JET Lag

 I had a week to recover from JET lag before starting my first day at work

 The JET Handbook has a small chapter dedicated to reverse culture shock, but I'll sum it in one sentence: no one cares about your JET experience. That sounds pretty harsh but the reality is that most people will not be able to relate to the experience despite finding it interesting.

I was back to where I started, physically, but I was a different woman than the one who boarded a plane over two years ago. If I could visit my past self, I'd give her a big hug. And then a small shove to toward the plane because we'd create some sort of disaster when seeing each other...what was I talking about?

Oh yea! As you learned from this post,  I secured a good job before my return and I focused all of my energy in setting up my life in Miami. Unfortunately, that was more expensive than what I previously imagined; no thanks to my cat, Tiger, and his visit to the veterinarian the day after my arrival. Oh Tiger. But I managed.

My first real moment of reverse culture shock occurred on my first day of work. I was so overwhelmed with the newness of everything that I looked at my Taketomi star sand and said, "Was I really there?" I  realized that I was no longer an English teacher in Japan and, weirdly, my experience felt like a dream. Another moment of reverse culture shock occurred at the grocery store. I idiotically made the mistake entering a Super Walmart. I felt completely overwhelmed and left without buying any food because there were too many unhealthy choices.

I've previously stated that I hate change. Now, I know that I can handle any unknown situation as long as I focus on the benefits. I can also cope with change by creating a routine, one that ultimately benefits me. That right! Your girl as gone all philosophical! So if you're wondering, I can handle the supermarket now.

I wasn't too worried about my social life when I returned because my birthday fell on the weekend that I returned. I was use to "chill" nights every weekend with my OkiLocos, but it was great to go out with my ladies and have THE WORST BIRTHDAY EVER! My all-time-favorite restaurant really let me down in more ways that one. And the following day of snorkeling was 5% LESS OF A DISASTER! When did Jellyfish season start in Florida? It was great seeing my friends and catching up with people I haven't seen in forNEVER! They've really helped smooth my transition back home and I can't thank them enough. Thanks you guys!

Right now, I am focused on growth - both professionally and personally. I told my friend the other day about an event that I want to attend and she said, "Lmao, you're into that?" I replied, "The point is to try something new...I'm not trying to be that stubborn, crazy girl I use to be." Ok, I'll always be crazy and a bit stubborn and, although you'll never see me waste my money on a Miami Dolphins' game (DefinitelyNOTSorry), I want to be exposed to different things. Listen, I use to hate swimming and after Okinawa, I'm a mermaid. 

So my advice to JETs returning home:

• Start your job search early
• Meet with friends
• Be a tourist in your own hometown
• Focus on growth
• Do you

Sayonara.

Self-Introduction Lesson: All About Your Gaijin Weirdness

This posts is photo heavy

 

New JETs are due to arrive in a couple months, so here is an example of my self-introduction lesson (for elementary) with a corresponding game. Good Luck!

 

Nice big picture of yourself!

If you're from the U.S., point out which state.

As you can imagine, this slide was a hit with the kiddos.

The teachers enjoyed this one, as there are no casinos in Japan

The kids had no idea what a panther was! On the other hand, do you know what a tanuki is?

305 til I die!

Kids love Iron Man!

They freaked when I talked about alligator tail. Many students expressed that they wanted to try it as well!

This slide was also a hit for obvious reasons.

The only photo of my dad smiling. No lie!

Police officers are cool in Japan

My cat's name is actually Chin-Chin, but it's not a good word in Japanese.

I regularly dye Panda's hair. At first she had a pink Mohawk but since it's too close to her eyes, she now sports a pink tail.

They really liked Mrs. Pricklepants

This was also a popular slide

 

Throughout my presentation I had the students repeat vocabular words, like "alligator," in order to prepare them for my self introduction game.

 

A pair of students share a paper and the students place their hands on their head. When I say a vocabulary words, the students must quickly circle the corresponding picture. The fastest student receives one point. A variant (for younger students) is to have the students point to the picture instead.



 

 

 

English Lesson Plan - Use it or Lose it!

I often receive complements for my fun and interactive English lessons. Therefore, I am here to share some lessons plans with you. Remember, English in elementary is meant to be fun and a way to spark interest. Nevertheless, I like to challenge my students by making the material a bit harder. Take a look and feel free to use any activity for your own lessons! If you have any questions, let me know by commenting below!

