t sure if Maru had any specific learning disabilities, but he was assigned a supporter teacher to aid him in all subjects. Even though Maru could not read his native language, he knew the English alphabet better than most students and seemed to enjoy English class. Nevertheless, I noticed cliques forming amongst the boys that eventually correlated with Maru’s behavioral deterioration.

I first noticed an issue when I saw Maru frequent the nurse’s office. Every day, he claimed to have a terrible headache would stay in the nurse’s office until the bell rang for lunch. It was a miraculous recovery, but teachers weren't fooled. Then, Maru stopped coming to school altogether. I heard the boys in his class would go to his house in an attempt to convince him to come to school, but Maru just stayed in bed. On the rare days Maru would come to school, he and the supporter teacher would bake and cook various foods in the home economics room. If he was forced to join a class, he would become completely lifeless or fake an illness – even during English class. Ouchies!

His mother came to the school and donated books on autism but when I asked his supporter teacher if Maru was autistic, he just shrugged. The entire staff seemed to be miffed by Maru’s behavior, but they dealt with it the best they could. During graduation Maru said he would do his best in middle school. I hope he can overcome!

5th Grade

Riko

I have a soft spot in students who are bullied. Why? Because I too was terribly bullied as a kid. As a foreigner in Japan, it is sometimes difficult to understand the class dynamics and identify the popular kids from the evil little shits, but the target for this 5th grade class was clear - a short, thin girl named Riko.

Here's what I know about Riko: 

• She was abandoned by her mother
• She lives with her father and grandfather
• She is teased for being poor and foul body odor
• I've "smell checked" her - nothing
• She's shunned by her classmates
• She has no friends

I fould out about Riko's situation when I came across her crying uncontrollably in the nurse's office. Apparently, her father had bought her a new pair of red-framed glasses, but her classmates said that her father bought the glasses at Daiso (the dollar store).  Little Jerks! I was later told that her only escape from bulling was to fake an illness.

One afternoon, as I made my way to the 5th grade classroom, I heard the homeroom teacher yell in a form of Japanese I liked to call "Yakuza." It turns out that one group of students decided to play in the rain while another group of students tormented Riko. English class was canceled, but I was brought into class where the homeroom teacher announced that the English Halloween Party would be canceled if their behavior did not change. Oh no, not the English Halloween Party! Their behavior improved and Riko's seat was moved to the front of the classroom so that the homeroom teacher could keep an eye on her. I've also kept my eye on her during English class and scold any students who attempt to bully her. She seems happier, but she still has not made any friends. As a result, I make it my mission to say hello and speak with her before English class. One day, I hope to set aside time in order to tell her my story and reassure her that things will get better.

What's the point of this post? You never know what your "nail" students are going through.

"You Is Smart, You Is Kind, You Is Important"

***

Names have been changed

Drop it Like it's Hot: Honorifics

One thing that I really love about Japanese culture is way honorifics can define your relationship with another person. The U.S. has honorifics that incur respect and distance from the speaker by describing a person (Mr. or Ms.), their job status (Dr., Fr., Stg, Lt., etc.) or, in the case of women, their marital status (Miss or Mrs.). However, Japan has many honorifics with contradicting rules that make them both confusing and fun.

Two Rules of Honorifics

Never describe yourself with an honorific, and always use an honorific when addressing or referring to others.

Common Honorifics

San is a general suffix used between equals of any age and gender, and in both formal and informal contexts. San is the most recognizable suffix due to the movie “Karate Kid,” when Mr. Miyagi addresses Daniel as “Daniel-san.” Basically, when it doubt, use san!

Sama is the super respectful version of san used to address customers, guests, and those of high ranks. Letters I receive in the mail refer to me as Gabi-sama, but I've never been addressed as such in person.

Chan is an endearing suffix used for babies, young children, grandparents, cute animals, lovers, young women and close friends who have known each other for a long time. Technically, chan is a gender-neutral suffix but since it’s an endearing suffix, most men prefer not to be addressed as chan in public. I am sometimes addressed by my young male co-workers as Gabi-chan. In a previous post, I stated that I sometimes used the suffix to playfully insult a male student who purposefully butchers my name. I also use the suffix to embarrass two young male co-workers. Their names, Ryuuichi and Makoto, change to Ryuu-chan and Mako-chan respectfully. 

Kun is used when addressing or referring to male children or male teenagers, or among male friends. It can also be used to address women as well, but I have never heard it. The use of kun instead of san is generally used if it flows better with the name.

