The Wor ld of TOKKATSU

The Japanese Approach to Whole Child Education

(A Guidebook for Teachers)

1

Edited by Ryoko Tsuneyoshi (University of Tokyo)

With the cooperation of:

Tokyo Metropolitan Elementary School Research Group for Classroom Management

（東京都小学校学級経営研究会）

Machida City Elementary Education Research Group, Tokubetsu Katsudo Unit

（町田市公立小学校教育研究会 特別活動部）

Translated by: Mary Louise Tamaru

Graphics by: Satoshi Otaya

2012. March
 T A B L E O F C O N T E N T S

Purpose of the Report (Ryoko Tsuneyoshi )..................................................................................................3

In Recommendation of Special Activities, Tokkatsu (Kazuhiko Nanbu)...........................................4

The World of TOKKATSU: An Introduction (Ryoko Tsuneyoshi )............................................................5

Section 1. Classroom Activities (gakkyu katudo )....................................................................................7

Taken from the guidebook for elementary school teachers on classroom activities prepared
by the Machida City Elementary School Education Research Group, Tokubetsu Katsudo Unit,
2009
（『早わかり 学級活動 2009 年度ハンドブック』

2 町田市公立小学校教育研究会 特別活動部）

Section 2. Building the Classroom Community Together..................................................................27

Taken from the guidebook for elementary school teachers on grade-level, classroom
management prepared by the Tokyo Metropolitan Elementary School Research Group on
Classroom Management, 2009 revised version
（『学年・学級経営ハンドブック』東京都小学校学級経営研究会）
 Introduction to the Report

Ryoko Tsuneyoshi

Professor, Comparative Education

Graduate School of Education
The University of Tokyo

This report was prepared so that non-Japanese readers can gain

access to the ideas that guide what are called special activities (tokubetsu
katsudo, tokkatsu for short) in the Japanese curriculum*. The activities are
seen as providing one of the major foundations for whole child education in
contemporary Japanese school education.
3

Though collaborative teacher learning in the form of Japanese

style “lesson study” has attracted international attention in recent years,
the Japanese model of whole child education, which is seen as the basis
for not only academic development, but social, emotional, and physical
development as well, has not been readily available to international readers.
This report hopes to change this situation by providing information on a
major pillar of whole child education in Japan—tokkatsu.

The balanced development of the social, emotional, and academic

aspects of the child, and the cultivation of cooperative and interpersonal
skills, etc., targeted by tokkatsu, are concerns shared by many countries.
Therefore, it is hoped that providing information on tokkatsu to non-
Japanese readers will open the way for comparisons of Japanese practices
with corresponding practices in other countries, which might help us in our
pursuit of how we can better address such universal concerns.

* This report was funded by the Grants-in-Aid for Scientific Research (kakenhi) C ( 21530873, head, Ryoko
Tsuneyoshi), Ministry of Education, Culture, Sports, Science and Technology. I would also like to thank the
teachers’ groups that provided the guidebooks for their cooperation.
 In Recommendation of Special Activities, Tokkatsu

Kazuhiko Nanbu
President
Japan School Events Research Association
for Elementary School

4 This report focuses on what is called special activities (tokubetsu

katsudo, tokkatsu for short) in Japan. Special activities are not subjects, but
are situated within the elementary school and secondary school curriculum;
schools engage in special activities as part of the official school curriculum.
In Japan, these activities contribute to the formation of individual character
and to the social development of each child.
Japanese schools are constructed as communities based on whole
child education, and the development of the whole child through special
activities, is seen to provide a necessary basis for scholastic achievement.
Special activities characterize the cooperative style of Japanese education,
and it is not too much to say that special activities are the pillars of the
Japanese model of schooling.
This report introduces how special activities can be conducted.
Classroom management methods are also introduced. I hope that this will
provide an opportunity for readers to become accustomed to the many
aspects of Japanese style special activities.
 The World of TOKKATSU: An Introduction
Ryoko Tsuneyoshi

The Development of the Whole Child in Schooling through the assistance of his/her peers, essential traits that
will help him/her become active members of society in later

This introduction is meant to familiarize the non- life.

Japanese reader with some of the major characteristics of However, because of this egalitarian inclusion

Japanese collaborative whole child education, tokkatsu, of all children, some teachers tend to overly standardize

before moving on to the translations from the guidebooks classroom discussion steps, so that any child can cope with

on tokkatsu. the process; this may interfere with student autonomy.

When the discussions become standardized, it starts to look

Classroom Discussions: A Major Component of like a play rehearsal. A more productive way is to encourage
the students to support each other. This fits the goal of
Classroom Activities
cooperative autonomy, the encouragement of peer support
Holding classroom discussions, with the students
allowing the teacher to step back so that children can learn
serving as coordinators, is an important part of classroom
to work in a cooperative situation. The extensive use of small
activities, and thus a major component of tokkatsu.
groups reflects this goal. Many of the tokkatsu activities are
Classroom discussions promote communication among 5
routines, so that children can conduct the activities even
classroom members and builds classroom community,
when the teacher is not present. However, in cases that not
while at the same time gives each student the opportunity
only the procedures but the contents become so routine
to coordinate discussions, work in cooperative groups
that there is no room for spontaneity, or in cases that the
together, and to act relatively independently from the
teacher has decided all the contents and the children are
teacher while cooperating with his/her peers.
simply carrying out the steps, even when the teacher is not
Especially for the younger children who have had
present and the children look like they are moving on their
relatively little experience coordinating and working with
own, the autonomy remains superficial. For the tokkatsu to
others, items such as the “communication” (hanashiai) card
operate as a means of student-learning in cooperation and
(see sections 1 and 2), which has in it the major components
independence, there must be room for student spontaneity.
of what the classroom discussion coordinators should cover,
helps students feel confident in front of the class.
Classroom Responsibilities
One characteristic of the tokkatsu as it is practiced
In the Japanese classroom, pupils and students
in Japan, is that it is part of whole person education and
are expected to participate in a range of responsibilities
building a cooperative classroom community. For the
that are essential for building the classroom and school
teacher, it is both a means for developing character, and a
communities.
means for effective classroom management.
There are those types of activities that are routine
Every child is expected to participate. Because of
chores, such as cleaning the classroom and designated
this, the activities are set up in a way that even the shyest
spaces of the school and carrying and serving lunch. These
child can effectively operate as the classroom discussion
chores (toban) are essential for the welfare of the classroom
monitor/coordinator, which is different from choosing
and school, so everyone takes part at some point. The
only “reliable” children for leadership roles. The goal is
chores are set up as a cooperative project; therefore, small
that every child, especially those that may not be good at
groups are used. There are also pupil(s) who act as the one-
communication, cooperation, and leadership, may learn,
 day classroom coordinator (nichoku) for that day. The chores to mention also that in any example, not just that of
are rotated, so everyone experiences the classroom chores, tokkatsu, individual practices of specific teachers do not
and everyone contributes to the basic management of the always reflect ideals.
classroom. However, the tools used to advance tokkatsu, like
There are also those types of small group activities classroom discussion and small group activities, are flexible,
(kakari) which students can choose and there is more and can take on many different meanings as they adjust to
student autonomy. Examples in elementary school would different classroom and school contexts. Thus, the following
include taking care of the classroom books and looking after translations should not be seen as definitive manuals, but an
the classroom pet. ongoing collaborative discussion of Japanese teachers, as
In addition to classroom activities, there are also, they try to better realize the goals of whole child education.
for example, school events, student councils, and school
clubs—all part of building a classroom/school community,
and developing the whole child. The curriculum also Note
includes a period of moral education as part of values Guiding Principles: whole person education, cooperative
education. learning, autonomous group cooperation, classroom and
school as community
Classroom Management Target : balanced development of mind, body, and soul,

Section 2 shows, how from a teacher’s view, communication skills, cooperative skills (helping others,

tokkatsu is linked to classroom management. Everything ability to work and lead in a group)

from encouraging students to acquire certain behavioral Activities utilized for whole person education: (lunch,

patterns and attitudes (e.g., neatness, the willingness to cleaning, school events, classes, etc.)

overcome one’s dislike of certain food, p. 12), to helping There is no textbooks for this period
6
the overly shy or overly aggressive child is dealt with in this
category.
The common thread, however, that runs through
the otherwise very diverse activities is the emphasis on
interpersonal relationships and encouraging self-motivated
cooperation.
Schools are managed spaces. Therefore, students
are not totally “autonomous” under this model even though
autonomy is explicitly emphasized. This can be seen clearly
in section 1, which gives examples of when the direction of
the discussion should not be left to the children (when the
children start collecitively criticizing a classmate).
(Note: A picture of children brushing their teeth after lunch

Concluding Remarks as part of acquiring basic habits at one elementary school.)

This section provided a brief introduction to

tokkatsu in Japan.
Now, it should be added that the tokkatsu activities
can be promoted democratically or otherwise, depending
on the ideals that guide them. An emphasis on cooperation
and the whole child do not automatically ensure that the
goals will be democratic. It is clear that the activities need
to be guided by other ideals such as a respect for others
different from oneself, and a sense of fairness. It is needless
 SECTION I

Classroom Activities 7

Taken from the guidebook for elementary school teachers on classroom

activities prepared by the Machida City Elementary School Education
Research Group, Tokubetsu Katsudo Unit, 2009

（『早わかり 学級活動 2009 年度ハンドブック』 町田市公立小学校教育研究会 特別活動部 , pp. 2-23.）

 What is Tokubetsu Katsudo (TOKKATSU)?

1 The Goals of TOKKATSU forming the groups, but generally speaking, they have the

(Below is the official definition of tokkatsu from the Ministry following conditions.

of Education, Course of Study) Guidelines for Effective Group Activities

-a- All members of the group should help decide on the

Elementary School (from the Course of Study) purpose of the activity. Everyone should have a common

Effective group activities aim at the well-balanced understanding of the purpose.

development of mind and body and the encouragement -b- Everyone should think about, talk over methods and

of individuality. Participation in the group helps build an steps of carrying out this purpose and then cooperate.

active, positive attitude toward improving school life and -c- Everyone should share responsibilities; there should be

personal relations. At the same time, it should deepen each a common understanding of each person’s role. Keeping the

child’s attitude toward life and the ability to do his/her very purpose of the activity in mind helps each member carry

best. (1) out his/her responsibility smoothly.

