Tomomi+Kawakami

Tomomi Kawakami Hi!

= Curatorial Project Part 1 =


// 1. //// What balance do I strike between expertise and nurturance? (relationship with children) // // 2. //// What is my responsibility for shaping the ethos of the school, for developing the special intellectual and moral character of this community? (relationship with colleagues and parents) // // 3. //// Am I primarily a transmitter or a transformer of my society’s value? (relationship with the society) //

 1. Teachers tend to be caught in a dilemma between disciplines, like “Don’t smile until Christmas,” or “whatever you do, don’t lose control,” and emotional care, “I need to immerse student deeply in history (subject matter to commit children’s situation),” or “Children need to know that someone will listen to them and care what happened to them.” Ø Should teachers prepare different material or unit to teach for diverse student, or teach same curriculum to all children?  I think that teachers should prepare materials to reach the diverse set of learners that are in their classrooms, which includes global diversity. Meaning that even if a school is 100% something, the world is not that way. Teachers need to be addressing diversity and unpacking the hidden curriculum and making learning meaningful to all students. Too often diversity "teaching" is done during certain days or months. This is not teaching diversity or addressing the hidden curriculum that has been and continues to be so pervasive in education in the United States. Too often diverse views and perspectives are taught as "others" which maintains the positioning of cultural otherness of the oppressed groups in US History. Therefore I am advocating for a diverse, culturally relevant curriculum that is the same for all students in the classroom, however it needs to be true curriculum and not hidden curriculum. It is time to address the elephants in the room. ~Tami Dean Tami, I completely agree with you. To seek the way of "unbacking hidden curriculum", teachers should identify how their subject matter works on their children and what they are doing for the goals. If teachers do so, even if they have mandate standard curricula they might create learning methods and materials for their children, however, this is the case for they don't have high stakes tests which have questions for cultural matter. Tomomi

Ø Should teachers sacrifice more of the curriculum than she is willing to do now, or too much sympathy conveys the wrong message? I think there is too much emphasis on laundry-list curricula. By focusing on the material that absolutely must be covered by time A, students' natural curiosity can be sacrificed for an arbitrary deadline. This emphasizes the misconception that a thorough education is about what knowledge a student has, rather than the student's ability to critically evaluate ideas. We are well past the point where an educated person can know all things. I would rather produce students who knew fewer facts, but were better able to self-direct their learning. ~Michelle

Michelle, I also can see that many teachers cannot manage their time to share with students to think critically and deeply because of preparation for the test or detailed objects for each units. I also the important things for students is not to know a lot of "facts" because the facts always happen to be changed by the time or place. By the way, how do you think if teacher should have sympathy their students background? In other words, if teachers consider students family background (for example, they don't have enough resource, money, literacy, supports, and so on, in their home) before they evaluate their works, is it going to send those students for wrong massage? Tomomi  2. Teachers described a good day as “a day when you really have the children to yourself, at the end of the day you will feel you’ve taught them something.” Although the traditional attitude persist (and partly with good reason, for teachers need to exercise reasonable control over the context of their work), teachers now are more willing to open the door to colleagues and parents with whom they share power over basic educational decisions. Some teachers think they should be out in the hall to make sure students move along. But other teachers think it is not their job; however, teaching is their job. Ø Should teachers take on more responsibility for the moral climate of the school as a whole, or keep it within a community and a family issue. For example, some teachers think they should be out in the hall to make sure students move along. But other teachers think it is not their job; however, teaching is their job. Ø Who is going to make decisions? Whereas most decision, more than 70% are made at the district or state level, in private schools 95% of decisions made by teachers, principals, and parents. Thank you.

= Curaturial Project Part 2 = Abacus http://www.youtube.com/watch?v=CvsnftXXKdw&feature=related Caligraphy http://jp.youtube.com/watch?v=ZOZyz349jTc&feature=related Note http://www.pref.mie.jp/HAKU/HP/Osusume/sekiban.htm Pictures http://www5.synapse.ne.jp/knetkazu/roots005.html#not-info003

Mineogragh

Story telling with pictures http://kamishibai.net/view/gallery/index

Songs for school music classes introduced by the ministry of education---an organ, a piano, a gramophone http://musachan.hp.infoseek.co.jp/midi/monnbu.html

Black board, chalk, desk and chair

Lunch

Curatorial Project #3

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