The Most Important Suffix for My Job

Sensei is used to address doctors, teachers and other authority figures. It can also be used to address someone of has mastered a certain skill, which includes artist, novelist, martial artist, etc. During the new OkiJETs workshop, inconveniently held on my birthday last year, we were told that our co-workers may not address us with the honorifics san or sensei since we were neither Japanese nor part of the “system.” I was a little confused but assumed that dropping the honorific may be common for Japanese Teachers of English (JTEs) who understand that these honorifics don’t exist in our countries. However, until recently, I was always dressed with the sensei suffix. 

Yobisute (Dropping the Honorific)

Even though the unofficial rules for honorifics state that an honorific must be used when addressing or referring to someone, yobisute or "dropping the honorific" can be used if the person is a family member, a spouse or a close friend. The first instance of dropping the honorific with a person marks an important point in a friendship. I was a bit confused when I was first yobisute'd by my trouble buddy because up until then I had only addressed him with the sensei suffix. After that, I played around with his name using either san or kun and reserving sensei in front of the students. Eventually I asked which suffix to use, and he told me that I could use whichever one I liked or to yobisute. 

As time went on, I noticed that more co-workers began to drop the honorific, not out of disrespect, but out of closeness. It felt great to be included and I really feel at ease at my workplace. It's funny how something so simple as a honorific can completely change your dynamics. That being said, students will never be allowed to yobisute me. Some have tried, but I am very quick to correct them when it occurs. They should always address me as either Gabi-sensei or Ms. Gabi. No exceptions!

You May Call Me "Gabi-sensei"

How could I forget about the main purpose of coming to Okinawa? Just kidding! I didn't forget, but I have been extremely busy these last few weeks. Now that I have some downtime, I'll  update everyone on my ALT life in Okinawa. 

I am the Assistant Language Teacher or "ALT" at three elementary schools in my village of Ginoza (see below). I have been told that teaching at the elementary level is the most fun and rewarding because the curriculum is flexible and the students are eager to learn English. I can say, without conviction, that this is true. So far, the 5th and 6th grade teachers have been very open with communication and will often meet with me before class to discuss the day’s lesson. For the other grades, I plan the lesson based on an unofficial curriculum that all the schools seem to have and will ask the teachers to translate the game's rules (more of a T1 role). I have been successful in my lessons thus far, and I hope that this pattern continues. The students are sweet and very energetic, but I noticed that the younger the student, the more willing they are to participate. Therefore, I have included my self-made English class passport cards for the 5th and 6th graders who are "too cool for school" as an incentive to participate. If they participate, they receive stickers. It seems a bit strange, but kids go bat-shit crazy over stickers. I wish I could take credit for the passport, but I got the idea when I visited from a former friend who was also an ALT.

I also try to incorporate a lot of American cartoons and Japanese anime into my teaching materials. Any thing Disney works! Mickey Mouse and the gang as well as well as some throwback characters like Chip and Dale (...Rescue Rangers!) are very popular. Phineas and Ferb's Perry the Platypus has a fandom as well as the Minions from Despicable Me. However, you can't go wrong with One Piece. 

 

M. Elementary has undergone some drastic renovations (update not reflected on their website) and the school provides a fantastic view of the ocean. Within the teacher’s room, the staff and assistant teachers will often gossip with me or invite me to help with the school's festival preparations. I feel the most relaxed at M., in terms of manners, because I feel as though they have overlooked my "foreign-ness" and have stopped treating me like I am a guest. I find this interesting because I have spent the least amount of time at the school due to typhoons and three-day weekends.

A female principal, who spends most of her time gardening or attending meetings, oversees the elementary school. She is very sweet, plump, and jolly, and provides me with fresh veggies and flowers whenever she gets the chance. She's like the Japanese Mrs. Claus! Just to give an example: 

One day, I needed to leave work a little early to go see a doctor. It's been joked about that I could smile and excuse myself out the door whenever I wanted in the Japanese workplace. I decided to test that theory and do just that. Half way to my car, the principal stopped me to say that I was leaving early. I walked back to tell her about my situation, but she continued the conversation saying that she missed the opportunity the previous day (because of the typhoon) to give me a huge bag of okra and sweet potatoes. Turns out, I mistranslated what she said. She said that I was leaving quickly ("fast" and "early" are  the same word in Japanese). Either way, I felt bad and told her what was going on anyway. She couldn't care less that I was leaving early, as long as I used the veggies she gave me. 