-d- Each person’s self-initiated ideas and hopes should be

Middle School (from the Course of Study) respected. That will strengthen their bond between pupils.

Effective group activities aim at well-balanced -e- A feeling of belonging; a consciousness of solidarity.
8
development of mind and body and more individuality. -f- As the group members grow to appreciate each other’s

Participation in the group and society helps build an active, good points, a free exchange of ideas and mutual respect

positive attitude toward cooperating with others to improve will result.

everyday life. At the same time, it should deepen each

student’s consciousness of being a human being and the
capacity to bring out his/her best. (2) Effective instruction is just as important in
tokubetsu katsudo as in academic subjects and moral

Note: Both the Course of Study for the elementary school and education. A balance should be maintained between

junior high school have been revised. (1) stands for parts academic classes, morals, and tokubetsu katsudo, each of

that are revised from the former Course of Study, (2) stands which has different functions. Special consideration should

for sections that are important for comparisons between be given to morals and tokkatsu which have no textbooks.

elementary and junior high school.

The teacher is the key to successful classroom activities:

you can see the difference in how the class (gakkyu)
comes together!
In both elementary and middle school the
above-stated effective group activities are part of special
2 Tokubetsu Katsudo’s Function
activities (tokubetsu katsudo) with different aims from other
We might define tokkatsu’s purpose as fostering
educational activities. In other words, they have special
an attitude in each child to do his/her part in making the
functions that cannot be carried out in academic subjects,
group/school life better. In middle school this consciousness
moral education, or integrated studies. Effective group
is extended to the community and society. In other
activities have to take into consideration the pupils’ level
words, tokkatsu’s essence is: developing a feeling of social
of development and individuality and also the timing for
responsibility. In today’s world we face many problems
such as shallow personal relations among pupils/students B. Adapting to school routine and studies; safety and
and lack of social consciousness and morals. For this reason, health
in the new educational guidelines the present tokkatsu -a- Forming an attitude toward life with high aspirations and
goals of developing the ability to build stronger personal definite aims
relations and the motivation and ability to participate in -b- Forming good basic daily habits
society are emphasized. -c- Forming desirable personal relations
-d- Understanding the meaning of taking turns in cleaning
3 Instruction of Classroom Activities (gakkyu and other classroom duties
katsudo) -e- Utilizing the school library

School should be an enjoyable place where -f- Fostering healthy, safe daily habits, both mental and

everyone can feel relaxed. Each child has different abilities/ physical

aptitudes, interests/preferences. The classroom is the focal -g- Nutritious school lunches; forming good eating habits

point for discovering a child’s good points and developing

them. First of all, it’s important for the teacher to become (3) Contents of Classroom Activities: by grade level
aware of each child’s good points, way of thinking and Lower grades (1 and 2):
putting ideas together and at the same time to develop With the class as the basic unit, make activities fun by
a feeling of trust. Through various activities the children encouraging pupils to willingly help each other. At the same
learn to think from their friends’ point of view, and to accept time, have activities that contribute to forming a positive
different ways of expression and opinions. As a result, attitude toward school life and studies.
classroom activities become refined. It’s these effective
activities that we mean by gakkyu-katsudo (classroom Middle grades (3 and 4)
activities). With the class as the basic unit, make classroom life 9

enjoyable by encouraging cooperation. At the same time,

4 The Make-up of Classroom Activities have activities that contribute to a motivated attitude

The content of classroom activities is defined as toward school life and studies.

below in the Course of Study (from the Ministry of Education).

Upper grades (5 and 6)
With the class as the basic unit, create an enjoyable
ELEMENTARY SCHOOL
classroom atmosphere and full school life based on mutual
trust. At the same time, have activities that enhance an

(1) The Goal of Classroom Activities assertive attitude toward school life and studies.

Classroom activities help build desirable personal relations.

Each group member takes part in making school life better. (4) Adjust instruction to the stage of development
These activities foster a healthy life style and an active,
positive attitude toward problem solving. Lower grades

Make classroom and school life rich and fun by

(2) Contents of Classroom Activities: Overall (all enabling students to trust and support each other

grades)
● Discussion:
In the beginning, the teacher takes charge but then, little by
A. Classroom/school life
little, turns over the responsibility to the children.
-a- Solving problems in the classroom or school
The children become able to make group decisions by
-b- Structuring the classroom jobs; taking turns
listening to each other’s ideas and expressing their own.
-c- Improving all kinds of classroom group activities
● Classroom responsibilities (kakari):
Start off by taking turns in assigned chores (toban).
 Gradually encourage them to find ways of making the kakari school activities, learn to exchange constructive opinions.
activities more innovative. Make classroom life more fun by Help them make classroom/ school life more enjoyable by
helping each other in smaller units. utilizing group decisions reflecting various opinions.
● Assembly (shukai) activities: ● Classroom responsibilities:
At first the teacher takes the lead in making assembly Enable pupils to assume and continue to assume
activities more enjoyable. The children choose the responsibilities where they can make the most of their
contents of the activities and divide the simpler chores strengths. Put an emphasis on those activities that
and preparation so everyone can have fun with any of their encourage student originality, ingenuity as appropriate for
classmates. upper grades. See that they make classroom /school life
fuller and more fun by mutual trust.
*Note: For an explanation of toban and kakari, see the ● Assembly activities:
Introduction. Make classroom life fuller by using experience gained from
the student council and clubs. Make assembly activities
Middle grades more innovative by mutual trust—talking things over,
bringing out everyone’s good points, reflecting (hansei) on
Make classroom life fun by cooperating
the activities.

● Discussion:
The children make plans under the teacher’s supervision.
MIDDLE SCHOOL
They rotate the different roles. See that more and more
(Chugakko)
people have a chance to be coordinator.
After listening carefully to different ways of thinking, they (1) Purpose of Classroom Activities
10 express their own, making the reasons clear. Help them Through classroom activities create desirable personal
learn to make group decisions by give and take. relations; take part in planning ways to improve classroom
● Classroom responsibilities (kakari): and school life; develop an active, positive attitude toward
Encourage the pupils to divide, combine var ious problem solving and a healthy life style.
responsibilities into the types of classroom responsibilities
(kakari) that require student initiative. Using their own ideas,
(2) Contents of Classroom Activities
they cooperate to make classroom life more fun.
With the class as the basic unit, plan activities that
● Assembly (shukai) activities:
contribute to making classroom/school life more fulfilling
See that they plan various meaningful activities, making use
and which can solve various problems that students face.
of past experience and their own ingenuity (soikufu). Be sure
that as many pupils as possible are included in the planning,
A Classroom/school life
management, and preparation so that they can cooperate
-a- Solving problems related to classroom/school life
with each other and make the assembly activities enjoyable.
-b- Organizing classroom work groups, deciding on roles
-c- Improving various school group activities
Upper grades

Make classroom activities fun by getting to know and B Adaptation, maturing, health and safety
helping each other -a- Dealing with the concerns of adolescence

● Discussion: -b- Understanding and respecting personality differences

T The children themselves do the planning, with the -c- Having a sense of the importance of being a member of

teacher making suggestions. Encourage them to take turns society

assuming various roles such as coordination. Encourage -d- Building mutual understanding and cooperation

the child’s initiative (kufu) in pooling ideas and coordinating between boys and girls

the discussion. Pupils broaden their interest to include -e- Developing good personal relationships
-f- Understanding the importance of volunteer activities
*Students are expected to refine the discussion
and taking part
process by making full use of their experience in
-g- Developing healthy and safe daily habits for both body
elementary school (choosing topics, discussion
and mind
methods, taking turns). They are also expected to iron
-h- Adjusting to changes due to sexual maturity
out differences of opinion to reach a group decision.
-I- Developing good eating habits

Discussion topic examples

C Studies / higher education
“Let’s think about what 2-1 can do in the athletic meet.”
-a- Understanding the value of studies and work
“How can we improve the classroom committees?”
-b- Developing positive study habits; making use of the
--Assessment Aims- .
school library
Assess 1st term activities and set realistic goals for 2nd term
-c- Thinking carefully about appropriate further education;
Work together to improve activities and build better
making use of information
personal relations
-d- Developing a desirable view of employment and career
-e- Thinking about choice of high school; planning for the
Contents: Adaptation, Maturing
future

Topics to take up:

(3) What are Middle School Classroom Activities?
Problems many students share (personal problems solved
Activities conducted positively and actively by the students,
individually), problems acknowledged by the group, but
under the teacher’s appropriate supervision
solved individually
Instruction Guidelines for Teachers
● Value the students’ ideas and suggestions. 11
Ability to develop:
● Whenever possible have the students plan and carry out
An active, positive attitude in improving your own life style
the activities.
Characteristics of activity: teacher’s careful, planned
● Encourage effective group and individual decisions
instruction
based on student-teacher trust and mutual respect among
group members. As a result the activities will go smoothly. *Especially in middle school, it’s important for the
teacher to guide the students in deepening their

Contents: Classroom and School Life consciousness of humanity and developing their ability
to do their best as members of society.

Topics to take up:

Students’ common problems (classroom problems that can Topic examples
be solved with everyone’s cooperation) individual opinions, “Know yourself; know your friends.”
building up into group decisions An awareness of your own personality and mutual
understanding affect classroom activities.
Ability to develop: -Aim- .
A self-initiated (jishuteki), action-based (jissenteki) attitude in Build mutual understanding and respect among classmates.
improving the state of the group of which one is a member Try to think of how to bring out each other’s good points.

Characteristics of the activities: Contents: For Middle School Only (further education)
Students’ own spontaneous, independent activity

Topics to take up:

Problems many students share but are solved individually
 Ability to develop:
An active, positive attitude in choosing your future life style
and career.

Characteristics of activity:
Teacher’s careful, planned instruction *It’s important for the
teacher to guide the students in having a fulfilling academic
life and choosing their future schooling, life style, and career.

Topic examples
“Let’s visit high schools”
classroom activities to increase incentive to visit high
schools

-Aims-
Develop a practical attitude toward how to visit appropriate
schools.
Taking another look at yourself, heighten incentive to try to
choose a better future course.