Kindergarten

• ごれい：これから英語で遊ぼうを始めます。よろしくおねがいします
• （Let's start English Playtime. Regard us favorably)
• あいさつ (Greeting): Good morning or good afternoon
• If You're Happy and You Know It (regular tempo and fast)
• Head, Shoulders, Knees and Toes (regular tempo but speed up until ridiculously fast)
• Days of the week practice
• Days of the week marching game: Have the kids line up behind you and march while reviewing the days of the week. When you yell out "Stop!", they have to freeze. If they move, they are out. It's similar to Daruma-san Ga Koronda or our Red Light, Green Light.
• Today's Lesson: Colors
• Practice the name of the colors
• Play "Hot Potato" with colors.
• The students pass a ball around while music is playing. Whoever is holding the ball when the music stops is out. However, in order to pass the ball you need to say a color in English. You are also out if you say the word in Japanese, repeat a color over and over, or repeat the color of the previous person.
• Review colors once more
• ごれい：これから英語で遊ぼうを終わります。ありがとうございました。
• Rock, Paper, Scissors with them and quickly leave before they get touchy.

4th Grade

Saturday and Sunday as well
 

• ごれい： (Class leader chants and everyone repeats): Pay attention! ::clap,clap clap::  Lets start English class!
• あいさつ (Greeting): Good morning or good afternoon
• Days of the week Review, regular, fast, super fast, and slow motion
• Months of the year - regular, fast, super fast, and slow motion
• Let's count: 1-50
• How's the weather? It's ~
• How are you? I'm ~
• Today's lesson: ABCs
• Pronunciation
• Caution: B and V; G, J, and Z; R, L, and O
• ABC Song practice
• ZYX Song practice (yes, we sing it backwards too)
• ABC Song Mini Game
• Split the class into two teams and have them form a choir at diffent ends of the class room. See who can sing the loudest. The losing team has to sing the song again.
• A-Z line up game
• You can split the class into teams or just have the entire class participate. Time to see how long it takes them to arrange a set of mixed alphebet cards on the board.
• Right now, I have the whole class participate and they are competing with other grades.
• ごれい： (Class leader chants and everyone repeats): Pay attention! ::clap,clap clap::  Lets finish English class!
• Together: Thank you! See you soon! Goodbye: Rock, Paper Scissors, 1, 2, 3!

6th Grade

Hi Friends! Textbook

• ごれい： (Class leader chants and everyone repeats): Pay attention! ::clap,clap clap::  Lets start English class!
• あいさつ (Greeting): Good morning or good afternoon
• Days of the week - regular speed, fast, super fast and slow motion
• Months of the year - regular speed, fast, super fast and slow motion
• Let's count: 1-100
• How's the weather? It's ~
• How are you? I'm ~
• Today's Lesson: Alphabet (lowercase)
• ABC Writing Drill: They have three minutes to practice writing the alphabet. Then, they have two minutes to do it by memory on a seperate page.
• Ex: Aa Bb Cc Dd Ee...etc.
• A-Z Line Up Game (timed competition between 3rd - 6th grade)
• Z-A Line Up Game
• Hi Friends! p. 4 Activity: 見たことあるアルファベットの表示を書き写そう。(Copy English signs that you have seen)
• Ex: Stop, Koban/Police, open, etc.
• Students then need to tell you what they found, spell it and give you the meaning in Japanese.
• I always get a funny reaction when I have them give me the meaning of "taxi." Because in Japanese, it's "taxi."
• ごれい： (Class leader chants and everyone repeats): Pay attention! ::clap,clap clap::  Lets finish English class!
• Together: Thank you! See you soon! Goodbye: Rock, Paper Scissors, 1, 2, 3!

I advise anyone to set some time aside in order to make a successful lesson plan. Elementary is fun, but children who are bored are not. Have the students say the flashcards, quiz them individually, or have them quiz eachother. Have they sung the ABC song until their throats bleed? Now, have them sing it while facing the back of the room. Also, set rules to every game! You'll be surprised that the children will call each other out when someone has broken a rule - ruthless!

 

Since it's summer time, give the kids a two minute water break if you are doing any physical English activities. This is especially true for the kindergarteners, so take into account the heat and/or lack of A.C.

 

Last, ask your B.O.E or school for a planner so that you know what lessons were taught the previous class. You can also purchase a regular day planner as well. The idea is to be organized.

