The Hidden Face of Japanese Education

http://www.education-in-japan.info/sub1.html



Beyond Academics -- School CultureChildren learn early on (beginning in preschool) to maintain cooperative relationships with their peers; to follow the set school routines; and to value punctuality (from their first year in elementary school). Classroom management emphasizes student responsibility and stewardship through emphasis on daily chores such as cleaning of desks and scrubbing of classroom floors. Students are encouraged to develop strong loyalties to their social groups, e.g. to their class, their sports-day teams, their after-school circles, e.g. baseball and soccer teams. Leadership as well as subordinate roles, as well as group organization skills are learnt through assigned roles for lunchtime (kyushoku touban), class monitor or class chairperson and other such duties.


Despite the assigned leadership-subordinate roles, group activities are often conducted in a surprisingly democratic manner. Teachers usually delegate authority and responsibility to students. Small-group (han) activities often foster caring and nurturing relationships among students.


The teaching culture in Japan differs greatly from that of schools in the west. Teachers are particularly concerned about developing the holistic child and regard it as their task to focus on matters such as personal hygiene, nutrition, sleep that are not ordinarily thought of as part of the teacher's duties in the west. Students are also taught proper manners, how to speak politely and how to address adults as well as how to relate to their peers in the appropriate manner. They also learn public speaking skills through the routine class meetings as well as many school events during the school year.


Noisy and lively classrooms, the absence of teacher supervision along with the effective use of peer supervision are most often noted of elementary school classrooms. Homework workload is not overly heavy at this stage, daily portions typically comprise kanji (Chinese characters) or kokugo (Japanese language) worksheets and one or two pages of arithmetic worksheets. Various after-school hamako or club activities or remedial classes may be held by individual home-room teachers (or schools) as they see fit. Middle-school (i.e. junior school) instruction of academic subjects shifts gear into intense, structured, fact-filled learning and routine-based school life. Small-group han are dispensed with during academic classes. Hierarchical teacher-peer and senior-to-junior relationships as well as highly organized, disciplined and hierarchical work environments such as various established student committees, are observed at middle schools.
Juku and Exam War cultureHigh school environment shifts the student to a lecture-centered and systematic learning mode which is alternatively lauded for its high levels of achievement in math and science and criticized for its monotony and lack of creativity during a time geared towards competitive examinations when an intensive selection process occurs. From middle-school to high school years, students are affected more by the after-school activities and juku culture. 59.55% of middle-school students attend juku usually the large-scale cram school chains (1993 MOE survey) compared to the 23.6% figure for elementary school students. To know more about the importance of cram schools, read Jukus: The Hidden Face of Japanese Education


Peer group culture

Peer group culture
Peer group culturePeer group culture or school culture is at its peak during high school years. Entrance examinations play a strong differentiating role here. High school culture tends to be distinctive and markedly different depending on the type of high school. At this stage, students become aware of the nature and ranking of high schools that influence their future, and career opportunities, and hence of the differentiation or sorting that is taking place.


An elaborate hierarchical labyrinth exists in each school district in which high schools are ranked, based on the difficulty of admission. Different high schools also have markedly different missions, preparing their students for different destinations. Consequently, different high schools develop distinctly different subcultures.The high school rankings also correspond strongly to the relative wealth and privilege of the students. Students with more privileged backgrounds (in terms of parental occupations and income) concentrate at the higher-ranked schools while those with less privileged background congregate at lesser ranked schools. A key feature noted of high school culture is the competitive socialization that takes place towards university entrance examinations. Since high school institutions play the role of selecting young people based on their academic achievement, identifying some for leadership positions and others for subordinate positions. The competitive nature of university entrance examination exemplifies the selective function and ultimate sorting role of Japanese high schools.Elite High Schools offer well-prepared one-hour lecture-style text-bound classes. Such schools have few disciplinary problems and students are spirited and well-rounded or active in after-school extra-curricular activities. Vocational High School students, on the other hand, often suffer low morale problems. Disciplinary, truancy, and delinquency (smoking and vandalism) problems are common. 
Perspectives on school cultureVarious viewpoints exist but the main ones may be summarized as the consensus theory and the conflict theory. The former explains the school culture as being an important aspect of fostering the relative stability, consensus and harmonious nature within Japanese society. Viewed from this perspective, societal problems tend to be addressed by attempts to create more caring environments within schools. The latter view sees the school culture as responsible for socializing children into accepting the dominant ideology, and for legitimizing school versions of knowledge, values and worldviews, as well as the existing inequalities across society. Schools, according to this view, recognize and reward certain types of ability in children, conduct differentiation based on so-called merits and have the effect of differentiating children into leadership and subordinate positions, thus preserving inequality across generations. Incidentally, the consensus theory tends to correspond to the interpretative viewpoint of the Ministry of Education while the conflict theory reflects that of the teachers' union and intellectuals. The interactionist approach adopts the viewpoint that it is the participants, i.e. the students, families, teachers and other significant players in schooling who interact with the school in diverse ways and shape the schooling experience and outcomes. 