12
 Making the Most of TOKKATSU in the Classroom

Let’s look at running a class from the point of view Hint #3: Make instructive comments before the
of developing good personal relations and motivation. children start planning an activity. Once they start
Each class is a group of pupils / students with various talking it over, just listen.
personalities and abilities. It is important for the teacher to
“become close to” the pupils/students, try to imagine their There are certain exceptions. For example,
thoughts and feelings, and deepen understanding. This remind the children that when you have an opinion, raise
effort for rapport should be central to his/her teaching your hand and wait for the chairperson to call on you. The
plans. teacher should follow the rules too!

1 The Tone of Language and Mutual Respect Hint #4: Let’s give the children many chances to

If the teacher is warm and friendly, the children experience fun activities together.

feel at ease. It’s important to always show sympathy and

Instead of explaining ‘cooperation’ it’s better to
understanding toward the pupils/students. Also, let’s
let them do it. After more and more activities that give
be careful that the tone of language used by the teacher
the children a feeling of success and satisfaction, the class
and students shows mutual respect, doesn’t insult or hurt
atmosphere changes. When a child thinks, “That was really 13
others. Help each child feel that in various activities his/her
fun!” the chikd's face shows it.
help is needed. Then (s)he will realize (s)he is an important
part of the class. This will enhance a sense of belonging
and personal relations based on respect for each other’s
differences.

Hint #1: The teacher is a member of the class too! Why

not enjoy classroom activities with the children? The
teacher’s enthusiasm motivates the children.

2 Developing Motivation in the Children

Just seeing the teacher smile, the children will
liven up. The key is to go back to your childhood, remember

Hint #2: Let’s take a positive attitude when the

children act spontaneously

how you felt. “That’s a great idea! Let me do it with you.” If

the teacher joins, the children enjoy the activity much more.

Don’t ever scold anyone for making a mistake.

The teacher can show how to learn from a mistake.
 What is Classroom Activities (gakkyu-katsudo)?

Gakkyu-katsudo (class activities), scheduled for one hour a week, form the core
of tokkatsu. This is a very important hour in making classroom and school life go
smoothly. Classroom activities are divided into two categories.

(1) Cooperatively building (gakkyu zukuri) Classroom and School Life (source: new Course of Study)

These are activities based on the children’s own ideas and hopes for making classroom life better and fuller.
There are three types:

Discussion Classroom Group

Activities Activities Activities

14

It’s important for the teacher to make sure that all three are carried out in an effective
spontaneous and autonomous manner by the students under appropriate teacher guidance.
Discussion Activities of (1) above are what are called the cassroom assemblies (gakkyukai).

(2) Getting Used to School Life and Studies: Safety and Health
It’s necessary to have an overall teaching plan (contents, schedule) for each grade so that each classroom teacher can make
his/her detailed plans.

The contents are:

• Building an attitude toward life with high hopes and definite aims
• Developing good daily habits
• Developing desirable personal relationships
• Understanding the meaning of taking turns in cleaning and other classroom duties (toban activities) etc.
• Using the school library
• Developing a good attitude toward a healthy body and mind
• School lunch, developing good eating habits
 The teacher may be the organizer but it is important to value the
discussion process between children. It is important for them to be able
to feel the joy of solving problems on their own.

Keep in mind that (1) and (2), both classroom activities, are not separate but interconnected.
Be flexible in your instruction methods.

(3) Discussion Activities is Fun! (Machida city, classroom activity handbook 2009)

For those of you who are trying to start discussion activities

Even if you decide, “Now I’m going to start discussion activities!” you might be at a loss as to where to start…In that case, it
is important not to try to do everything at once, but to start from the very first step. Here we will describe the “Classroom
Activities Starters.”

Let’s start! 15

When to Start TOKATSU

When there is something that the class can discuss, that is the time to start classroom discussion activities! If it is when you
are starting off with your class (in the beginning of the school year), discussing “class goals” or “names for the classroom
committees” would be nice. If it is the end of the semester, “having fun parties” (otanoshimi kai) is a possibility. “Exhibitions/
presentations for your elementary school festival” is another good theme.

STEP 1. Let’s make rotation (toban) charts for the coordinators

Divide the classroom into about 5 person groups, and prepare

charts which can be posted in the classroom. The first goal is to CHILD

rotate the coordinating role of the classroom meetings so that all “Am I going to
the groups can experience it. coordinate, too?”

TEACHER
“Everyone takes
STEP 2 Let’s announce the topic of discussion turns coordinating
the classroom
CHILD
Try making a plan and announcing that, “First, we will talk about meeting.”
“I am in group A,
so-and-so on a certain date, and group A will be the coordinators!”
so my turn is
coming up soon.”
 STEP 3 Let’s prepare the classroom meeting basic goods set

Tools You Need for TOKKATSU

All you need for starters is:
1. The “communication” (hanashiai) card, the card that serves as a guide for the children so that they know what to do next.
2. The classroom record-keeping notebook.
This can be a regular notebook. But, it might be put up somewhere in the classroom so that everyone can look at it.

STEP 4 Let’s discuss things with the coordinating group

Use the discussion card (hanashiai card) to discuss with the children. Discuss and record:
# The topic of discussion
# The person who proposes the topic of discussion
# The reason for the proposal
# Allocating roles
# Identifying the pillars
When finished, copy this for the whole class, and you are set to go! Arrange it in a way that the children can think of the
discussion topic before classroom discussions begin.

STEP 5 Let’s start, classroom meetings, handbook in hand!

Try bringing the coordinating group up in front of the blackboard, and arrange the desks of the children in a U shape so that
it is easier for them to talk with each other. Now, let’s begin classroom meetings.
16

Blackboard Blackboard
record-keeper, coordinator, sub-coordinator

record-keeper, coordinator, sub-coordinator

POINTS TO KEEP IN MIND

Try to make the atmosphere cheerful and inviting.
Words such as “silence,” “that is incorrect,” “say it properly,” are works that
intimidate children and their faces will become gloomier and gloomier.
☆ Give constructive advise to the coordinators in front of everyone .
Inexperienced chairpersons feel nervous. Give them lots of advice to keep things going smoothly. Don’t take the leaders
aside but talk to them in front of everyone. Then the whole group will learn how to run a meeting. After all, their turn at
coordinator is coming up. That way the whole class will benefit.

☆ End your advice with praise

Criticize once, praise five times - that’s the right balance.

Step 6 To Continue
Did you get through the first classroom meeting all right? The hardest part is getting started. Let’s try to make each meeting
a little better than the last. If you compile a list of discussion topics, you won’t have to worry for a while.

Leading Up to the Discussion

GETTING IDEAS

Gather ideas from the “Idea Box” and “Idea Corner.” You might have the small groups in charge or classroom committees do
this.

How about:
1. Something you want to do together
2. Something you want to do for a friend
17
3. Something the classroom committees want advise on
4. Something you want to consider together
5. A problem handed down from the Student Council

SORTING THROUGH THE TOPICS

In the beginning, have everyone help with the sorting. Later, leave the responsibility to the planning committee (one of the
kakari)

Not all topics are good for discussion.

Similar topics can be combined.

DECIDING ON A TOPIC

The classroom meeting is for everyone, so every member of the class should help choose the topic.

Listen to everyone’s opinion. Let’s make use of morning

meetings and end-of the-school day meetings.
 DISCUSSION(classroom meeting)

(If Friday is the day for classroom activities…)

It is best to plan well in advance.

For example, if Friday is the day for classroom activities…

# decide on the topic proposal

morning
(planning committee)
Mon
# refine the topic proposal
after school
( planning committee)
morning meetings (asa
Tues # decide on the topic (everyone)
no kai)
# plan for the discussion (planning
Wed lunch break
committee)
# inform the schedule for the
Thurs morning meetings
discussion (planning committee)
# classroom meetings/discussion
Fri third period
(everyone)

CHILD
“It would be useful to have
18
TEACHER A classroom discussion so that
“Let’ s prepare well using the time we Everyone knows the schedule…”
have in the morning,
recess, morning and afternoon meetings,
during preparation for lunch,
and after school!” CHILD

“The planning committee is

an important job, isn’ t it?”
Let’s gather ideas for activities

Conditions for topics

Lower grades
The teacher is in charge of deciding but should encourage the children to come to him/her with ideas.

Middle grades
Is it something everyone can do together? Is it something everyone can enjoy? Is it a common problem?

Upper grades
Can the pupils handle the activity they’ve decided on? Is it something everyone can relate to? Is it something that can make
classroom life more fun? Is it something everyone can decide if they cooperate?

Problems that can’t be left to the students

1. Safety and hygiene

“I think jumping down from the gymnasium gallery would be exciting.”
“I think it would be fun to make real fried octopus at the school festival.”

19
2. Placing blame; punishments
“It was A’s fault that we were all late for the morning meeting.”
“If B hits someone again, we should make him sit in the corner during recess.”

3. Collecting money
“We want to collect ¥50 from everyone to buy juice for a toast.”
“I think we should collect ¥100 from each person to buy a bouquet for C.”

4. Changing the class schedule

“If we plan it during gym period, we can use the athletic field freely.”
“If we make use of the Integrated Studies period, we can have the activity during the 5th and
6th periods.”
5. Using school facilities
“If we use the art room and meeting room as points, we can have a fun rally.”
“I think we should make a haunted house by darkening the music room and science lab.”
 Topic proposal card Topic proposal card
month day month day

Proposed by (name): Proposed by (name): .

What we might discuss about: Topic:
Why: Reason for proposal:

To ( ) To ( )
Thank you for proposing a topic. Thank you for proposing a topic.
We will do as follows: Your proposal will be as follows:
1. discuss the topic during classroom discussion.
2. please speak about it during morning or afternoon 1. discussed at the classroom discussion on (date).
meetings. 2. please present at the morning or afternoon meetings.
3. we asked the ( ) kakari. 3. we asked the ( )kakari
4. we asked the teacher. 4. we asked the teacher.
5. other 5. other

month day coordinating group month day planning committee

20
(4) Let’s Refine the Discussion Proposal

Since it is difficult to find books in the library,

I wish that the books should be displayed in a better way.

et’s
nice. L
This is
nce in
it at o
d iscuss
ro o m
t class
ask the nex
to e. ion.
i ng m itte d iscuss
g o m
m co
I a b r ar y
li
the

I want to make a classroom song that everyone can sing together

We can propos
e to the
representative
There are people doing soccer during the break and co m mittee.
it is dangerous, so it should be stopped.
(5) From Deciding on the Discussion Topic to Discussing

1. Let’s introduce the discussion topic to everyone.

Classroom Activity Corner

I guess what might be the

Let’s think of the plan for the year
discussion topic is about
these three. Everyone
can decide which one
Let’s make a flag for the class. in tomor row’s classro om
meeting.

