Classroom collapse in Japan
Covert
Hi all,
On my way to meet with the head of an alternative school here in Japan, I
opened the morning paper today and found the following story on the front
page about *gakkyu hokai* -- classroom collapse or breakdown in Japan.
This article says a lot about where the Japanese Ministry of Education is
headed with regard to problems in public schools. Parents are even being
considered to help teachers "in some cases."
Lest we think the Education Ministry in Japan is going soft, bear this in
mind: The educrats here can definitely see the writing on the wall, both
in Japan and overseas, where the choices of homelearning and alternative
education are concerned. Since it knows it cannot outright stop people in
Japan from making these viable choices, the ministry would no doubt like
to "lead" the public there, rather than finding itself being led by a
Japanese grassroots movement that rejects school. We're seeing some signs
of such ministry intentions already.
A suspicious bunch, those Education Ministry folks. <g>
Brian Covert
(KnoK NEWS)
in Osaka, Japan
------------------------------------
[Japan Times, 20 May 2000, page 1]
Teachers told to take team approach, act fast
to quell 'classroom collapse'
Teachers and other adults must take countermeasures at an early stage and
deal with problems as a group to curb "classroom collapse," according to
an Education Ministry report.
The report, compiled by a team from the National Institute for
Educational Research, examines 150 cases in which elementary school
classes did not function. These instances were typified by children
ignoring teachers and being unruly and destructive.
The report concludes that classroom breakdown can occur at any school --
regardless of class size, gender of teacher or age of children. However,
cases were recorded in which chaos was attributed to a sudden rise in
class size, it says.
Out of 41 cases in which the class numbered more than 36 children, eight
classes experienced a sudden rise in numbers -- such as from 21 children
to 40.
The standard class size at public elementary schools is set at 40, which
means two classes numbering less than 20 children must be merged.
The most common cause of collapse is "teacher incompetence," typified by
oppression or failing to listen to children, the report says. Other
causes include rogue students with difficult home backgrounds misbehaving
and influencing others. A lack of leadership by principals is also cited.
The report calls for teachers to swiftly deal with even minor problems to
prevent them from degenerating. It also suggests taking a flexible stance
in teaching to make studies interesting and understandable to children.
Teachers are also urged to consult with their colleagues when dealing
with problems, rather than trying to solve them individually.
Citing one successful example in which three teachers taught arithmetic
to a class of 44 children, the report says, "It is important to make an
atmosphere where teachers can discuss problems freely with others at
staff meetings and study groups."
Team teaching, sending part-time teachers to assist homeroom teachers and
utilizing school advisers from local education boards would be effective
ways of helping teachers solve problems, an official said.
The report says schools should maintain close contact with both parents
and kindergarten teachers in order to understand each child's background.
In some cases, direct participation of parents in classroom teaching is
also effective, the report says, adding that teachers need to change the
view that they must "control" pupils.
Children must be the main actors in the classroom and teachers should be
the ones to support children in learning and solving problems by
themselves, it says.
[copyright - The Japan Times]
On my way to meet with the head of an alternative school here in Japan, I
opened the morning paper today and found the following story on the front
page about *gakkyu hokai* -- classroom collapse or breakdown in Japan.
This article says a lot about where the Japanese Ministry of Education is
headed with regard to problems in public schools. Parents are even being
considered to help teachers "in some cases."
Lest we think the Education Ministry in Japan is going soft, bear this in
mind: The educrats here can definitely see the writing on the wall, both
in Japan and overseas, where the choices of homelearning and alternative
education are concerned. Since it knows it cannot outright stop people in
Japan from making these viable choices, the ministry would no doubt like
to "lead" the public there, rather than finding itself being led by a
Japanese grassroots movement that rejects school. We're seeing some signs
of such ministry intentions already.
A suspicious bunch, those Education Ministry folks. <g>
Brian Covert
(KnoK NEWS)
in Osaka, Japan
------------------------------------
[Japan Times, 20 May 2000, page 1]
Teachers told to take team approach, act fast
to quell 'classroom collapse'
Teachers and other adults must take countermeasures at an early stage and
deal with problems as a group to curb "classroom collapse," according to
an Education Ministry report.
The report, compiled by a team from the National Institute for
Educational Research, examines 150 cases in which elementary school
classes did not function. These instances were typified by children
ignoring teachers and being unruly and destructive.
The report concludes that classroom breakdown can occur at any school --
regardless of class size, gender of teacher or age of children. However,
cases were recorded in which chaos was attributed to a sudden rise in
class size, it says.
Out of 41 cases in which the class numbered more than 36 children, eight
classes experienced a sudden rise in numbers -- such as from 21 children
to 40.
The standard class size at public elementary schools is set at 40, which
means two classes numbering less than 20 children must be merged.
The most common cause of collapse is "teacher incompetence," typified by
oppression or failing to listen to children, the report says. Other
causes include rogue students with difficult home backgrounds misbehaving
and influencing others. A lack of leadership by principals is also cited.
The report calls for teachers to swiftly deal with even minor problems to
prevent them from degenerating. It also suggests taking a flexible stance
in teaching to make studies interesting and understandable to children.
Teachers are also urged to consult with their colleagues when dealing
with problems, rather than trying to solve them individually.
Citing one successful example in which three teachers taught arithmetic
to a class of 44 children, the report says, "It is important to make an
atmosphere where teachers can discuss problems freely with others at
staff meetings and study groups."
Team teaching, sending part-time teachers to assist homeroom teachers and
utilizing school advisers from local education boards would be effective
ways of helping teachers solve problems, an official said.
The report says schools should maintain close contact with both parents
and kindergarten teachers in order to understand each child's background.
In some cases, direct participation of parents in classroom teaching is
also effective, the report says, adding that teachers need to change the
view that they must "control" pupils.
Children must be the main actors in the classroom and teachers should be
the ones to support children in learning and solving problems by
themselves, it says.
[copyright - The Japan Times]