When the bell rings at the end of the last class of the day, my students barely wait for dismissal (a "goodbye, class" from the teachers and a responding "goodbye, Mr./Ms. So-and-so" from the students) before shoving their desks to the back of the classroom and then rapidly dispersing. I can almost hear the announcers saying, "Aaaaaaand they're off! Another exciting start to today's daily Cleaning Time."
Each homeroom is split into five or six groups which handle a set of cleaning areas on a weekly rotation. Everything is cleaned by the students: homerooms, hallways, bathrooms, and even the sidewalks at the front of the school. Teachers, too, are assigned to various areas of the school as overseers, telling the students what to do and, at times, how to do it. One of my more amusing cleaning times involved the vice-principal, a vacuum cleaner, and a very clueless 8th-grade boy. Individual talents aside, this group effort means that there are only two people on staff who could even claim the title "janitor," and it is one of the more minor aspect of their varied duties on the board. (I find "groundskeeper" to be the better claim, if not simply "office staff.")
That being said, the quality of the cleaning isn't quite the same as what a professional cleaning service would render. An ALT in a neighboring town once described cleaning time as "a ritual pushing-around of dirt" - I don't think one could find a more apt summation of the fifteen-minute ritual every afternoon. Cleaning products outside of water and elbow grease seem to not be often used (though bathroom detail may be different - I avoid the area in general for fear of being drafted). The two groundskeepers often do seem to touch up during the day or week on things the students have not entirely accomplished on their own. Still, on the whole I find the method to be effective in areas, such as the hallways and classrooms, where daily attention is more than enough to fight off filth. In places requiring a little more effort, like the bathroom, the cleaning is at the very least serviceable.
The result of these activities is not only that the school is cleaned at a fraction of the cost ("Let me do the math here...nuthin' into nuthin'...carry the nuthin'..."), but that the students learn about the process of cleaning. One of my male students has learned recently the difference between proper sweeping and windmilling a broom about, for example - hopefully he'll be able to show of his skills once he moves out on his own. It also makes a habit of setting aside time for cleaning every day, something to which I wish could adhere. There is even the hypothesis that this activity makes students respectful of public places; I will say that, especially in comparison to America, Japan is a clean place overall. In the end, I can't help but think that many American children could benefit from similar cleaning duties.
31 May 2009
Things About Japan: Cleaning
30 May 2009
Things About Japan: Time
Telling the time and date in Japanese makes a lot of sense, for the most part.
29 May 2009
Tea Ceremony
AKA: Why didn't I meet you people earlier??
28 May 2009
The Swine Flu
27 May 2009
Things About Japan: Photos
It's the popular stereotype of Japanese tourists: traveling in packs, they each have a huge camera, bigger than their heads, and are constantly taking photos of everything that comes their way. Look, a bird! Clickity-clickity-click! Look, a car! Clickity-clickity-click! Here, let's get in the way of everyone and take a group photo! Clickity-clickity-click!
26 May 2009
Things About Japan: Souvenirs
Long, long ago, when roads were rough and travel was not only expensive, but dangerous and hard, villages used to gather funds to send one of their own out into the world. That person went as a representative of the village, and as such would come back with souvenirs, called "おみやげ" (omiyage) from the trip. Omiyage, at that time, were often items with the name of his destinations inscribed on them. As these trips were generally pilgrimages to temples or shrines, these souvenirs tended to have religious significance - mirrors, temple beads, and even pieces of paper with the shrine name and written blessings on them. These items would be given to those who had invested in the trip, proof not only of the traveler having reached his destination but of funds well-spent.
25 May 2009
Final Impressions of Hong Kong
AKA: A Wrap-up
17 May 2009
English and Japanese, At It Again.
In a world where I feel I'm always playing catch-up, trying to get up to speed and learn as much Japanese as I can, it's fun to see when, instead of being influenced by my world, I influence it.
My best example of this is the exclamation "Nice!" Over the past year, I've watched this creep into my teachers' vocabulary through my own, repeated use of it. It's not too surprising that it's caught on - it's short, easy, and a word that all of them recall from their own English classes, however long ago. (I've yet to meet a Japanese person who can't remember, "Hello, my name is ~~. Nice to meet you.") Still, it is funny to hear two teachers conversing (in Japanese) and have one suddenly say "Nice!" in response to the other. Of course, I'm not the only one influencing my teachers - TV is also a great help, where words like "lucky," "bad," and even "very, very good" are frequently used. But "nice," I know, I can claim for my own.
