Job Discussion Forums

[japanman]

My main advice is to never be a clown. Clowns are fools and the kids will see you as a fool and therefore an easy target. Just be who you are and everyone will respect that.
Ofcourse though, that isn't the answer to all your questions. I experienced very few problems during my first year at some elem schools. The usual talking etc but nothing bigger than that. I think that nothing big happened because of who I am by nature. I'm not so big but I am pretty tall. In my home country (England) and in other places in the world, people never picked fights with me. Just something about me, I don't know what it is.
So, I do think that there is a certain type of person who is suited to working in schools. If you find continuous problems, maybe you are just in the wrong kind of job. You came over from the other side of the world to work here, if the conditions are not good for you then change your job. Enjoy your time in Japan, both in work and in private.
Another thing is the language issue. My Japanese isn't great, maybe between JLPT 3 and 2 but I can survive in every situation at school. I often think that if I didn't speak any Japanese, what a nightmare this job would be. The Japanese school sydtem should only be a domain for those who are able to handle situations in Japanese

[Captain Onigiri]

Hey! It's a topic that I know a little about. Please note the use of the word "little".
When all my resumes I sent out went to Never-Neverland last Spring, I decided to go back to college and get my Masters. Not as much fun as living in Japan but... Anyway, I took a class last semester that had a section on behavior management. Here are some things to discuss and/or trash in the discussion.
1. Saftey Signals. Use a "saftey signal" to tell students that: A) escape is coming soon OR B) another desired outcome is coming soon. Example: Letting a student know that you see their hand raised and you will be there shortly OR Letting the class know that we will do this activity for another 10 minutes and then do something else (more fun).
2. Movement and proximity. Move around the classroom while teaching and use proximity to let problem students know they are being observed. Teaching from the back of the class is great because they can't tell who is getting your attention at any one time. Beware turning your back to write on the board.
3. The Fair Pair. For every problem behavior there is a positive alternative behavior we would like the student to display instead. Avoid thinking in generalised terms such as "acting up" or "bad attitude" but think of specific behaviors. Examples: Talking in class - raise hand, comes late to class - arrive before the bell.
4. Use Reinforcers. (detractors call it bribery but if it works, who cares) A) Identify personal reinforcers. Praise is the most common but it doesn't work on everyone. B) reinforce immediately after desired behavior. C) Be specific about the behavior being reinforced. D) Don't use just social praise, find others such as computer time etc. E) Fade reinforcers as behavior is established.
5. Be aware of the function of the challanging behavior. A) to obtain attention. B) to obtain tangibles such as food or activities. C) Escape adverse situations such as negative class attention. D) to obtain sensory stimulation such as twirling your hair or swinging your legs. Your response to a behavior may need to change depending on the function of the student's behavior.
6. Ignore minor misbehaviors (except contagious behavior). Don't compare students. The good kid will only get beaten up in the parking lot.
7. Don't bring yourself into the problem. Focus on the problem behavior and stay emotionally detached. If you feel yourself becoming emotional, back off and try again later.
8. Token Economies. This loses efficacy as they get older. Points are given when targeted behaviors are acheived. Points taken away when rules broken. Points can be cashed in periodically for rewards such as a pencil. Avoid food as a reward. Or a negative token economy can be set up. Name on board for rule infraction. So many checks by your name and the home room teacher is spoken to. More checks and escalating consequences.
9. Keep 'em busy. It really is true, "Idle hands are the devil's workshop".
10. Carefully select rules and follow through. A lot of classrooms I've substituted in have a poster of rules on the wall that the students came up with on the first day of class. I suspect a little guidance but there are usually only ten or less. There are always ones like "We will do our work to the best of our ability" and "We will respect each other". You can always point to the poster and show how such 'n' such breaks a rule they came up with. Be consistant. Inconsistant punishments is just as addictive as the slot machine of inconsistant rewards.
Anyway, I hope that is grist for the mill. I don't know how much can be translated into a Japanese classroom as the class was geared to the U.S. educational system. Agree or disagree to them to your hearts content. I didn't teach the class so you won't hurt my feelings.

[Captain Onigiri]

I forgot one that I wanted to include. Kids, just like adults, will strike out if backed into a corner. Always give them choices. You will want to say something along the lines of, "If you don't want to do the assignment that is your choice. I want to make sure you understand the consequences. If you chose not to do the assignment, then [insert punishment here such as I'll have to speak to your homeroom teacher or you'll have to do a five page report instead etc.]. I'll come back in a couple minutes to find out what you decided."