Jen+Wiley

=Thinking Critically About Academic and Social Pressures in Japan=
 * The My Style Project/ マイ*スタイル*プロジェクト**

**A Four Week Lesson for ESL Teachers in Japan**

 * By Jen Wiley**


 * Contact Me: jennifer.l.wiley@wmich.edu**

Elizabeth on Cram Schools and the pressure to succeed academically: media type="youtube" key="e8PW7Mhe9_I" width="560" height="315"

Educational pressures and student bullying begin early in Japan, but Mr. Kanamori applies his anti-bullying lessons to the students' lives by teaching them to think critically about themselves and their actions: media type="youtube" key="Oc7S8HAfDzk" width="560" height="315"

Japan is well known in the world for its high educational standards and the bright students that such a system frequently generates. But often, the benefits of great education for all come at a price. Starting from the time that they are entering middle school- and in the case of some private schools, elementary- Japanese students are required to pass rigorous entrance examinations and participate in stressful interviews in order to place into the school that they wish to attend. Students spend hours studying at home and in after-school "cram school" sessions in order to prepare themselves. The entrance exams are often very specifically rigid, testing students on the areas of math and science and expecting them to meet a standard rather than examining and praising a student's artistic abilities or personal interests. Students who fail to perform to the standard of these examinations are often sent to a school that places them into a lower track of learning, which can have lasting damage on a student's educational representation, hindering students who may wish to test into a higher tracked high school or college in the future. Within the schools themselves, students often face bullying from their peers for their lack of ability to conform to the rigid standards-based learning prompted by the school systems. In recent years, Japan has become increasingly worried about the negative effects of such high conformity in learning. Many worry that students who might otherwise find personal success in creativity and personalized lessons are being squashed by the conformist education system.

In this four week unit, ESL teachers in Japanese classrooms can work with their students in an effort to highlight their personal interests and learning styles. This unit can serve as more than just a lesson in English, it can be an opportunity for students to express their own academic desires and experience a system of learning that is open to their thoughts and opinions. Students will engage in writing that explores the personal issues that they have faced as a result of academic and social pressures at school, and encourages them to think critically about the changes they desire to see in their own educational system. The unit will culminate in a final project, called the My Style Project, in which the students will give a presentation, in English, that details what they have learned about social pressures in school and how being boxed into rigid educational standards can hold them back from their personal potential. They will share what they think their own personal learning styles and strengths are. The students can share this information through any means that they desire: poem, speech, video, etc. Their presentations will take place during the school's annual cultural festival. This gives the students the opportunity to share what they have learned and their ideas for change with the whole school and their community, as well as showcasing the students' English abilities.

It is important to note that a unit such as this would be most productive and beneficial to Japanese students who have already been studying English for some time. Vocabulary and new grammar can be provided and taught to the students for them to utilize throughout the unit, but the level of writing knowledge necessary to complete the final project is indicative of higher level language placement. This is a project for second and third year high school students (the equivalent of Juniors and Seniors in the U.S.). Although the ideas in of the unit might appear challenging for an ESL student to write about, I believe that with the right guidance and plenty of collaboration between students and the teacher, students can effectively use the language skills they have learned in order to express their desired ideas. This unit might be most relevant for students in a high school that has placed students on a lower track of learning, where students might need the encouragement to find their own academic strengths and voice for change.


 * __Learning Objectives__**

-Students will analyze the pressures dealt with by themselves and their peers both socially and academically -Students will encourage camaraderie between their peers, emphasizing individual strengths and learning styles -Students will identify their own ideas for change in the education system -Students will present their ideas for change to their community -Students will effectively collaborate in groups -Students will utilize new technologies -Students will learn and utilize new English vocabulary and grammar points

__**Reading**__

__*A Note About the Reading-__ The following novel and articles exemplify the topics that I would like to have my students reading about, but I realize that the materials as they are might be too difficult for an ESL class even at the upper high school level. Often in language classes, materials such as news articles and excerpts from books or stories are re-written for the level of reading that the students are capable of. I obviously do not have time to re-write this novel for ESL, nor have I been able to find the proper reading resources that would remain relevant to my chosen theme for the class, but I hope that these will give you an idea of the class's focus and the kind of individualized thinking, writing, and analysis that I would like my (theoretical) class to be participating in.