 

My planner! Isn't it cute?

 

 

Good luck!

 

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

Those Cold, Emotionless Japanese

There is a common misconception that the Japanese (and probably other East Asians) are cold, stoic and, basically, void of all emotions. It doesn't help that this stereotype is maintained by  period movies that portray the Japanese as either samurai warriors or geisha. 

And Avril Lavigne...

I was told prior to my arrival that no matter how well I spoke Japanese, I would be excluded from the "in crowd" because I am foreign. Therefore, to my benefit or detriment, I could never truly be part of Japanese society. 

I hadn't really given this concept a second thought until recently. 

I returned from my winter trip on a Wednesday, which meant that I worked at my Thursday/Friday school the following day. As I walked into the school's kitchen to serve myself some water, I was cornered by the librarian, the copy room/tea lady, and an assistant teacher, who were all excited to hear about my trip. I told them I saw the most beautiful places, but I also described what had transpired over the trip. I only remember that my eyes watered and my voice cracked when I said, 「本当にとても大変だったさー」or "Honestly, it was very difficult." The moment this happened, the librarian literally ran to grab some tissues and chocolates while my other coworkers cried with me. 

Later in the day, the 5th grade homeroom teacher called me into a spare room to talk to me about what happened. He told me of his experience and how he focused on himself, passed the teaching examination, and met his current wife. He advised me to focus on myself and said, "You're smart and beautiful; you'll be just fine." 

I was surprised and deeply touched by their support. Where are these cold, emotionless Japanese people I was warned about? Answer: Not here.

Teaching Update: After a Year

It's been a while since my last update and I've completed one year as an English teacher with the JET Program, so it's time for an update! To check out my last update, click here!

M. Elementary

Kindergarden = Weekly

1st - 4th = Holidays

5th & 6th= Weekly

Although I got along well the 6th grade substitute teacher, who temporarily took over for the homeroom teacher when he was out for intestinal surgery, English class became disaster due to one misbehaved boy named Fumiya. Whether it was a hormonal imbalance or a lack of respect for female teachers, Fumiya created a dangerous situation and was subsequently removed from all English classes. Any efforts, including my own, to correct his behavior were met with half-assed apologizes. I don't know whether he was trying to get a laugh, but even his classmates defended me and ostracized him. His behavior extended out of English class, as he ran away from school several times before graduation. My board of education became involved as well, and apologized for any discomfort caused by his disrespectful behavior. I was told recently that he has calmed down since entering middle school. A lot of students, including Fumiya, aspire to be pro-baseball players, and he was told that he couldn't be a delinquent and play on the school's baseball team. 

(Update: I just heard Fumiya is still acting up, and driving the middle school ALT crazy) 

When the new school year commenced, the 6th grade homeroom teacher returned from his sick leave and now teaches the new 6th grade class. A new set of kinderbabies arrived as well, and they have been an absolute joy. In pre-school they learned how to say, "Thank you for your lesson, we are happy today," which they always use as a goodbye chant. I also work very well with the kindergarten teacher and she's intends to reschedule field trips so that I can help chaperone. The new 5th graders are very genki about English, but there are some boys have developed teacher crushes. Yikes! Since March, I only teach 1st - 4th grade during holidays, which gives me too much free time. However, I understand that more time is need for their other studies.

K. Elementary

Kindergarden = Weekly

1st - 4th = Monthly

5th & 6th= Weekly

Not much has changed in this school aside form the 6th graders graduation, which made way to a  new set of 5th and 6th graders. The new 5th graders are more difficult to teach because they have only nine students, including one girl who is half American. However, I was told they have a general lack of interest in all classes and because of this, their homeroom teacher will update me on their genki-ness (energy level) before each English class. Some days are better than others but, generally, they finish the lessons and retain the information. Moreover, the Japanese-American girl confessed that I inspire her to speak more English at home. That means I'm doing something right, right?

Although a few teachers have changed, I remain very close with the faculty and staff. My favorite is the vice principal who is a very fatherly and does his best to use English. During the teacher's meeting on Tuesdays, I give a one-point English lesson on a random phrase or word. It's cute to hear them use it throughout the day, and I am glad they've taken up such an interest in English. There is also one new staff hire who's speaks fluent Spanish because her husband is Mexican. It's  a Godsend! We chit chat during our breaks in Spanish, which helps me feel more at home. Now, the faculty and staff want to learn some Spanish as well! Viva el Español! 