CHAPTER 8 STUDENT AND THEIR FAMILIES

THREE POINTS



1. Teachers must respect, value diversity of families, because have a significant shifts in family structure since 1950s.


2. Communication should focus on student learning. Parental involvement, monitoring learning have impact and teachers and parental collaboration necessary.

3. The prejudice that young people learn at home and in school can lead to discriminatory practices that harm people who are different from themselves.

CHAPTER SIX: PLACE OF SCHOOLS IN SOCIETY

Schools  serves many purpose, in their role in the society are, development of citizenship, preparation for work, development of academic and social competence, and transmission of the culture to another generation.
The culture is a important issue to talk about, because determines the way we behave and think within society and its subgroups. A family is first social group that we learned ours culture. Families have their own unique cultural backgrounds based on their ethnicity, religion, native language etc. However, schools have their own cultures with histories and traditions that affect the way students an teacher behave. For this reason, for different cultures that is good the involvement of the community in school to provides needed assistance  for educators and students.  The school is the place in which we live affects our cultural identity and lived experiences. Is the place that students learn in high levels regardless of their race, native language or disabilities

What we can learn from Finland's education system

http://www.deseretnews.com/article/865563989/What-we-can-learn-from-Finlands-education-system.html?pg=all

FREEDOM WRITERS

The film is based on a true story, starring the actress Hilary Swank, who plays the role of teacher Erin Gruwell, hired to teach English Language and Literature, but was far beyond that. Professor full of ideals and dreams, is faced with a harsh reality to face 203 class, a class of high school, considered troubled teens with histories of violence, rejection, drugs, among others. At first, the teacher was seen as representative of the field of white. However the teacher Mrs. G, did not give up, although initially encountered difficulties, by this fact, their attempts to prove the contrary was not easy, but gradually was getting the affection and respect of students. As teacher, sought to know each student, seeking to enhance self esteem and that the students feel  belonging to society.

Using the traditional method of teaching, had the brilliant idea of ​​applying classroom reading the book "The Diary of Anne Frank", after that, distributed in class notebooks for students to draw up building their own diaries, where they would report their experiences, dreams and goals. Furthermore, promoted cultural trips, visit to the Holocaust Museum, bought books for stimulating reading among them, as well as through their encouragement, wrote a letter to Miep Gies (protector of Anne Frank during the Holocaust), and obtained an appointment therewith. All work was carried out without any support of school and your coworkers. For this reason the teacher worked three jobs and invested in all forms these outcasts of society, giving them the opportunity to view other ways, giving them the opportunity to publish their writings through the book "Freedom Writers" (1999.

The movie Freedom Writers show us in essence the rescue and recovery "Education", you can be a teacher without being a dictator, a movie is easy to understand and that brings significant approaches in context. It is a heartwarming story, the way from success. Furthermore, within the framework demonstrates educational and social, the false policies of democratization of access to education. The film clearly shows the inequalities and injustices. The situation becomes clear when the system separates the intelligent students as problematic, without analyzing the true potential of each student.

Reflection on speaker Mr. Phill Johnson

This class we had a guest speaker that talked about a 25 year reflection on teaching. Mr. Johnson answered twelve question about  this topic and gave some advices for us to make sure see yourself teaching.  I was happy because  he help us to make a reflection about how teaching and how a team work make a difference when we are working  students with special needs, and  the  management challenges and strategies for working with students with behavior issue in class.The importance of educators  role in teaching to all students and  the strategies that we how teacher can used to ensure  safe, and  comfortable learn enviroment for all in the class. Also the resource are avaliable in school to help this students. In addition, the importance about the comunication with the parents. So, some things and reflections that may help us as future and better educators.

Education article

http://www.onlinecolleges.net/2012/01/18/st-cloud-state-university-launches-program-adapt-education/

St. Cloud State University, universidade de Minnesota, segunda maior e maior das faculdades do estado de Minnesota e Sistema de Universidades, ofereceu opções de aprendizagem à distância por anos. Mas com o crescimento rápido da escola em curso on-line de inscrição, os administradores perceberam a necessidade de mudança.

Alguns chamaram esforço da escola uma "reinvenção", mas o reitor eo vice-presidente de Assuntos Acadêmicos Devinder Malhotra não concorda com esse termo.

