Dazaifu, Day 21 - A busy day

As Nakagawa-san picks me up this morning, he asks, "Have you seen news about terrorist attack?" I nod, and answer, "Yes, in London - it's very bad news." He nods and looks solemn. How strange (and sad) that the first thing we both note about the day is grim news of another senseless act of violence against innocents.

It's Friday, and I've been told that the other locally-based MTP teacher, Quinton Ricks, will be visiting my school today. I am looking forward to seeing him. He and one of his partners arrive and are greeted by Principal Yagi, who soons calls me in to talk with them. The principal asks if I will take Quinton on a tour of the school, and I gladly agree; Quinton's partner promises to return at noon to pick him up for some afternoon meetings.

As we begin our walk around the building, we chat about several things - first confirmation that we have both heard world news (yes), and then our observations of Japanese schools and education. We talk about the interesting fact that while a lot of Japanese classrooms seem to be more unstructured, the students in general are much more disciplined about getting work done. Quinton asks whether there are things about the Japanese system that might be usable in American schools; I laugh and tell him that while I would like to see some of those things transplanted (notably the indoor shoes idea and the cleaning done by students every day), I doubted that we would be able to implement those very easily.

During second period, Nakagawa-san asks both of us to come to his art class, where he presents us with drawing paper, pencil and paints, and asks us to join his students in the lesson. We are to draw four small pictures depicting things that remind us of summer. Quinton and I both look at each other (neither of us graduated much beyond the stick figure drawing phase in our art classes), and start trying to come up with ideas. I settle on a hot sun, resting in the shade, swimming, and Japanese fans, while Quinton chooses baseball (with his home-town team, the Atlanta Braves), and a beach scene. We each have a paint set and tray to use (acrylic water colors), and actually manage to finish our projects. (Hey, they're stick figures, but they're doing recognizable things......)

We continue touring the building with the principal and get to see nearly all of the classes. I point out the student teachers that are working here this week, and we actually get to watch them at work; I explain that after a week of being in the classroom all day, these students have relaxed quite a bit, and seem to be enjoying their experience. (At least this time, they didn't blanch when the principal and two foreign teachers showed up to watch, so they must be settling in.)

As Quinton leaves with his partner, I return to my desk, only to be accosted by Sasaki-san, "Are you busy? Would you help me with my English class today?" I ask when, and she says, "Right now!", so we head for the classroom. Having seen the ALT at work with her, I have some idea of what is expected; Sasaki-san is the teacher in charge, but I am to help repeat words and phrases, using correct pronunciation, and also read various sentences for the students to repeat.

Today's lesson asks students to interview others in the class, asking them if they like or do not like specific things like milk, sushi, and others of their choosing. We go through the process as a class, and then the students get up to ask the questions of their classmates; a few brave ones come to me and ask, and I give the answers in an appropriate manner. It's a fun lesson; while the curriculum may be rigid and very formal, the junior high approach to teaching it makes it a much more fun way to learn how the words are used as well as their basic meanings.

(I wonder if Japanese public schools have openings for retired teachers as ALTs or JETs???)

Then it's lunch time, with some 7th graders. The students are getting much better at having short English conversations - we start with the conventional stuff ("My name is ____, Nice to meet you. What is your favorite sport/music/etc.?), but I have been subtly adding to the 'list', and can now get most of them to answer not only the sport but their playing position, or instrument in the band, or whatever. If they begin to feel more comfortable speaking with me, they will be more likely to work harder in English class in the future (I hope). It has certainly worked that way with me and Japanese...

Then after lunch, Nakagawa-san asks if I would like to go to a class on Taiko drumming, and I gladly follow him to the kendo gym area. We can hear the drums from the center of the building, and as we enter the gym, the floor shakes as the drummers work on a specific rhythm pattern. Nakagawa-san asks one of his students if he will help me try to drum, so the student mimes the pattern and I give it a try.

The patterns progress from simple to complex (more syncopation than I realized), but I begin to get it set in my head and actually manage to keep up as they work through a section. Then two of the older boys come from the back of the room and ask if I would like to try the double drums. I follow them to the back, and one of the girls indicates that I should take her place while she leads me through the patterns. By the time the class period is over, I have (more or less) successfully worked through one complete piece, on two different drum types (standing, like a snare drum, and side mounted, with a drummer on each side).

Wow........

It's all on tape, too - Nakagawa-san took my camera and ran video for several minutes.

I could really get into this drumming thing...wouldn't that be a cool addition to our concerts....they've moved me to a classroom at the end of the building for next year.....wonder if my music budget might cover a couple of taiko drums shipped over.......nah, I don't have that much money available (those drums are not cheap - even the student ones made in China cost more than a lot of the school instruments we use in orchestra).

The rest of the day is not quite an anti-climax. I finish more computer stuff. The practice teachers have finished their week with us, so they make their 'closing statements'. I tell them that it was fun to watch them perfect their teaching skills and that I hope they finish their university work with honor. Then I present my business card and walnut hedgehogs to each of them, and they are surprised and gratified.

Quinton comes back over at 4:00, and we visit many of the sports clubs. When we get to the table tennis group, Quinton's eyes light up, and he challenges one of the boys to a quick match. (Apparently this was his favorite activity in college.) The boy starts out easily, but as Quinton shows that he really can play, the game soon gets fairly hot and heavy. No winner is decided, but everyone seems to agree that it was a good game.

It's just past 5:00 PM and Quinton's ride soon appears, just as Nakagawa asks if I am ready to leave. I pack things up and we all say good bye at the front door. I head for my apartment, glad to rest for the evening.