Bullying Behavior in Japanese Schools: Discrimination in a Homogenous Society Long troubled by school bullying, Japan now eyes zero tolerance [|A Tale for the Time Being]- By Ruth Ozeki



__**Writing Assignments**__


 * Personal Vocabulary List**- Students will be required to keep a personal vocabulary list that they will update and reference throughout the unit. Students are to write down any vocabulary that they might come across, through reading, listening or speaking, that they do not understand or would like to know more about. They can also write down words in Japanese that they wish to use in their work but may not yet know the translation for to come back to later and look up the translation for. This will keep students learning vocabulary outside of the given vocabulary lists for the class, and keep the learning experience of each student personal and meaningful.


 * Educational Experience Self Reflection-** Writing practice. This will be the first major writing assignment for the unit. Students will compose a small reflection (at least one page) written in English about their experience in the Japanese education system. Reflections can include opinions on the system, what they do and do not like about school, stories or memories about experiences at school. etc. This reflection can include thoughts on both academic and social aspects.


 * Skit-** Writing, speaking and listening practice. Students will compose a skit that incorporates the vocabulary and grammar being studied in the unit. The skit can be about any kind if negative situation that they have faced during their time in school, and should detail things such as how they felt about that situation, how they handled it, etc. The skit will be performed in front of the class. Classmates will ask questions related to the skit and the members of each skit's group will be responsible for answering the questions.


 * Poster Project-** Writing practice. The purpose of this project is to get the students active and vocal about their anti-negativity message within the school. Students will use art materials such as poster board, markers, paints, etc., to make posters with anti- bullying messages or words encouraging individual strengths which will be posted in various places around the school. The posters can be in Japanese on one side, so that non English studying students can read the messages, but need to be translated into English on the non-visible side.


 * My Style Project-** Reading, writing, speaking and listening. Students will create a presentation in the form of their choice- speech, video, skit, or even a multi-genre endeavor- that details what they have learned or experienced concerning social and academic pressures at school and their positive and negative opinions and feelings about these experiences. Students will generate ideas about their own desired individualities in school, how and what they like to learn and what they would change about school so that they could more readily utilize their personal strengths in the classroom. Students will present their final projects and ideas in front of the school and community in the school's annual festival.

**Week 1**
Course introduction. The instructor and students will take turns introducing themselves in English. The instructor will give a brief overview of the unit's topic and expectations, and hand out any explanatory materials.
 * __Monday__- (月）**

Hand out unit vocabulary list. This should include vocabulary relevant to the unit's topic.[| One possible vocab list.]

Introduce novel "A Tale for the Time Being".

The My Style Project will be explained, and students will be asked to begin thinking about what kind of presentation they would like to give.

Introduce possible platforms for the My Style Project:[| Weebly],[| Speech Writing], etc.

Students should have begun reading "A Tale for the Time Being."
 * __Tuesday__- (火）**

Mini Lesson- Using Passive voice to describe less than desirable situations.

Group discussion- Why is the topic of school reform and individual strengths important to us?

Watch video explaining Japan's shift to education that encourages independent thinking: media type="youtube" key="zcrDdC_OCTU" width="560" height="315"

HW: Read article "Bullying Behavior in Japanese Schools "Discrimination in a Homogeneous Society"( See link in reading section).

Mini Lesson- Continuing to practice passive voice
 * __Wednesday__- (水**）

//Ijime//（いじめ）- Bullying- Have you ever been bullied? Has anyone ever been mean to you because you were struggling in school? Discuss article.

In-class writing- Educational experience self-reflection. Students should attempt to use some of the new vocabulary for the unit and at least 3 instances of passive voice.

HW: Read "Long troubled by school bullying, Japan now eyes zero tolerance" (See link in reading section).

Discussion of HW article
 * __Thursday__- (木）**

Mini lesson- Passive Voice- last day

Continue in-class writing of educational experience self-reflection.


 * __Friday__-（金）**

Self Reflection is due today.

Freedom day. Students will have the class period to finish their self-reflection writing, read their novel, review vocabulary, or begin work on their My Style Project. The instructor will conference with each student, asking to look over their personal vocab list, give an idea of what they would like to do for the final project, and can voice any questions or concerns that they have about the unit.

**Week 2**
Mini lesson- "I am/ you are good at ..."
 * __Monday__- (月）**

Group activity- What are your personal strengths? Do you feel that you get to use these strengths at school? Walk around and ask people what they are good at doing. Record your answers and report what you have learned about your classmates strengths to the class.


 * __Tuesday__- (火）**

Mini lesson- Finish "I am/ you are good at..."

Introduce and explain poster project.