"Não é uma reinvenção, mas como em qualquer organização ou indústria, com o tempo, as atividades têm de se adaptar e mudar", disse ele. "Este é mais sobre adaptabilidade. É necessária uma mudança significativa? Sim. É importante por causa da mudança da natureza do corpo discente, e à evolução da própria aprendizagem. "

Malhotra disse que a administração da escola está encontrando cada vez mais que os alunos são não-tradicionais, ou seja, o termo que ele prefere, trabalhador-aprendiz.

"A aprendizagem não é mais depois seu primeiro grau", Malhotra disse. "Eles mudei de emprego algumas vezes. Precisamos pensar por onde a maior demanda será, especialmente daqueles alunos. E a natureza da aprendizagem está mudando, principalmente no campo eletrônico, mesmo quando os alunos estão no campus. Isso possibilita aos alunos uma maior flexibilidade e escolha, particularmente verdade não apenas online, mas para a cara-a-cara os alunos também. "

A universidade tem visto o crescimento de sua plataforma de aprendizagem online, especialmente nos últimos três anos, e, atualmente, cerca de 11% de suas horas de crédito total são ganhos online. Malhotra espera que esse número aumente, embora ele não tem certeza por quanto.

Neste momento, a universidade está focado na criação de uma visão central entre a administração da escola, professores e funcionários, sobre a presença de aprendizagem on-line na escola. Malhotra, que supervisiona o projeto e entrega de currículo no St. Cloud State, recentemente instituiu uma força-tarefa encarregada de determinar onde a aprendizagem on-line vai, em geral, e como alinhar programa on-line da escola com o futuro do campo, e chegar com um plano estratégico para implementar o que a força-tarefa decide. A força-tarefa foianunciada janeiro 5.

Orn Bodvarsson, diretor interino da escola St. Cloud Estado dos assuntos públicos, foi encarregado de liderar e co-presidir a força-tarefa, cujo nome oficial é o St. Cloud State University Online e da Força Tarefa de Aprendizagem Distribuída Visioning e Planejamento.Apesar de alguns dos membros do corpo docente ele supervisiona como reitor interino ministrar cursos on-line, Bodvarsson admite que não tem experiência real em cursos online.Seu papel chave será facilitar uma conversa equilibrada entre os membros e os interesses variados em 20 Estados-força, composto por administradores, professores e funcionários.Enquanto o objetivo geral dos membros do grupo é o mesmo, para melhorar a presença da universidade educação on-line, cada subgrupo de pessoas podem ter diferentes idéias sobre como alcançar esse objetivo.

Como reitor, ele acredita que será particularmente consciente das preocupações de professores e pessoal docente.

"Nos 50 membros da faculdade que eu supervisionam, você vai encontrar opiniões variadas sobre o papel ea eficácia do ensino on-line", disse ele. "Isso é muito típico. Normalmente, você verá que os membros mais velhos da faculdade são mais resistentes ao uso de instruções online. A força-tarefa visa facilitar uma visão holística da educação online. Nós, como uma universidade não tinha um plano central ou visão antes, e eu acho que quando nós fazemos, a faculdade vai se tornar mais educado, e pode mudar algumas mentes quando temos uma perspectiva de universidade que diz que é eficaz e, em alguns aspectos , melhor do que cara-a-cara-educação ".

Enquanto ele espera que o papel de muitos professores para mudar, eventualmente, nem todos irão ver um impacto imediato, disse ele. E, embora a maioria dos membros do corpo docente que falou com disseram que ensinar cursos on-line, além de sua carga horária regular, ele espera que é algo que vai mudar como a universidade se move para frente.

"Eu acho que ele precisa ser uma parte da carga de trabalho regular. Dessa forma, ele está substituindo um curso cara-a-cara não, além de isso ", disse Bodvarsson. "Haverá um investimento inicial em aprender a usar a tecnologia, no entanto."

A força-tarefa também vai rever todos os programas da universidade atual. Aqueles que estão atualmente oferecidos on-line será avaliado com base na eficácia. Aqueles que não são serão avaliados para examinar se podem trabalhar online.

Malhotra disse que gostaria que a força-tarefa para concluir a maioria do seu trabalho até o final do semestre da primavera, e começam a ter uma conversa em todo o campus e, finalmente, um plano formal para apresentação SCSU Presidente Earl H. Potter III, no cair.

Novos cursos e programas de graduação será adicionado, mas só quando a sua qualidade pode ser garantida, Malhotra disse.

"Na última década, a educação superior tem visto aceleração substancial (em cursos on-line) tão grande que as instituições precisam dar um passo atrás e garantir que o rigor ea qualidade está lá", disse Malhotra. "Estamos empenhados em criar os mesmos resultados com e-learning, como fazemos dentro de nossas salas de aula, e que terá algumas vantagens e alguns desafios. Em nossos desejos de expandir rapidamente, nós não queremos deitar fora o bebé com a água do banho, ea força-tarefa vai ajudar a garantir que isso não aconteça.'