Let’s do a mini-festival.

21

Everyone, we will decide on the discussion

topic in tomor row’s afternoon meeting.
Please think about it. Anyone who wants
to propose a topic, please do so giving the
reason for the proposal.
teacher

2. Let’s divide the roles within the group that is going to chair the discussions

I want to chair because I

have never done it before!

air.
Then, I will be the sub-ch

r
take
re cord-
the
l be black
I w il o n the
wri te
and
d.
boar
 (6) Giving Advice worked hard.

★ During the discussion

To someone who kept the discussion going…
When the discussion may not be moving along…
“You helped the leader by moving the discussion along.”
“Aren’t you off the subject?”
“Better think about what you’re trying to decide.”
To someone who changed his / her opinion…
“Isn’t one person monopolizing the discussion?”
“I can see you were listening carefully to what your friends
“Hasn’t this turned into a personal attack / become too
were saying.”
emotional?”
“How about this way of thinking?”
To someone who doesn’t speak out often
“Why not talk things over with your neighbor?”
“So and so gave his/her opinion for the first time!”

Encouraging active participation

“You’re a member of the class. How about taking part in After-discussion Comments and Important Points
the discussion?”
“Try to listen carefully to your classmates’ opinions.” During the discussion let’s try to view the children from the
following standpoints.
Praise the children (Think about the best time. Now? At
the end?) 1. Is (s)he making persuasive comments to get as many
“That’s a good idea!” supporters as possible?
“You’re making progress!” For example:
“That’s right to the point!” • Using gestures for emphasis
22 (To a quiet child: “Good! You gave your opinion. Keep it up!”) • Acknowledging helpful comments, but at the same time
pointing out problems
Stop there! • Expressing him/herself in line with the purpose of the
“I will decide anything related to money!” class, group
“We can’t do that. It’s too dangerous.” • Speaking sincerely and honestly
“Please get my permission before making changes in the
Highly praise anyone for the above
schedule.”
Give him/her confidence
“I can’t allow you to punish your classmates.”
Hold him/her up as a role model

★ After the Discussion (types of things you can

say) 2. Support for the child who has finally gotten enough
courage to speak out

When something has been decided….

“You’ve decided to…. It sounds like fun!” Remember! The nervous child who lacks confidence
needs your encouragement the most
After a constructive comment…
“”Oh, that’s a great idea no one’s mentioned before.”
The teacher’s comments at the end have a big impact
After an opinion that shows concern for his/her classmates on future discussions. They are very important
“Your opinion shows you are thinking about everyone.” in making discussions more lively and giving the
children a feeling of satisfaction and achievement.
To the coordinators…
“The leader did a good job. The minutes’ taker really
 Let’s Make a Year-long Plan

Be sure to keep the following in mind.

It’s important to make a realistic plan, based on the children’s capabilities.
As you work it out, imagine the children a year from now.
What skills do you want them to learn?

The aims of gakkyu-katsudo (classroom activities)

Build desirable personal relations.
Take part in making classroom and school life better.
Develop an active, positive attitude toward solving various problems and leading a healthy daily life.

Contents of the activities and making teaching plans

-1- Developing classroom and school life
• Of course you want to improve classroom and school life through activities the pupils themselves devise, but the teacher
should decide on the basic framework-- with good topics and schedule.
23
• The actual activities should be left to the pupils’ planning committee (coordinating group). They will make and carry out
concrete, yet versatile, flexible plans.
–2- Adapting to daily routine and studies: health and safety
•The children have common problems, but they should be solved in view of individual differences. With this in mind, each
classroom teacher should carefully, consciously adjust his / her instruction methods.
• Announce the lesson plans (subjects and schedule) for the whole grade and the class.
Get the children into the habit of noticing problems around them and thinking of them as their own concern.
In discussions (classroom meetings) plan your instruction to conform to school policy
Of course, your instruction will differ for each grade. You also have to consider your own class (daily problems and extent of
children’s positive attitude) and also the school’s guidelines.

-3- Classroom activities 1st grade: 34 hrs per year 2-6 grades: 35 hrs per year
1st 2nd 3rd 4th 5th 6th
activity1 15 20 21 21 22 23
activity2 19 15 14 14 13 12

-4- Gear instruction to the grade level but also consider:

• conditions in the classroom
• topics suitable to the level of group consciousness
• topics suitable to the maturity level

1st term: Build up class rapport (personal relations, cooperation)

2nd term: Develop each person’s sense of belonging (roles, group consciousness)
3rd term: Enhance feeling of mutual respect (respect, self confidence)
 TOKUBETSU KATSUDO—OVERALL PLAN
Japanese Constitution
Ideal Pupils Aims of School Education
School Education Act
Study on their own Children who think before acting
Fundamental Education Act
Think for themselves Motivated children Educational Guidelines
Have high, clear aims Happy, energetic children Tokyo and Machida City Educational Aims

Classes Tokubetsu Katsudo’s Aims

Develop a willingness in the pupils to find

Through effective group activities, aim for well-rounded The Situation in the Community
problems to study and try to solve them on their
development and more individuality. At the same time,
The interest in education is high; people are very
own.
develop an awareness of belonging to the group; build an cooperative. Sport events, etc planned and carried
Morals active, positive attitude toward cooperating to make daily life out by the parents and other residents are popular.
Build sound judgment, act independently to try to better.
make life better.
Develop an attitude to try to build strong personal
relations in groups and society. Communication with the Community
This School’s Tokkatsu Aims:

The school keeps in close touch with the parents
and community—making the policy of running the
Integrated Studies
Through classroom activities, develop a personal concern in
school, grades, and classes clear, trying to gain the
Have the pupils find their own themes. Develop each pupil about various problems. Encourage a positive
residents’ understanding and cooperation. We try
the ability to live to the fullest by thinking, making attitude in trying to make school life better.
to get as many opinions as possible from the
decisions, solving problems on their own.
Through Student Council activities, heighten an awareness
community and make use of them. We also have
Through many experiences, foster an active, of group membership. Build an attitude of freely joining in
parents and residents act as volunteer instructors.
creative attitude toward his/her way of life and and following through to the end.
developing a well-rounded whole child.
Through club activities, develop a stronger, more positive
personality and more independence.

Through various school activities, experience a fulfilling
school life and high aims.
Foreign Languages

Through combined- class activities, aim at enthusiasm to
Develop the ability to communicate with people of
associate with other grades.
other cultures

24
Abilities to be Developed through Tokkatsu
Lower grades Middle grades Upper grades

Develop the children’s ability to have friendly interaction Develop the children’s ability to cooperate with each other to Develop the ability to take part in many activities to
with classmates and make school life more enjoyable. make classroom life more enjoyable. make school life better.

Classroom Activities Student Council Club Activities School Events

Aim at bringing change and order to

Develop the ability for children with
Develop an active, positive attitude Talk things over freely, openly. Develop school life, strengthening a feeling of
Main Aims

the same interests to act freely and

toward school life. an active, positive attitude toward belonging to the group, developing a
spontaneously. Develop the ability to
Encourage serious, personal concern making school life and activities full and healthy body and mind. Also letting
find their own interests and cooperate
about various problems. enjoyable. them experience first hand a full,
with other club members.
meaningful school life.

Discussion activities badminton, ‘pot’ basketball, dodge, kick

Class representatives’ meeting

Classroom committees base, track and field, table tennis, soft
ormal events

ommittees: planning, art, sports,

Morning meetings / End-of-the-day volleyball, soccer, illustration, cooking,
cademic events
Activities

beautification, animal care, school lunch,

meetings scientific experiments, computer,
ealth, safety related events
announcements, health, music, science

Long group activities Japanese drums
ield trips overnight trips

ong activities: school festival, farewell
School festival
Each club meets 15-20 times during
party for 6th graders
Farewell party for 6th graders the school year.

Have the children in other grades play If the children show an interest in

Encourage independence by having Have a joint 1st and 2nd grade outing
with the 1st graders. setting up a new club, the teacher
This School’s Special Features

the children actively take part in Have the children take part in

Have combined -grade groups go should help make this possible.
planning and coordinating events. planning and coordinating school
around to different booths at the festival. With the 6th graders as leaders,

Teach the children to become good events

To promote an orderly school life, have emphasize interaction between grades.
listeners and speakers—listen carefully ( Sports Day, academic presentations,
the Student Council take up rules like: Strengthen the children’s independence.
to their classmates and express their etc.)
“Quiet in the halls. Keep to the right.” The Try to utilize open space in the
own opinions clearly. Have the children tell about their aims
children will learn the importance of community.

Give the children a chance to take part and achievements at the Opening
following rules. In the Japanese Drum Club etc. invite
in creative, enjoyable classroom Ceremony and the Closing Ceremony

Think about impoverished children in volunteers to come and help improve
committees.
the world. Cooperate with UNICEF. the children’s skills.
 First Grade: Gakkyu-katsudo Plans for the Year