 * __Wednesday__- (水**）

Mini lesson- "I wish that I could..."

Begin poster project in class. Materials can be provided by the instructor. Students should work together to form positive messages in English that encourage their individual strengths as well as emphasize the strengths of their classmates. They might also share anti-bullying messages.


 * __Thursday__- (木）**

Continue work on the poster project.

Come together as a class to share some of the positive messages that students have generated and why they think the message is important.

Appoint four class representatives who will hang the posters around the school during class time tomorrow.


 * __Friday__-（金）**

Freedom day. Conferencing with the teacher, reading the novel, and continuing work on the final presentation should happen today. The class representatives chosen yesterday can leave the room to hang the positive message posters around the school.

**Week 3**

 * __Monday__- (月）**

Students should be a little over half way through "A Tale for the Time Being".

Mini lesson- "I am allowed to/ not allowed to..."

Pair work- Ask if you are allowed to do certain things at home, at school, etc. Your partner will act as a teacher, parent, etc., and tell you if you are allowed to do something and and why you are or are not.

Introduction to unit skit. Students will choose groups of 2-3 classmates with whom to write and perform their skit. The skit should be related to the topic of the class, especially any negative experiences that the students have had or witnessed as the result of school pressures. Beyond this, the content of the skit is the choice of the students.


 * __Tuesday__- (火）**

Mini lesson- Continuing "I am allowed to/ not allowed to..."

Students will be given class time to work on their skits.


 * __Wednesday__- (水**）

Mini lesson- "Even though.."

Last day to continue working on skits in class.


 * __Thursday__- (木）**

Skit Presentations


 * __Friday__-（金）**

Freedom day. Students should continue work on their My Style Project and work on finishing their book. Conferencing with the teacher can happen today.


 * Week 4**


 * __Monday__- (月）**

Students need to be finished reading "A Tale for the Time Being" today.

Group discussion about the book. The class should talk about the theme of the book, how it is relevant to them and what they are learning in class. They should address struggles that they had with reading and understanding the book, which can be further addressed by the instructor future mini lessons.


 * __Tuesday__- (火）**

Mini lesson- Instructor's choice based on any issues the students have faced with the reading material or common mistakes found in their writing.

Continue to work on My Style Project.


 * __Wednesday__- (水**）

Continue in-class work on My Style Project


 * __Thursday__- (木）**

Continue in-class work on my Style Project. Students should submit a basic outline of the ideas presented in their project to the instructor by today for translation into Japanese. Because the presentations will be in English (to display the skills that the students have been learning in the class) the presentations will each have to have a projected summary in Japanese for classmates, family and community members who may not speak English.


 * __Friday__-（金）**

Last day of work on My Style Project.


 * __Saturday__- (土）**

School Festival- Presentation of My Style Project Classmates should attend as many of their fellow classmates' presentations as possible, take notes, and ask questions of their classmates.

[|Student- Produced Multimedia Projects: Pedagogy and Practice] [|All About Education in Japan]
 * __Additional Resources for Teachers__**

__**Common Core State Standards Addressed**__

__Reading__ [|CCSS.ELA-Literacy.RI.11-12.2] Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

__Writing__ [|CCSS.ELA-Literacy.W.11-12.1] Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

[|CCSS.ELA-Literacy.W.11-12.4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

[|CCSS.ELA-Literacy.W.11-12.5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 [|here] .)

[|CCSS.ELA-Literacy.W.11-12.6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

__Speaking and Listening__ [|CCSS.ELA-Literacy.SL.11-12.1] Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

__Language__ [|CCSS.ELA-Literacy.L.11-12.1] Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

My hope for this unit is that, in addition to getting practice with English writing, reading, speaking and listening, Japanese students will have a rare chance to focus on assignments that are personal and emphasize their individual strengths and interests. Too often, Japanese students are forced into a rigid learning structure that dictates their learning style by requiring specific answers and forms of writing to meet the standard to which they will be tested. This is also a problem in ESL classes, and students hunger for more personal and involved forms of learning. Here are the voices of some students who desire more from their English classes!

media type="youtube" key="MwsZ0KiHhRg" width="560" height="315"

In recent years, Japan has been making strides toward a new form of learning, one that emphasizes student choice and individual strengths. However, in a society that holds tight to tradition and conformity, these ideas have been slow to catch on. Students need a curriculum that encourages them to think freely and work to their strengths, and educators that will emphasize the importance of being able to think independently about how to look at critical issues. How exciting that these opportunities can begin in an ESL classroom!