The vice principal for M. Elementary is very comedic. He often greets me in English and is always game to practice every chance he gets. He seems very excited about my presence at the school, and has once commented that my boyfriend is his rival. However, he doesn't set of my creeper sirens (yet). My only gripe is that there is one teacher assistant who is still dead frightened of me. Dead frickin' frightened! He's a few years younger than me and our interaction has not gone past hellos and goodbyes. I also had this same interaction with the 6th grade teacher, who is my same age, but he has since opened up now that we teach classes together. I have the most fun in his class because the boys in the classroom are real class clowns. They goof around, but they are doing it while actively participating so it's fun.

Funny Story:  During their self-introductions, the main class clown told me he was on the baseball team. I asked if his position was the bench, and he felt the burn. Gabie-sensei's got jokes!

 

K. Elementary is my favorite school thus far. They have a very diverse set of teachers who are not only interested in practicing English, but also like to practice their Spanish with me as well. I also have the closest thing to a JTE, as there is a specific teacher who co-teaches English class with me for 5th and 6th grade.  The principal is a woman who is the polar opposite of M. Elementary's principal. She is a very refined, proper, and assertive woman, but still kind in her interactions with me. The vice principal is a Japanese Robert DeNiro. Seriously! He looks like Robert DeNiro! He loves golf and was ecstatic hear that I am from Florida, the land of golf courses. 

The girls at K. Elementary are locas and often ask me to play volleyball with them during break since I told them I played throughout middle and high school. They like to gossip with me, and I like to ask about their classmate crushes. It's really cute because the girls have no reservation concerning their love confessions. On the other hand, the boys are still fairly reserved with me, especially the 6th grade boys. I figure they are battling with there hormones and having a young and fairly attractive teacher makes them a bit uncomfortable (I'm sorry, but I'm not sorry).

Funny Story: During my first days of work, I was pleasantly surprised when one of the TA's, who also teaches high school history, scooted up next to me to ask what the Native Americans called the U.S. before Christopher Columbus discovered it. Although extremely random, I was happy to answer questions that deviated from my personal life.

G. Elementary was a little intimidating at first because it has double the teachers and students of my other two schools. However, the 5th grade teacher, who speaks English very well, has made my transition smooth. She is definitely an amazing teacher and our teaching styles complement each other favorably. We were both recently observed and evaluated by the G. Board of Education. Under normal circumstances I would have been extremely nervous, but we plan lessons so smoothly that it was really a piece of cake – even if we had around 10 people observing in the room. Yikes! 

 The only complaint is that this school seems to be a bit more rigid than my other school in terms of how they expect the students to behave. I get the sense that the students aren’t as cheerful in this school. One moment of complete shock was when I gave my self-introduction presentation to the 6th grade class. No amount of genki-ness on my behalf could shake their zombie-like expressions and responses. They were simply not amused. This has been the case sense, as refer to them as "The Satan 6th Graders." I just try to do my best to stay energetic, but I have to keep my eye on a few misbehaved children. Prior to Sports Day, the 6th graders did warm up enough to me to pull me aside and ask questions. I would have been glad under any other circumstances but the questions started with my age and ended with how to say various perverted words in English (tits, masturbate, sex, etc. I know WTF!). Those little demon children even included gestures with those questions! I wanted the earth to swallow me as I looked around for a teacher to pull me out of that awkward situation. Either way, I just told them that the words didn’t exist in English. Sometimes you can’t expect these things because they are kids, but I learned for next time how to cut the hentai (perv) questions short. I've also had one instance where I yelled at student who blatantly disrespected me during class. It hasn't happened since, but I made a good example out of him. I also teach English to four students with learning disabilities. I try my best to keep the lessons simple, engaging, and very hands on. I’m not exactly sure of the nature of their disabilities, but I try to use English games that incorporate a lot of hand-eye coordination. 

Aside from the issues with little demon children, I definitely bonded with some of the younger teachers (who are closer to my age), and I believe my time there will be great,

Funny Story #1 : One of those teachers that I bonded with may or may not have a crush on me. The custodian was commenting on my looks and suggested that the teacher tell me that I am beautiful. He looked me dead straight in my eyes and said, "Later." Moral of the story: Innuendos transcend language barriers. 

Funny Story #2: I think one of the boys from the 5th grade class may or may not have a crush on me (haha). He's the only boy in all of my schools that asks me to have lunch with the class (usually it's the girls who ask). I also see him every so often around the cultural center because he takes sanshin class (I think) while I take dance class. Either way, before class, he was writing his name (Yuuto) on the board in Roman letters. I told him he could write his name like "Yūto" since he has a double "u" in his name. A little later in class, the kids were asked to make their own shirts. He made a baseball shirt with "Yūto" on the back. <3