# of Purpose
Month Topics
hours What you want the pupils to learn, gain
Let’s greet each other cheerfully How a warm “Good morning” can brighten the day.
High expectations of school life.
Let’s get to know the school rules
An understanding of daily routine and basic rules.
A strong interest in learning new things.
Let’s learn study skills
Apr 5 An understanding of basic study skills.
Emergency drill?
Learn how to leave the building safely, without accidents or injury.
What’s that?
Enjoy lunch together. Learn about taking turns, how to carry
Enjoying school lunch
utensils.
Looking for your classmates’
An awareness of each other’s good points will lead to a friendly
good points
class atmosphere.
(prevent bullying)
May. 3
Let’s decide on classroom Think about what you can do to make classroom life better. Decide
committees on roles. Put into practice.
Let’s follow the library rules Learn how to use the library.
Chewing your food well not only helps digestion but also stimulates
Let’s chew our food well 25
the brain.
Jun. 3 Let’s enjoy the school festival Enjoy school life by interacting with other grades.
Early to bed, early to rise, eating Do your daily habits need improving?
breakfast A good night’s sleep and breakfast every morning are important.
Think about how you can get through the hot summer comfortably
Cleanliness; proper clothing
(light clothing, etc.).
Experience the pleasure of cooperating to build good personal
Jul. 3 An enjoyable class
relations.
Spend a safe, enjoyable summer vacation, your first in elementary
Enjoy summer vacation
school.
Let’s think about our goals for Think about your own aims.
2nd term Try to enjoy school life.
Think about the best job for each person.
Classroom committees
Decide on the roles, put them into practice.
Sep. 4 Keep the classroom fresh and clean.
How to keep the classroom clean
Feel grateful to the sixth graders for keeping it clean until now.
Think about the slogan, cheerleading gear, mascot.
Enjoyable sports day Take part as a member of the school.
Experience a feeling of togetherness.
 # of Purpose
Month Topics
hours What you want the pupils to learn, gain
Enjoy nature during the fall season.
Outing with second graders
Have fun with the 2nd graders.
Oct. 3 Boys and girls Be aware of your own body. Take care of yourself.
Be sure of your role.
Class presentations
Take part in the rehearsals willingly.
Experience the pleasure of cooperation.
Class party
Build desirable personal relations.
Making the class presentation Gain confidence in expressing yourself in front of others.
Nov. 3
successful Take part cheerfully. Watch other grades` performances with interest.
Keeping your belongings in Be aware of the importance of orderliness in order to study effectively.
order Put into practice.
Class party Plan your own party. How can you make it enjoyable?
Dec. 2 Experience traditional events.
Enjoying winter break
Do your part as a member of the family.
Take up your studies enthusiastically.
Let’s set aims for the 3rd term
Try to enjoy school life more.
26
Feb. 2
Let’s decide on classroom Think about how to divide the different jobs.
committees Put into practice.
Express gratitude to the 6th graders, who have done so much for you
Thank you 6th graders!
all year. Get ready for a farewell party.
Until now, older pupils have looked after you.
Let’s welcome the new 1st
Mar. 3 Be aware that now it’s your turn to help others.
graders
What can you do?
Tell your friends about yourself. Ask them questions.
Get to know your friends better
Get to know each other better; strengthen group ties.
Look back over your development during the past year.
Soon we’ll be 2nd graders!
Have confidence to move up to 2nd grade.
Welcome, new 1st graders!
Give a warm welcome to the 1st graders.
You’ve been together for a year..
Apr. 3
Let’s have a wrap-up party Appreciate each other’s good points;
Be aware of your own development.
Feel happy to be moving up a grade.
How to spend spring vacation
Enjoy a safe spring vacation.
 SECTION II

Building a Classroom 27

Community Together
Taken from the guidebook for elementary school teachers on grade-
level, classroom management prepared by the Tokyo Metropolitan
Elementary School Research Group on Classroom Management, 2009
revised version

(『学年・学級経営ハンドブック』東京都小学校学級経営研究会 )
 Making the School Together: Teachers and hildren

Toward a Well-Rounded Education;

A Relaxed School Atmosphere…

On the Way to School

It’s a long walk to school

so I always think up stories.
Unless I meet someone,
I think all the way to school.
But if I meet someone,
I’ll have to say “Good morning.”
Then I think to myself….
about the weather, the frost,
how bare the rice fields are now.

So I hope I don’t meet anyone,

28 And can walk through the school gate
before my story ends.

---a poem by Misuzu Kaneko--

Until five or six years ago a well-rounded, relaxed education was emphasized. But, how
about now?
I remember back to a day in May when a new 3rd grade teacher came to me for advice.
“Today one of my pupils kicked me.” He had scolded one of the roughnecks and then the boy had
kicked him and run away. “How should I handle it?” he asked. I didn’t know what to say. But the next
day the teacher reported to me cheerfully, “The boy came to me this morning and apologized.” I
couldn’t help feeling happy too as I imagined teacher and pupil over the last month both groping for
ways to build a rapport.
Visible academic improvement—raising your test score by a few points—is important, but I
think there is something that takes priority. It’s to live to the fullest, to do your very best: this leads to
true learning.
We teachers have to make sure children have time to be children; to make each day’s classes
help them think for themselves but act kindly and warmly to others and have high hopes for the
future; to understand each child and help him/ her relate to the other children and the surroundings
to make a harmonious class. These are the aims I’m doing my very best to achieve.
Part I. Creating a Good Class Atmosphere with the Children

I . Basic Essentials of Classroom Foundation for Classroom Teachers

1 Morning
[Before the children come]

Before the children get to school, open all the windows and air the room, clean the blackboard, pick up trash—make the
atmosphere conducive to studying.

[Cheerful greetings]
Welcome the children with a cheerful “Good morning!” and a smile. Get the day off to a good start.

[Morning meeting]
An Example of Morning Meetings

● Taking roles and checking health 29

“ Is anyone absent?” “So and so is absent for such and such a reason.”
“Any health problems? How about you, so and so?” “I’m fine.”
The teacher makes sure of everyone’s health.
The children themselves check their own and each other’s health conditions.
● Program to get the day off to a good start
. Speech: What Happened Yesterday…My Aims for the Day….Local news
. Quiz The theme for today
. Poem (reading, recitation)
. Song: making, singing class song or this week’s/ month’s song
● Announcements from the children in classroom roles (kakari)
● Teacher’s comments, announcements

Explanation about handouts, about student life, seasonal events, news, etc

The children take turns at chairperson. (With the 1st graders in the beginning the teacher is chairperson, then calls for
volunteers, gradually everyone takes turns.)
Change the contents of the meeting depending on the day and circumstances.
Make the meeting more fun by incorporating the children’s ideas.
 2 Learning

1 Starting and ending classes: how to get the pupils to quiet down

. Get them into the habit of promptly sitting at their desks (returning to the classroom) when the bell rings.
. When they don’t sit down or stop talking, have some set phrase: “I’ll give you –-minutes to take your seat.” or
“1..2..3..4 Stop talking!” or “Countdown: 3..2..1.” Praise them when they follow directions.
. Start and end each class with: “Now we’ll begin ---period, ---class.” “---period, ---class is now over.”

2 Concerns during class

[Expert speaker] [Expert listener]

Convey what you want to say to the listeners Listen carefully, taking care
Have a feeling of confidence not to miss anything important
that you can speak well in front of everyone Look for your friends’ good ideas
Feel happy that you got through to the listeners Become motivated to speak yourself

[Aim at becoming a skilled speaker] [Aim at becoming a skilled listener]

1. Be well-organized 1. Have eye contact with the speaker
30 2. Don’t leave out important points 2. Nod, clap
3. Speak loudly and clearly 3. Don’t interrupt
4. Look at the listeners 4.Try to grasp the speaker’s point
5. Have good posture; speak clearly 5. Ask questions; make comments afterwards

[Manner of Speech]
. Get the children into the habit of speaking well
. Change their speaking style depending on maturity level
. Even in the same grade, make adjustments depending on the pupils’ capabilities and instruction level
(pages 9—10 abbreviated)
 3 Daily Routine (2) Lunch Hour

(1) What should the teacher do during recess? [Deciding on lunch-duty groups (toban) ]
● Groups of 5 or 6, taking one week shifts
[How about playing together with the children?] (Alternatively, to avoid interference with seating changes,

The children look forward to recess. The teacher keep the same groups half a term, one term, one year).

should take care that the classes don’t run overtime and cut ● Prepare a toban chart with each person’s role clearly
into recess. Recess is mainly for playing. At first, the teacher marked so the students can understand and become aware

should act like the leader of a group of kids. Then gradually of their role.

the children will take the lead themselves.

[Let’s help the children build good personal relations]

There may be some children who are shy or not
athletic, but recess is an invaluable time to strengthen
communication among the children and make social
rules. As much as possible, see that they interact. It is also
important to notice changes in personal relations. Is there
someone who’s always alone? Are there changes in groups lunch-servers
of friends? This way you can catch problems early.

[Handling the food and utensils]

● Once every week or two, plan an activity that everyone in
the class can participate in, like dodge ball or tag. ● Guide the children from the lower grades on how to 31

cooperate in carrying food and utensils smoothly and

● Get together with friends: start an activity with a special efficiently.
friend/ friends.

● The daily-duty (nichoku) and lunch-duty groups (toban)

● Make a class club (soccer, high bar, unicycle, etc) spread the napkins, call groups that are at their seats first,
serve the food.
Trouble comes with playing. When something
happens, don’t just say, “Let’s make up,” but try to find
● A word of warning: when there’s a long line, talking and
some way to instruct in a way that leads to a stronger
fooling around increase.
friendship.

● Encourage children with small appetites to ask for smaller

[Keep an eye on the children from a distance.] portions. Then they can finish everything.
You may notice some different behavior than
when they are right in front of you.

[Make a special effort to talk to certain children]

You try to be fair, but sometimes you don’t have
enough contact with certain children. Go out of your way to
talk to them.

[Talk with your colleagues as well]

 [Instructing manners]
● Before eating, “Itadakimasu” (Let’s begin); [Cleaning order…. An example]
after finishing “Gochisousama” (That was good.) It might be a good idea to make and show a video.
● Proper use of chopsticks, posture 1. Move the desks and chairs to the back, cooperating with
● Enjoyable atmosphere each other.
● When you finish eating, sit quietly. 2. Sweep the area
● How to clean up anything spilled 3. Wipe the floor
Try to create a pleasant atmosphere where everyone can 4. Wipe the lockers and shelves
enjoy eating together. 5. Move the desks and chairs to the front.
6. Sweep and pick up trash
7. Wipe the floor
8. Put the desks back in place
9. Go over the job

[Encouraging the children to clean with enthusiasm]

1. Make plans by talking things over
“If we all cooperate, we can clean quickly and thoroughly.”
“Today/ this week let’s try to make ----- especially clean!”
2. Make full use of reflection time

[Trying food you don’t really like] +Using evaluation cards, have each group grade
● Encourage someone to try eating least favorites with “Just themselves -- for example ◎○ or A B C
32
one more bite!” or “I’ll give you five more minutes.” Have an aim for the week (example: Get the job done
● To motivate eating least favorites have an “I Ate within the set time.)
Everything” card or a “Special Effort” prize. Is everything clean? Did you cooperate? Did you put
things away properly?
[Cleaning up] Today’s "Spotless-clean Prize (for someone who worked
● Each group cooperates in cleaning up especially hard)
● Gather the garbage efficiently ＋ The teacher might describe how one group worked
● The teacher should make sure the children do a thorough especially hard.
job. ＋ Give the cleaning group leader a summary of cleaning
reviews. (lower grades)
(3) Cleaning