Still, my own English is falling under the influence of the Japanese around me - just wait, friends, till you hear me say "See you!" upon parting, as the Japanese have quite a special lilt of their own for the phrase. And, of course, there's Janglish (Japanese English). My new favorite is really an old classic here. "Cho" is a slangy sort of "very," and is often used in the same way teenage girls use "so" - "He's sooooooooooo cute!" (In Japanese, "Choooooooooo kakkoi!") For some reason, I recently used "cho good" with an English teacher, and we both giggled at the strange phrase. "I'm bringing this back to the US with me," I told her at the time. I don't think she quite believed me.
One of the best things about learning a language is finding out those little quirks - the words that somehow say more than their native-language counterparts. I have a feeling many of my friends and family will find my random Japanese quips and responses to be annoying (or, rather, the ensuing explanation of them), but please be patient. Just think - at least you're not the ALT walking into the "Nice!" staffroom.
15 May 2009
My Very Busy Day (part 2)
The Tale Continues!
After this, I checked out of my hotel room and made my way to the airport. My flight was at 1:50 am - can you imagine, after a day as busy as mine, staying awake that long? It was a challenge, to be sure! Still, I managed it and had most of Wednesday to recover from my intense, but wonderful, Hong Kong day.
14 May 2009
My Very Busy Day (part 1)
AKA: Conquering Hong Kong
(to be continued in part 2...)
08 May 2009
North Korea and Other Difficulties
Two more anecdotes from my trip with my parents:
07 May 2009
"It's a hug, man. A hug."
One of my favorite TV shows here is called Hanazakari Kimitachi E (Ekimen Paradise) ["For You in Full Bloom - Hottie Paradise" - HanaKimi for short]. It's about a girl who enters an all-boys high school so as to be able to help Sano Izumi, a skilled high-jumper who had suddenly abandoned the sport.
Cutting Japanese Men Down to Size
An anecdote from my trip with my parents:
01 May 2009
Office Politics and The Big Switch
When I was in college, I spent a little over a year in the student government, working as a member of the Treasury. Our student government was rather more cut-throat than most, from the descriptions I hear of other organizations. (Not many school governments have coup de tats.) The politics within the Student Union, or SU, were much worse than anything the student body saw. Long story short, the whole thing left rather a bad taste in my mouth for inner-organization politics. Sadly, this kind of politics is a way of life, and even running as far away as Japan has not spared me.
Before I get into the heart of the matter, let me explain a few things about teachers and Japanese school systems.
- The school year runs from April to April.
- Teachers are hired by the Board of Educations in their cities, not by the schools themselves.
- Teachers are moved from school to school within their designated areas. This is to spread around good teachers, though it also means bad teachers can stay in the system purely because everyone says, “Eh, he’ll be traded away soon anyway, why bother firing him?”
- “Designated area” can cover a lot of ground – my prefecture has only 4 areas, which means teachers may be forced to drive well over an hour or two to their job every day.
- The BOE decides when and where to move a teacher. On the whole, teachers are moved after their third year at a school but before their eighth. Thus, most teachers only spend around 5 years at any given school.
- The teachers find out about the switches a couple of weeks before they actually happen, sometime in mid-March.
This is already an overlong story, especially when one doesn’t know the players and when I can’t reveal the details on so public a forum as this. So let me get to the important part, that being, of course, how all of this affected me:
An issue was raised by this troublesome Ms. Y that the balance of male and female teachers in each year was off. As she was willing to make a stink about it, everyone gave in. Between this and all of the fuss caused over Ms. X's placement, it became clear that I would be passed to a new group. Yes, the group of teachers with whom I have sat, had numerous drinking parties, and even traveled, during my first 20 months were forced to pass me off to another year.
For the past year, I’d had the perfect arrangement; sandwiched between Saito-sensei and one of my most enjoyable English teachers, Takayanagi-sensei, I always had someone with whom I could talk, joke, and be silly. As it stands now, they are on the opposite side of the staff room from me, as far away as is possible. My new teachers, while fun and nice people, don’t know me well and are always busy. I find that I often feel lonely now. It's not just me, either - when I mentioned my loneliness to Takayanagi-sensei, she turned to Saito-sensei and said (in Japanese), "If that's the case, why the heck can't she come back over with us?" I suppose I can take some misery-loves-company consolation in that.
It’s not the fault of my new group of teachers that I'm left-out; it’s an extremely busy time of year, only one (my English teacher) speaks English well, and it’s hard to invest in someone who will be leaving in a few short months. Even just now I had a nice conversation with my new head-teacher about the students. Still, I feel sorry for the next ALT, especially if he or she doesn’t speak Japanese. While that ALT will still be surrounded by wonderful, friendly, smiling teachers, he or she won’t be able to experience the same security I had all last year. In the end, I guess I can only be thankful that I had a chance to experience such a warm staff room myself.