Genetic Observations?
Japanese students come from all walks of life. There are certain characteristics however that lend themselves to idiosyncrasies that I can't help but notice and record. Join me in my recollection of these puzzling, ritualistic habits I've been able to observe inside of the classroom.
1. Incessantly Erasing
In my school-going days, I've often made the trivial mistake in writing, such as incorrectly spelling "macaroni" without placing 'i' at the end. Usually, upon noticing the error I simply squeeze a truncated 'i' snugly between the last letter and whichever punctuation symbol I happen to use, possibly the period. If you thought this was a universal method of correction think again.
Not once have I seen one of my students using this tactic when I inform them of a spelling mistake. Instead they pull out a gigantic rectangular block eraser, the kinds we used in preschool, and erase the ENTIRE word instead of inserting a letter where it's needed. Can you imagine the look on my face when I tell a student "independence" in fact has an 'e' at the end, and they erase all 11 previously inscribed letters from their page and rewrite the entire word into the same shaded gray outlines of their previous attempt, after which they'll add the 'e' and look up waiting for my precious approval.
"Good job," I manage to say without laughing, "you got it."
(One of my student's genetically modified super erasers/paperweights. I think she's been using it since primary school)
2. Verbal Consensus
This is one of my least favorite attributes of Japanese students. It's quite possibly the deciding factor in coming to the decision that one year is enough, and that another year here would most certainly drive me to commit pupilicide. I must insert a dialogue here to illustrate the exchange.
"Good morning class!"
"Good morning Mr. Alex..." (This is almost always mumbled in unison in a barely audible sound, mostly bolstered by the voice of the other teacher in the classroom with me)
"It's ok if you call me Alex, or maybe even Mr. Cruz..."
After scanning the classroom and singling out the one student I've predetermined will be most capable of answering my next question--it's usually a girl, but in this case my clairvoyance failed me--I ask:
"Did you do anything this weekend?"
Her eyes open wide like I just transmogrified myself into a puff adder. Likewise her face becomes flushed, a telltale sign that she won't understand the question even if I repeated myself until my larynx collapsed.
Eventually the student took matters into her own hands. She held a small gathering with her neighbors to the left of, the right of, and behind her, and they debated silently about what could be an acceptable answer. After the pow-wow was finished, beaming with confidence she turned to face me and nodded her head as she said,
"Fine. And you?"
The entire ordeal took about 10 minutes, I shit you not. Because so much time had elapsed I myself forgot what question I even asked, and I concluded the listening practice with, "Good job."
Conclusion
Despite what it may sound like, although there are plenty of reasons to get frustrated in my position, I understand that my tenure here in this country is highly sought after. I am enjoying myself to the extent that a foreigner can enjoy himself in another country, and I will look back on these annoyances and laugh about them later.
In the meantime I only wish I was assigned to at least one elementary school instead of 4 senior high schools, which would provide a contrast with some much needed enthusiasm in my work life. With one sentence I will summarize what happens to a vivacious, energetic elementary school kid as he is brought up through the educational institution of this country:
The transition from elementary school to junior high school to senior high school is an eventual and regressive lapse into an emotionally languid state devoid of any form of enthusiasm caused by the highly stressful pressures and demands that Japanese society places on its denizens.
1. Incessantly Erasing
In my school-going days, I've often made the trivial mistake in writing, such as incorrectly spelling "macaroni" without placing 'i' at the end. Usually, upon noticing the error I simply squeeze a truncated 'i' snugly between the last letter and whichever punctuation symbol I happen to use, possibly the period. If you thought this was a universal method of correction think again.
Not once have I seen one of my students using this tactic when I inform them of a spelling mistake. Instead they pull out a gigantic rectangular block eraser, the kinds we used in preschool, and erase the ENTIRE word instead of inserting a letter where it's needed. Can you imagine the look on my face when I tell a student "independence" in fact has an 'e' at the end, and they erase all 11 previously inscribed letters from their page and rewrite the entire word into the same shaded gray outlines of their previous attempt, after which they'll add the 'e' and look up waiting for my precious approval.
"Good job," I manage to say without laughing, "you got it."
(One of my student's genetically modified super erasers/paperweights. I think she's been using it since primary school)
2. Verbal Consensus
This is one of my least favorite attributes of Japanese students. It's quite possibly the deciding factor in coming to the decision that one year is enough, and that another year here would most certainly drive me to commit pupilicide. I must insert a dialogue here to illustrate the exchange.
"Good morning class!"
"Good morning Mr. Alex..." (This is almost always mumbled in unison in a barely audible sound, mostly bolstered by the voice of the other teacher in the classroom with me)
"It's ok if you call me Alex, or maybe even Mr. Cruz..."
After scanning the classroom and singling out the one student I've predetermined will be most capable of answering my next question--it's usually a girl, but in this case my clairvoyance failed me--I ask:
"Did you do anything this weekend?"
Her eyes open wide like I just transmogrified myself into a puff adder. Likewise her face becomes flushed, a telltale sign that she won't understand the question even if I repeated myself until my larynx collapsed.
Eventually the student took matters into her own hands. She held a small gathering with her neighbors to the left of, the right of, and behind her, and they debated silently about what could be an acceptable answer. After the pow-wow was finished, beaming with confidence she turned to face me and nodded her head as she said,
"Fine. And you?"
The entire ordeal took about 10 minutes, I shit you not. Because so much time had elapsed I myself forgot what question I even asked, and I concluded the listening practice with, "Good job."
Conclusion
Despite what it may sound like, although there are plenty of reasons to get frustrated in my position, I understand that my tenure here in this country is highly sought after. I am enjoying myself to the extent that a foreigner can enjoy himself in another country, and I will look back on these annoyances and laugh about them later.
In the meantime I only wish I was assigned to at least one elementary school instead of 4 senior high schools, which would provide a contrast with some much needed enthusiasm in my work life. With one sentence I will summarize what happens to a vivacious, energetic elementary school kid as he is brought up through the educational institution of this country:
The transition from elementary school to junior high school to senior high school is an eventual and regressive lapse into an emotionally languid state devoid of any form of enthusiasm caused by the highly stressful pressures and demands that Japanese society places on its denizens.