[To clean quickly and efficiently]

● Divide the work and cooperate
● Regularly (once a week so) change the area each group is
responsible for cleaning.
● Make a rotation chart: make sure each person knows his/
her job for the day.
● Deciding on the cleaning-duty group (toban): keep the
same classroom-duty groups for one term or change the
groups after all duties have been experienced. cleaning time
● Teach proper cleaning methods (how to use a broom,
cleaning cloths, etc) from the lower grades.
 (4) Classroom Responsibilities (kakari) 2. Things to keep in mind for seating.
. eyesight

[Deciding on the groups] . hearing

I t ’s a good idea to consider the children’s . height

preferences and also keep a balance between boys and girls. . body structure

If the membership in one committee is lopsided, the teacher . academic motivation

should suggest some people move to another group. . interest

. understanding

[Four points in getting the committees organized] . personal relations

1. Set time for the committees

Note: The classroom seating arrangements serve as the

● Make use of morning free time basis for classroom small groups (han) that then serve as the

. Set aside some time during the morning meeting and/or basis for the small group chore activities.

end-of-the-day meeting
. Make good use of recess and lunch hour 4 After School

2. Think of good names for the groups. Make full use of the [End-of-the-day meeting] (kaeri no kai)

children’s ideas.
For example, class newspaper---- The Times activities End-of-the-day meeting…… an example

committee----- Fun for All!; animal and plant care----Such

Looking back over the day (Star of the Day, Today’s MVP)
and Such Aquarium
. Have the pupils think back and tell everyone about
33
his/ her or others’ special efforts of the day. The teacher
3.Exchange information with other committees
should make sure no one is left out. If someone’s name
Give time at the end-of-the-day meeting for committee
hasn’t come up, find his/ her good point and mention it.
announcements and information.
. It might be a good idea to keep a record of what
everyone did in "Our Class History".
4.Personal/ mutual evaluation
It’s important for the children themselves to assess their
To and from classroom committees
group.
“Are there any requests to the classroom committees?”
. Does it contribute to classroom life?
“Any announcements from the classroom committees?”
. Is everyone satisfied?
. Is it improving?
A word from the teacher
. Does each member have a feeling of accomplishment?
*After saying good-bye, leave the classroom with a
(bold by Tsuneyoshi)
sayonara-janken (paper-scissors-stone) or a sayonara
handshake.
(5) Seating Arrangement, Rotating Duty Groups

1. This is the 1st step toward developing good personal [After the children go home]
relations among the children 1 Think back over the day, visualizing each child’ face.
Take notes of the children’s good points you noticed, what
The children have much interest in the seating you taught, etc.
arrangement. Instead of deciding randomly by lots, etc., it’s 2 Put your desk in order.
better for the teacher to decide carefully. Through classroom 3 Straighten the children’s desks; pick up any trash.
duty groups(toban) the children experience cooperating in 4 Make sure the blackboard and erasers are clean.
work and play; they are linked to classroom rapport. 5 Close the windows.
 [Displaying the children’s work] A classroom that stimulates motivation
Only exhibit if you have every pupil’s work. . Display material related to studies.
Ask to see other classrooms. You can learn from other . If you display the children’s work, they can learn from each
displays; you should get lots of good ideas. other.
(bold by Tsuneyoshi) . Have educational tools (models, etc) the children can touch
and learn from.
. Reserve space for classroom committees (also Student
Council announcements, classroom newspaper, quiz,
opinion box, etc.)

* An atmosphere that encourages inventiveness, effort, and

hands-on learning leads to achievement and confidence.

art work in the classroom

5 Creating a good classroom atmosphere

The classroom is where the children spend more

34 than half their time. We want to make it a place where each

child feels comfortable, a second home.

[To keep in mind]

A neat, bright classroom
. Place as few things as possible near the windows. Let in the
sunlight.
. Keep the windows sparkling clean.
. Use bright colors for display items.
. Keep the areas that get the most use the cleanest
(especially the wastepaper basket, the closet for cleaning
supplies, the lunch stand)
. Don’t leave cardboard boxes, etc. in the corner of the room

A classroom that’s easy to use Let's say "hello" to each other sign

. Make sure the storage area for personal belongings is

convenient (lockers, storage bins, hooks, etc.)
. Keep items for common use handy (pencil sharpener,
Scotch tape, thumb tacks, dictionaries, etc.)
If you use a cart with casters, the children will enjoy
moving it around .
. Label things clearly
*If everything is in its place, it gives a feeling of security,
makes everyone feel at home.
 Permanent display items related to studies and daily life

Front of the Room

Useful Items Everyday Essentials

･ Written out goals
･ Calendar
･ List of items to bring for classes
･ Schedule for events
･ Instructions on how to handle
･ Grade/ class news lunch utensils
･ Classroom committee jobs
･ Lunch aprons (to be taken home) .
･ Rotating duties chart
･ Waste paper basket and other
･ Class mailbox, etc. trash containers

Permanent Display Items Related

to Studies and Daily Life
･ The school’s educational aims
･ The grade, classroom aims
･ Daily life aims
･ Time schedule, etc. Door

Near the Corridor

･ If you use clear files, it will

Near the Window be easy to display the
Small round seals
students’ art work. 35
･ Aquariums with fish, on the floor will
turtles and potted plants will make it easy to put
Cart with casters the desks back in Lockers ･ You can use the corridor
help create a warm, wall to display children’s art,
soothing atmosphere. the same place
after cleaning, etc. newspaper clippings, poem-
of -the -month, etc.
･ Don’t put cleaning rags on
the fence that prevents ･ Hooks would be useful for
students from falling. hanging bags with gym
clothes.
If you have space, have a large-sized
desk for the classroom committees use.

Door

･ Lockers ･ Items for common use

･ Children’s works Pencil sharpener
･ Classroom committee display Thumb tacks
Scotch tape
･ Student council announcements Felt pen
･ Calligraphy display Balls
･ Map Jump ropes
･ Academic progress Lost and found items
Various papers

･ Make sure there is always

soap, scrub brush, cleanser Back of the Room
at the sink.
 II. Strengthening Bonds

Classroom committees (kakari) work for the class

1 Two kinds of division of responsibilities—toban and kakari

The usual group toban can be defined as below.

Toban: Duty groups (rotate roles): essential, responsible jobs carried out by
cooperating with classmates (cleaning-duty, lunch-duty, daily duty)

In Ms. Kikuchi’s class, there are also one person toban. One person, on duty toban is, as the name suggests, a duty
performed by one person, throughout the school day. If possible, have the same number of jobs as class members. It might be
a good idea to add new jobs anytime, getting ideas from the children.

Examples of one person - one duty

*Book-man: “I’ll organize the classroom library.”

*Miss/Mr. energy -saving: “I’ll see that the lights are turned off when not needed.”
36
*Miss/Mr. improve- your -skills: “I’ll set up the morning drill activities.”
*Magnet –person: “I’ll keep the blackboard magnets in order.”
*Recycle-person: “I’ll see that reusable paper goes into the recycle bin.”
*Check-person: “I’ll check work that has been handed in.”
*Erase 1 and 2: “We’ll keep the blackboard clean!”
(divide the job between left and right sides)
*Postperson: “”I’ll deliver the messages from the office.”
*Contact person: “I’ll get in touch with anyone absent.”

2 Renaming classroom committees (kakari) in the form of ‘companies’

In Ms. Kikuchi’s class, this was done to make a clear distinction between duty-groups (toban) and classroom
committees (kakari).
‘Companies’ should be fun, appreciated, and enjoyed by the entire class. The children themselves create the ‘companies’
using their imagination.

Rules in forming a company

. It should be enjoyable but also benefit everyone in the class

. A new company can be formed anytime.
. Even one person can start one.
. Anyone is welcome to join.
. Each class member can join two companies.
. If a company doesn’t do any work for two weeks, it goes out of business etc.
 Examples of companies

Happy Birthday Company / Crafts & Experiments Company

Special Events Company / Emcee Company / Plant Company
Newspaper Company / Sports Newspaper Company / Insect Company

[The Children’s Reaction]

By making the difference between duties and `companies` clear everyone

knows exactly what his/ her job is. One person-one duty gives each person a
sense of pride and responsibility---“Leave it to me!” By keeping the cleaning and
lunch duty groups the same throughout the year, some children have noticed,
“There’s no arguing when we divide up the work; everything goes smoothly.”
They finish the cleaning in 10 minutes and have 5 minutes of free time before
the 5th period.
Various ‘companies’ have been formed, including some unique ones.

37
Ms. Kikuchi

*Ant Company…raise ants, observe them carefully, do research to answer

everyone’s questions, put out an Ant Newspaper
*Happy Birthday Company…find out everyone’s birthday, favorite color and
shape, make original birthday cards

Observing the children during the first semester, I could see that the
`companies` were a place to make friends. I couldn’t help smiling when I heard,
“Everyone, get together. I have something to discuss.” Of course, there were
disagreements, but both boys and girls took the activities seriously but also
enjoyed them. I plan to continue these activities, making improvements as we
go along. The `companies` make us, the children and me, think about the
meaning of “working for the class.”

Ms. Kikuchi
 [Special events]

Let’s make each one a fascinating, exciting experience--a special world

that everyone in the class can share.

We want to make a special event an enjoyable, memorable experience, completely separate from everyday life. When
the children are wrapped up in something, the class becomes one.
The planning kakari is very popular; everyone wants to join. It’s appealing to the children to plan and carry out
something on their own. Recreation Day preparation is done by the planning kakari. The detailed planning is left to the
children, but the teacher has to check about safety. During the activity the teacher should become one with the children in a
special world.

Recreation Day popular events

‘Dress-up Restaurant’
Menu
Menu
. Each group decides on what dish to make
. Everyone dresses up and sets up the restaurant
ramen
ramen
. The planning committee makes and distributes money
crepes
crepes
. Each group decides on the prices
fried
friedrice
rice
38 curry
curry
Café
fried
friednoodles
noodles
. Make a counter. Turn the classroom into a café
fruit punch
fruit punch
. Waiters/ waitresses should think up fun uniforms.
etc
etc
. Make a drink menu. Prepare paper cups. Bring drinks (plain water is fine.)
Movie Show
.Use the classroom screen and projector and have a movie show.
. If you combine the movie and café it’s even more fun.
. Sports Day / Disco Party / Haunted House etc.