Tuesdays are Taco Tuesdays!

Oh! Remember the 4th grade teacher that I supposedly had a major crush on? He switched  schools! To G. Elementary, as the new science teacher! 

G. Elementary
Kindergarten = Never
1st - 4th = Bi-weekly
5th & 6th = Weekly

The rumor of my crush continued at G. Elementary with all the school girls hounding me about my supposed love affair with their new science teacher. Good Grief! The girls know I have a boyfriend, who they refer to by name (Maikeru-san, lol), but they still have this crazy idea that I am uwaki-ing (extramarital sexy timing) with every male teacher around. However, at this point I've given up on trying to convince them and just switch my crushes" on a weekly bases to keep things interesting.

What my students think of me -_____-

It was pretty clear in my last update that Thursdays and Fridays were my least favorite workdays due to dealing with the Satan 6th graders and a couple staff members who had it out for me. However, I can happily report that the demon children graduated, and the others either retired or moved on to different schools. What a fucking difference!  

This year, they split up the 6th graders into two sections and although they have two different homerooms, I teach English with one homeroom teacher while the other covers Social Studies. Having this class split up into two sections helps with classroom management, but that doesn't make English class successful. The 6A class remains silent with only one star student answering all the questions. However, they will repeat a word or sentence after me and answer questions when asked individually. The 6B class is more active, but has a few pranksters like Rin-chan. What sets them apart from the previous Satan 6th graders is their lack of animosity towards me. I'll take that as a success! So far, my favorite class is the 4th grade. I am convinced that their homeroom teacher, Mika-sensei, will become Japan's first female prime minister. She's a tough lady and has a handle on her 40-student class! They have the best English out of all 3 schools and it's because she makes sure they both understand and diligently complete the activities. I do more advanced English with them and it's been a lot of fun! 

Overall, I have a feeling this year be stress free. Wish me luck!

Happy Dance

 Side note: The purpose of this entirey is not to fiercely criticize the Japanese workplace, as issues can arise in any job, but instead share my experiences with family, friends, and those interested in the JET Program or working in Japan.

Summer Vacation: The Art of Looking Busy While Doing Nothing

My main job during the summer is to give off the appearance of looking busy while doing absolutely nothing. In actuality, I do this all year but my efforts are doubled during the summer. This is also a great time to catch up with teachers who are otherwise too busy to talk to during the school year. Although every situation is different, work rules are typically thrown out the window during summer vacation.

• Go to Work Late
• I make it a point to come to work late everyday. There is nothing for me to do and thus there is no reason for me to be on time. I am usually expected at work at 8:15 but during summer vacation I casually stroll in at 9:30.
• Forget the Dress Code
• Sleeveless shirts, tanks and spaghetti-strapped tops are a big NO in the Japanese workplace - except during summer vacation. No one has said anything about my attire besides a few comments of how cute and summery I look; something that they expressed as "refreshing."
• Extend Lunchtime
• Whether I head home for lunch or bring a bento, I extend my lunch break to atleast two hours. If I eat at school, I use that opportunity to gossip talk with teachers.
• Catch up on Hobbies
• Summer vacation is a great time to catch up on varied interests. In preparation for my Mount Fuji trip, I knitted a scarf in the middle of work. Aside from the comments of amazement, my coworkers couldn't care less. I blog at work, watch movies at work, gossip at work, and spend too much time on my phone at work. Hell, I could change into sweats and workout at work - they just don't care.
• Go Home
• The great part about teaching at multiple schools is that no one knows where I am even though I've had the same schedule for a year. On days where I switch schools, I leave one school early to relax at home for a bit, and then drive to the other school. I do this during the school year, but my time at home is extended for a few hours during summer vacation. No one seems to notice or care. 

Now, before come at me with your judgment, know that when the situation arises I will drop what I'm doing and help my coworkers. They wouldn't love me if I wasn't eager to help in any way possible, right? So go forth my fellow English teachers, and get paid to do nothing! 

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!

It's Summer Vacation! You Don't Exist!

Today was the last day of the first Japanese school semester and the start of summer vacation. Even though I am still expected at work during the break, I've requested enough nenkyuu (paid vacation) to keep me away from the office. In all seriousness, I desperately need a mental break. Japan has a masochistic school schedule with summer vacations only spanning a little over a month; and even when there are no classes to teach (say, during spring vacation), the teachers are still expected at work. 

I sound a bit whiny, huh? 

Truthfully, I am exhausted with planning English lessons, games, and activities. For example, I planned a lesson based on Frozen and had the 4th graders at Ginoza Elementary sing a bilingual version of "Let it Go." A bilingual version of the song doesn't exist, so I had to use my nerd skills to splice together the Japanese and English versions of the song. I also made a handout with the lyrics and, since the kids can't read English, I inserted the Japanese phonetics for the English words. After teaching the 4th graders, all the other grades wanted to learn the bilingual version of "Let it Go" as well. After teaching the lesson 20 times at three different schools (I'm not sure if that's an exaggeration anymore), I wanted to punch Elsa in the face.

It begins to feel like Groundhog's Day, and what's worse is that some students give up without even attempting the activity because of the muri or "impossible" attitude that anything slightly difficult is impossible to achieve. So I have to begrudgingly cheer them on even though I want to shake the sense into them. I can't get upset, though. I just found out yesterday that my 6th graders believe I speak Japanese because they think I'm half Japanese. They just cannot fathom that I studied Japanese. 

Do you see why I need this mental break?

I have a lot of plans for this summer, but my first act of summer business is to ignore my students as though they don't exist.

Just kidding! I'm not that mean! Well, that actually depends on who you ask, lol! 

#FaithInHumanityRestored

More often than not, I witness ridiculously heartwarming situations that restore my faith in humanity.

Here’s one example:

As I taught the 2-1 class at Ginoza Elementary words to describe the weather (i.e. sunny, rainy, cloudy, etc.), I noticed that Kota, a special needs student, was in attendance. This wasn’t a problem because I have taught him before, but I hoped the lesson would not be too difficult for him. After I reviewed the words, I asked the students to push back their desk and make a circle with their chairs in order to play Fruit Basket. 

Fruit Basket is a game where the students sit in a circle with one person standing in the middle as “It.” After handing out word (in this case, weather) cards, the person who’s “It” calls out a card; for example “sunny.” Those who have “sunny“cards have to stand up and switch sits with the other students who also carry a sunny cards, while the person who’s “It” tries to take an empty seat. Eventually, one person is left without the seat and that person becomes the new “It”. You can also yell out “Fruit Basket,” and watch all the students switch chairs. However, I always eliminate that option because the students would rather say “Fruit Basket” than practice the vocabulary. 

Before long, Kota was left standing the middle, visibly upset as the new “It.” I tried to reassure him, as I slowly reviewed the vocabulary words. However, another boy called out to Kota. I assumed that the boy was going to give up his seat so that Kota would no longer be “It.” Instead, the sitting boy, held Kota’s hands and asked, “何がいい？” or “What is ok? Sunny? Rainy? Cloudy…” The list continued as Kota fiercely shook his head but when the boy said “Snowy,” Kota nodded and the boy instructed him to loudly say the word and run. Kota said the word and was able to find a sit in order to avoid becoming ‘It’ once again.

The interaction between the two really pulled on my heartstrings. It was really touching to see a student helping his special needs friend that I couldn’t help but wonder if that sort of exchange would happen in the U.S. 

(By the way, it's not a secret to his classmates that Kota is a special needs student. They all know and understand that he is limited. Even then, he is not shunned or excluded by any means. What happened to "the nail that sticks out, gets hammered in" philosophy?)

Boy Problems

Japanese children are a mystery to me

I'm not trying to promote the exotification of Japanese culture, but sometimes I feel as though I don't know my students at all.

Alright, that is a bit of an overstatement, but let me explain. The younger children are more forthcoming about their feelings and emotions but as they age, they become more reserved and withdrawn. As a female teacher, the girls are at ease with me; and while there are boys who confidently interact with me, the majority are shy. This reservation and fear does not help me understand their personalities and it also does not necessarily help gain respect, as I've had issues balancing kindness while also commanding respect. Let's give some examples!

Yūga

6th grade

 M. Elementary

Yūga is one of the few outspoken boys who actively participates in English class. All the students participate, but he goes above and beyond to learn and use as much English as possible. Also, it's not rare for him to ask me how to say a certain phrases in English so that he can use them during class. In general, he's a good kid. However, last week as I glanced across the room to check everyone's progress, Yūga looked at me and said, "馬鹿野郎 (ばかやろう, Bakayarou or idiot)" assuming that I wouldn't understand. I changed my expression and asked, "Who is?" Seeing the stern look on my face, he smiled, pointed to himself and said, "I am." I told him he was right and walked away. 