Think of events suitable for your own class. Have an exciting experience!
[Group Games]

If you all play hard together, you become one.

At least once a month the recreation kakari plans an event, Let’s All Play Together Day or Play Time. When everyone in
the class plays hard, the children relax and become warmer to each other; the class atmosphere changes. Even during the end-
of-the-day meeting there’s time for a fun game. If the children leave school in a good mood, this will give them energy for the
next day. It’s important to help make the children cheerful and lively.

Examples of Games

#1 Favorite: “S-ken”
The most popular game is S-ken. It’s a simple game, but by adding your own changes it becomes more interesting.
The children become wrapped up in the game; the class becomes one.
The class is divided into two teams. The team that gets the other team’s “treasure” (a stone, etc) first is the winner. The
rules are simple but become more complicated depending on the grade and development level.
Each team thinks up strategies for stealing the stone within a certain time limit. Basically each team is divided into
offence and defense and talks over effective ways of stealing the “treasure.” Psychological tactics make the battle interesting.
. You attack by hopping on one foot. If both feet touch the ground, you’re out.
. If you go outside the designated area, you’re out.
. Attacking can get rough. If you knock someone down, you’re out. No matter how much fun the game gets, safety
comes first. 39

King Game
When everyone yells in unison, “Whoooooooo’s the king?” the class becomes one. You can feel the atmosphere
changing. This game is also very popular. It doesn’t take long , so it’s suitable for end-of-the-day meeting. One person
becomes “king” and everyone else copies his/ her movements. The object is to find out who the real “king” is. No preparation is
necessary, so you can do it anytime. It’s ideal in pulling the class together.

There are no end to games that are fun to play. Play liberates the heart.
 Column
My Memories of a Child (S) and the Use of Records

This April I became a new 4th grade teacher. The class was the same group from 3rd. grade, but
the teacher was transferred and I took over.
One of the other 4th grade teachers, a young enthusiastic teacher who had the same class as last
year, said, ”I want to start ‘Challenge Notes’ this year. Let’s do it together.” Wondering if I could continue the
whole year, I agreed. ‘Challenge Notes’ is choosing some new, challenging project for independent study
and keeping notes of your progress.
One of the 24 students in my class is a girl, S. She has a problem speaking out. It seems that in 1st
and 2nd grade she hardly spoke at all. In 3rd grade she finally could say softly, “I’m fine.” when her name
was called in the morning.
In April when I met S I tried to communicate with her. “If you can’t answer in words, gestures will
be fine.” I was hopeful but got no reaction. Next I tried written conversation. Again nothing.
I have heard about children who don’t talk, but this was the first time to actually meet someone
like that. I really didn’t know what to do.
40
A few days later during lunch hour S, with tears in her eyes, seemed to be trying to say
something. Several children tried to talk to her, but couldn’t find out what the matter was.
I remembered that one child had written in her ‘Challenge Notes,’ “I had fun playing with S.” I asked her
what the trouble was. She immediately answered, “She has a headache.” ‘Challenge Notes’ had come to my
rescue!
As it turned out, S has very neat handwriting and is good at anything involving note-taking,
writing things down. After that, she wrote many of her thoughts in her ‘Challenge Notes.’ She often shows
a strong will; for instance, one day she wrote, “I want to speak out like everyone else; soon I’m going to
give a morning speech.”
Now I am able to have normal conversations with S. Every day is very busy, but ‘Challenge Notes’
are an important part of my teaching life.
P a r t I I C r e a t i n g a G o o d C l a s s
Atmosphere with Everyone in the School

I Building a Good Class Atmosphere Through School Events

1. The aim of school events

The aim of school events is to give the children an awareness of being a member of the school as well as the class and
to encourage them to think about their role in the group and take responsible action.

2. Creating groups that make school life fuller

To accomplish this, the following classroom atmosphere is necessary:
-1- Exchange ideas and wishes in an open environment and set a goal.
-2- Cooperate with each other to carry out the goal of the group activity.
-3- Aim for creative activities through careful planning.
-4- Ensure a lively, constructive exchange of ideas.

3. Creating a class that brings out individuality

41
Personal values are something each pupil develops on his/ her own, but acceptance from the class/ grade plays an
important part. In order to develop personal values the following conditions are necessary:
-1- The class has effective group activities.
-2- Each child is aware of his/ her personal values.
-3- The group (class, grade) accepts each child’s way of thinking and role in the group
-4- Each child is given confidence (by the teacher, classmates, other children in the grade.)
-5- The assignments given are high level and help develop each child’s personal values.
 II Interacting with Other Children -- Activities Composed of Different Grades

Age-Combined Group Activities

-1- Aim
. Carry out the idea: the entire faculty should educate all the students
. By long-continuing groups of different grades:
(a) Taking leader-like roles, older children feel aware of being in the upper grades and learn how to lead.
(b) Through interacting with older students, the younger pupils have upper classpersons to look up to and learn from.
. By forming groups of different aged children, everyone can take part in more dynamic, enjoyable activities which will make
them more enthusiastic.

-2- Forming the groups

. ‘Brother-sister’ classes: 1st and 6th grade, 2nd and 5th grade, 3rd and 4th grade. Groups are formed within one class and then
combined with a group from another grade. This simplifies the process.
. Form one group with all 6 grades. If the school is large, this becomes more complicated.

-3- Activities with older/ younger groups

. All-school group activities: recreational activities, children’s carnival, sports tournament, cleaning
. Special events: Sports Day, lunch, farewell party for 6th graders, study groups

42
-4- Miscellaneous
. If you give the group a name or have a mascot, group feeling increases.
. Avoid putting brothers and sisters together.

Academic Interaction with Other Grades

-1- Aims:
Combined academic group activities are ’tokkatsu’ but mainly academic related. By guiding and being guided, teaching and
being taught, motivation increases; the level of the learners is set, so academic guidelines are clear.
-2- Examples of Interaction of Combined Academic Activities

Subject Grades Interaction

The 3rd graders write compositions, ‘What I Want to Teach You’

3rd and 2nd and have the 2rd graders read them. In return, the 2nd graders
write thank you letters.

Upper grades / To increase an interest in reading, the older children read to the
Japanese
Lower grades younger ones or introduce interesting books.

6th and 5th 6th graders tell about field trips.

6th and
They have a discussion about ‘Our Future.’
middle school

1st and 2nd The two age groups play with different materials.
Crafts The 6th graders make moveable toys, have the 1st graders play
6th and 1st
with them and get their comments.

The 2nd graders show the 1st graders around the school, show
Life 1st and 2nd them how to take care of plants and animals, teach them
Environmental traditional games. They hold a festival together.
Studies 43
‘Jump into the Future!’ The 2nd graders get information from the
2nd and 3rd
3rd graders to increase their interest in moving up a grade.

Integrated The 4th graders report to the 3rd graders on their research on
4th and 3rd
Studies ‘Water.’

Bringing the Benefits of Combined Classes Back to the Homeroom

It’s important for different teachers to exchange information.

Another teacher might notice a side of the pupils’ personality that you
haven’t noticed or isn’t evident in the homeroom. It’s important to bring out
these good points in every day homeroom life. It’s hard for all upper grade
pupils to display leadership traits, but in these combined class activities they
come out naturally. The homeroom teacher should try to bring out these
qualities in the homeroom too.
 III School/ Grade Cooperative System

1. Basics in setting up the system

One teacher doesn’t run the classroom alone; everyone in the grade and school helps build it up. This attitude will probably
become more and more widespread. In setting up a cooperative system there are 3 basic points.

[Start in a small way. If there’s

something that can be changed
easily, do that first.]

POINT 1 Be careful not to overextend

No matter how good the plans for a cooperative system are,
if you are unrealistic you won’t succeed. It’s important to stay
within your limits.

44 POINT 2 Make the most of each teacher’s abilities.

When cooperating, if you can utilize your best subjects and
[In cooperating, either within the areas, you’ll be able to work actively and energetically. The
grade or entire school, it should teachers should take another look at their good points and
be easy to do something you’re talk things over.
good at.]

POINT 3 Positive exchange of information

[The secret to a long-lasting
Exchange of information is invaluable in a cooperative
cooperative system is exchanging
system. If you concentrate on each child’s good points, their
information about positive
improvements and hard efforts, the cooperative system
changes.]
works smoothly.
 2 Concrete examples of the cooperative system

There are various ways for teachers in the same grade level to cooperate: preparation of teaching material, exchanging
ideas, switching classes. When working cooperation into the school system, it’s a good idea to find ways to involve teachers
depending on their specialties.

Making use of everyone’s special abilities on

the grade level

If a grade has more than two classes it’s

[If you exchange
possible to utilize each teacher’s special
information about special
abilities. The teachers should tell each other
skills with teachers in
their strong points, ”I think I can handle home
other grades too,
economics.” “Leave PE to me.” “I used to take
everyone’s teaching skills
calligraphy lessons, so I can make the example
will improve.]
papers.” Even if you don’t actually switch
classes, you can share teaching material and
ideas for teaching methods. The classes
become more stimulating. It’s important to
respect each other’s skills and cooperate
Teachers of specialized subjects joining the
children for lunch
45

Usually teachers of one specialized subject

[The teacher is not merely
only see the students during art or music or PE
helping out during lunch
class. If they join the children for lunch, they
hour but interacting with
can see a different side of their personalities.
the children outside of
The pupils and teachers become closer; the
class time to make their
atmosphere in class will change. Also they can
bond closer.]
come in contact with pupils they haven’t
taught yet. This will help make a smooth
transition when the children take his/ her
class.

Academic presentations

When there’s an Integrated Studies or Life

[The cooperative system
Environment Studies presentation, the
can be utilized in Sports
teachers of specialized subjects should be
Day, exhibits, field trips]
involved. This will enliven the presentation.
Contact with various teachers will help the
children develop.

Note: The Period of Integrated Studies and Life

Environment Studies are period in the
Japanese curriculum. See explanation of terms
in the end of the report.
 Important points in running the grade

[1. Show respect for other homeroom teachers: trust within the entire grade]
~The children are watching how you act with other teachers~

. Don’t compare your class with other classes.

. Don’t go along with children who criticize another teacher.
. Don’t criticize another homeroom teacher in front of the children.
. An experienced teacher finds young teachers’ good points and praises them in front
of the children.

[Help develop all the children in the grade.]

~Do everything as one unit~

. Learn the names of children in other classes.

. Help deal with the problems in the entire grade.
. Have set rules for the entire grade (homework, personal belongings, class events.)
. Make sure the rules are based on actual conditions in the classes.

[Have an understanding of the children in the grade group; have uniform instruction in all classes.]
46

. Give all the teachers a chance to teach all the children in the grade.
. Exchange important information about the children in each other’s classes.
. Build the kind of relationship where you can warn, scold any child in the grade.

Concrete Examples

-1- Exchange classes, joint classes

Through these classes we can deepen understanding of all the children in the grade. Also the children get to know the
teachers.

-2- Mutual support among the different classes

Divide support into two types, academic and life style related. Show respect for all the homeroom teachers in the grade.

-3- Discussions in writing (Pausing and looking back is important.)

Decide on a theme. Have the children (anonymously) write down thoughts they may have trouble voicing. Organize these
comments and read them out loud.
 Hints for getting help when there’s trouble in the classroom

Hint #1 Don’t hesitate to ask for help

It’s not easy to call for help. The more serious the problem becomes the
harder it gets to tell someone about it. Here’s the dilemma: the more you need help,
the harder it is to call for it.
One reason is you think, “I want to handle this myself,” or “I think I can do
it,” or you don’t want to show others your shortcomings. In other cases, you put off
asking for help, wondering what kind of support to expect. It’s hard to get rid of
these concerns, but you need to talk to someone. Often looking at a problem from
another point of view will help you find a solution. Just getting the problem off your
chest will make you feel better

47

Hint #2 Helping another teacher who comes to you with a

problem
If another teacher in the same grade asks for help, how should you react? “I
did such and such and it worked well” sounds like good advice, but actually it isn’t.
Telling your successful experience to a person without problems may be
meaningful, but it might have the opposite effect on someone asking for help.
Most people calling for help are in dire straits. Hearing someone else’s
success story might depress him/ her. It’s better to sympathize with the person and
try to think of a solution together. Don’t try to get to the root of the problem. When
you are in a difficult situation, it’s easy to look back and find all the mistakes you
made. The teacher may be partly responsible, but it’s much more complicated. If you
show willingness to help solve the problem, the other teacher will be glad (s)he
asked for help. Even if the problem isn’t resolved immediately, (s)he will be relieved
to know there’s someone who understands the situation and get incentive to face
the problem.
 Hints for getting help when there’s trouble in the classroom

Hint #3 A school-wide cooperative system

At both the grade level and school-wide level, it’s important not to dwell
on why a problem started but concentrate on ideas for solving the problem. What
ideas are most likely to work? Everyone should talk things over and then choose a
solution that everyone thinks is realistic. If either the person asking for advice or
those giving it feel the idea is not feasible, it’s likely to fail.
After starting a cooperative system it’s important to keep an eye on the
children and continue support. When discussing progress, rather than dwelling on
things that are not working, it’s better to look for positive changes, even if they are
small. When many teachers are assisting, pooling all the positive changes is
important. When one single teacher goes in to assist (s)he sees only one aspect of
the class and wonders, “I’m taking time out of my busy schedule to help out, but is it
doing any good?” or might even get discouraged, “I don’t see any change at all!”
This is why it’s important to meet regularly to talk over the situation in the
class, even if it’s once a month for 30 minutes. Even small changes should be
discussed in detail. Teachers getting assistance might evaluate the situation in the
48 classroom on a graph, with ‘the classroom conditions we’re aiming for` getting the
top grade, 10 points. It’s a simple marking system, but the teachers giving assistance
will find it meaningful.

Hint #4 Helping out as an assisting teacher in a class that has

gone out of control

. When acting as the assisting teacher, you should stay in the background and help
the children apply themselves to their studies.
. Try to keep from advising the teacher about class contents or teaching methods.
. Make sure the children feel that the homeroom teacher is in charge, the assisting
teacher just helping.
. The homeroom teacher is often aware of the problems, but just after the assistance
has started, unable to deal with them. Keep your advice to a minimum; wait for the
right moment to advise.
. It’s important to think and talk together with the homeroom teacher in finding
ways to solve problem.
 IV TO NEW TEACHERS

1. From the advisory group to new teachers

New teachers have a long, hard road of teaching ahead. We hope the following pointers will be of some help.

-1- Believe in yourself

. Believe in yourself and your decision to go into teaching. You need your own philosophy of teaching to deal with changes in
society, in parents, in the community, and in the children.
. It’s important not to let yourself get burned out. A teacher, after all, is a human being. Sometimes you will get discouraged
and reach an impasse. Don’t forget to take a break and relax.

-2- Believe in the children

. The most important thing for a homeroom teacher is to believe in the children’s potential and build a relationship of mutual
trust.
. However, you can’t leave everything to the children. It’s the teacher’s job to create a good classroom atmosphere. In order
to teach effectively, sometimes it’s necessary to be firm and scold. Other times they need your encouragement, “I know you
people can do it!”

-3- To become an effective teacher

. Do you know the saying ‘A teacher shows his/ her potential in three years’? 49

. The difference between teaching and other professions is that a new teacher is in charge of a class and does the same job
as an experienced teacher. The detailed instruction of academic subjects and social skills is left up to the teacher. This has its
dangers.
. Some teachers might think, “I really can’t do any better” and give up; others might use intimidation as a means of getting the
children to listen. A teacher’s capability is molded in the first three years so early training is vital.
. It’s very sad for a teacher to lose sight of the children and realize his/ her teaching skills are inadequate. Let’s make an effort
to improve and build up the following three areas.

[Teaching skills] --making your class stimulating and fun---

* Observe many good classes…take part in study groups, observe experienced teachers’ classes
* Have other people observe your classes and give you comments
* Keep a record of teaching ideas and classes taught

[Running the class] --understanding the children, sharpening ability to analyze, decide, plan, carry out
* Learn how to run a class…from experienced teachers, books, study groups
* Set up your own style of class management…trying new ideas, keeping a record of what you do

[Personality development]….broad point of view, ability to appeal to the children…

* As a person…good common sense, broad knowledge, conversational skills meaningful reading (newspapers and books)
* Attitude toward the children…warmth, looking at things from their point of view, giving them hope for the future
 2. Efficiency in classroom paperwork

Not only is a teacher’s workload immense, but high- quality contents, effectiveness and wide range are expected. You must
be efficient.

-1- Use materials effectively

. Use materials from the previous year kept at school (class news, handouts, etc)
. Save the material you make, using a computer or files
Example 1 When using a computer, if you put the date at the top of the document, it will be easy to use it the following year.
170412 Class List 17/4/12
Example. 2 Make a catalogue of teaching material (adding photos of information on the blackboard might be useful.)
Example. 3 Organize portfolios by semesters.
Example. 4 Have see-through covers on files.
. Utilize booklets that have ideas for each month.
. Take special care with any display material that be used again the following year.

-2- Learn from experienced teachers.

. Teachers who work quickly, don’t waste time or effort. Copy their style.

-3- Have a good communication with other new teachers.

50
. Make friends with other new teachers and exchange information.

-4- Whenever possible, divide work among teachers in the grade.

. There should be some clerical jobs that can be divided.

-5- Always make copies of report cards

. Having copies of report cards will make filling in year-end records easier.

* The most important thing of all is interaction with the children.

Instruction too takes top priority. Use your time wisely; run the class
smoothly.
 Contributors and Links

Ryoko Tsuneyoshi

Ryoko Tsuneyoshi is the professor of Comparative Education at the Graduate School

of Education, the University of Tokyo. One of her interests is the cross-cultural comparison of
Japanese schooling. Books include: The Japanese Model of Schooling: Comparisons with the United
States (RoutledgeFalmer, 2001), Minorities and Education in Multicultural Japan: An Interactive
Perspective (co-edited with K. Okano, S.Boocock, Routledge, 2010)
E-mail: [email protected].

Contributing Organizations

The Metropolitan Elementary Research Group for Classroom Management

（東京都小学校学級経営研究会）

Machida City Elementary Education Research Group, Tokubetsu Katsudo Unit

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（町田市公立小学校教育研究会 特別活動部）

The Japanese School Event Research Group for Elementary School

（全国小学校学校行事研究会）
http://zenshougyouken2009.jp/
 T E R M S

Central Terms (from the Course of Study)

*tokubetsu katsudo=tokkatsu for short 特別活動（特活）...special activities (see definition in the report)

*sogoteki gakushu no jikan 総合的学習の時間 ...the period of integrated studies, integrated studies period
This is a period designed for self-initiated, problem-solving, and creative student learning, and schools can integrate across
subjects and incorporate content that does not easily fall inside one particular subject.
cf. http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2009/04/21/1261037_13.pdf
retrieved August, 2011.

*seikatsuka 生活科 ...Life Environment Studies

A hands-on subject for first and second graders in primary school which replaced social studies and science.
cf.http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2009/04/21/1261037_6.pdf
retrieved August, 2011.

Related Terms

nichoku 日直 daily monitors

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toban 当番 rotated chores (in small groups)
kakari 係 roles (in small groups)
gakkyu katsudo 学級活動 classroom activities
gakkyu kai 学級会 classroom meetings
gakkyu keiei 学級経営 classroom management
gakkyu zukuri 学級づくり building the classroom community
gakkyu tannin 学級担任 classroom teacher
gakkou gyoji 学校行事 school events
han 班 classroom small groups
hansei 反省 reflection
A method used in Japanese schools for self-improvement, often collaborated self-improvement

kodomo ni yorisou 子どもに寄り添う building rapport with the children

kodomo o mitoru 子どもを見取る understanding the children

Copyright © Ryoko Tsuneyoshi 2012

Published in March, 2012 (this report was funded by the Grants-in-Aid for Scientific Research C, No. 21530873, Ministry of Education, Culture, Sports, Science and
Technology).

The World of Tokkatsu: The Japanese Approach to Whole Child Education,

edited by Ryoko Tsuneyoshi
with the cooperation of the Tokyo Metropolitan Elementary Research Group for Classroom Management and the Machida City Elementary School Research Group.
For inquiries on educational content contact:
Mr. Kazuhiko Nambu, vice principal of Bunkyo Gakuin University Girl’s Junior High School,
knambu@bgu .ac.jp