Rin

6th grade

G. Elementary

Rin is an outspoken boy who enthusiastically disrupts English class. His participation in class usually depends on his interest in the lesson. I remember my first interactions with him consisted of him repeating the word "China" even though the lesson had nothing to do with countries:

Me: Do you like baseball?

Rin: China!

Me: Let's try again. Do you like baseball?

Rin: China!

Me: Well, I guess we're done here.

I referred to him as the "China Kid" until the 6th girls from my other schools confessed that they were in love with him and with that confession, I learned his name. He is also the only student who refuses to call me by my name. Instead, he either calls me ★のカービィ先生 Hoshi no Kābī sensei (Star Kirby*-sensei) or ★のガービィ先生 Hoshi no Gābī  sensei (Star Gabi-sensei). To retaliate, I call him Rin-chan (Baby Rin), which also makes his name sound like a girl's name.

"Kābī" ("Kirby" in Japanese sounds) a lot like "Gabi."
 If only they knew how much ass I kick with him in Smash Bros.

Last week, the homeroom teacher asked me to begin class without her because she needed to speak with a student in the hallway. I walked into the class and inquired about the day's classroom leaders, who were suppose to lead the English class chant. When the students remained silent, it was Rin who ratted out his friends and told them to hurry up because class had started. What!?!

Maybe he was polite because the English Advisor, who was visiting the school at the time, had to co-teach with me because the homeroom teacher's "talk" turned into a 20-minute yell-fest? Nope! He did it again another day and even told a few a his friends to shut up while I spoke. Weird!

Hyūto 
a.k.a. Kyūto Hyūto (Cute Hyuto)

5th grade

K. Elementary

Hyūto is an another outspoken boy who enthusiastically disrupts English class, but he also actively participates. Does that even make sense? For example, one day Hyūto kept interrupting my lesson, so I asked if he would like to be the teacher for the day and lead the class. I assumed that he would remain silent out of embarrassment but to my surprise, he rose to the challenge and took my place in the front of the classroom while I stood behind his desk like a student. The lesson went well, and I even received compliments from the principal.

Last week while we were practicing the days of the week, I noticed that Hyūto was not only saying the words with me, but also rudely imitating my voice. I gave him a menacing look but he continued until I finished my review. My co-teacher stopped me from reviewing the months of the year and began to scold Hyūto in front of the class. Hyūto was then asked to sit alone in the back of the classroom. After class, my co-teacher called Hyūto to him and began to scold him once more. 

Giving you the stank eye!

Co-teacher: Were you making fun of Gabi-sensei? 

Hyūto: No, I wasn't.

Co-teacher: Then why did she look at you? Were you not saying the words at the same time? Were you not saying the words in a high pitched voice? Like a girl?

Hyūto: ::Silent::

Co-teacher: Well, answer!

This went on for 15 minutes, but my co-teacher used Hyūto's silence to berate him on his lack of respect. I knew it was necessary, but I couldn't help feeling bad when Hyūto began to cry. 

Co-teacher: Now that you understand, what will you do? 

Hyūto: Apologize to the class.

Co-teacher: To the class?!?

Hyūto: And to sensei

Co-teacher: Which sensei?!?

Hyūto: Hirofumi-sensei.

Co-teacher: To me?!? (my co-teacher lost it at this point)

Hyūto: to Gabi-sensei

Co-teacher: That is the only person who you should be apologizing to. Now go apologize!

Hyūto walked over to me, but remained silent as he used his shirt to wipe his nose and shield his face. My co-teacher left the room to speak to his homeroom teacher, but instructed Hyūto that he was not allowed to leave the room until he apologized. While he stood in front of me crying, I glanced around the room in search of tissues. I couldn't find a box, so I succumbed to  standing and waiting for his apology. After 10 minutes, he popped out of his shirt, apologized, and quickly walked back to rejoin his classmates.

Kind of like this, but his face was inside his shirt.

Boy Problems

From these situations, I learned that I shouldn't judge my male students' level of respect for me solely based on their participation in class. Their hesitation to interact with me is an issue but, in the end, boys will be boys. I never take instances of their disrespect to heart, but I will correct it if it occurs. Until then, I will continue to be that "friendly American face."