Preparing the Garden

I remove my shoes, peel off my socks, and underneath I find brown muddy feet. Dirt must have snuck its way in earlier as I was shoveling and leveling earth. I have just returned from the garden at school, where I spent two hours helping prepare it for the school year. The microwave beeps, which means the hot water for my tea is ready. After completing my first week of work for The World International Preschool, I have a day off to spend as I please. On the very top of my To Do list is "relax".

On Monday I began my job as the English teacher for the three year olds class, which goes by the name Aurora. I flew into Japan on Friday evening from Bangkok, after spending a few days exploring the capitol of the country I had called home for almost a year. While I will try to avoid making too many comparisons between my teaching experience in Thailand, and my experience in Japan, I think it will be relevant to occasionally reference Thailand, as it is part of my personal history as a teacher as well as a foreigner living abroad. It was my first job working in another country as well as my first experience as a preschool teacher. In Thailand I was able to learn what my strengths and weaknesses are as an English instructor, and the lessons I learned helped prepare me for teaching in Japan.

I graduated from a California university in the Winter of 2011, with a degree in Modern Literature in one hand, and less than a year later, I had a one way ticket to Thailand in the other hand. The prospect of teaching abroad had always appealed to me because I am fascinated by other cultures. As an aspiring writer, working abroad provided adventure and inspiration that I wasn't finding at home. But most of all, I have always enjoyed working with children in atmospheres that allow and encourage creativity. Teaching English aboard allowed me the opportunity to introduce a foreign language to students through various ways that are be fun, entertaining and engaging. It also allows for a culture exchange, and a way for both the student and teacher to reverse roles through daily interactions.

  (My Thai preschool class)

(My Thai kindergarden class)

As my contract in Thailand approached completion, I decided to move to Japan rather than resigning for another year. I wanted a change in environment and a job that provided more room for growth and new challenges. The World was the perfect transition because it allowed me to continue working with a similar age group. As an international school, the primary language spoken during the day is English, with the exception of minimal assistance in Japanese. Total immersion is the fastest way for an individual to learn a language, and although the school year only started a few weeks ago, some of the children have a basic grasp on English that is more than I expected from such a young age. I am beginning to learn Japanese so that I may be able to effectively communicate when English fails as a means of communication. For some students my level of Japanese is equal to their level of English, so this year will be a year of learning for both of us.

When I heard that The World was also beginning a garden, I asked one of my coworkers, Ms. E, if I could come and help her on Saturday. In college I grew small potted vines, herbs for cooking, and orchids, but I'd never grown anything in a garden. With every job I have, I like to think of it as an opportunity to learn as many skills as possible, as well as getting involved beyond my basic duties. Assisting on Saturday morning gave me an opportunity to learn the basic steps of preparing a garden, from mixing soil to building the plots where the seeds will be planted. I hope to continue helping as the year progresses, so that I will learn how to build my own garden when I have a yard. When I arrived on Saturday morning I had no idea what to expect from the next few hours, but Ms. E was patient with me and despite a language barrier, she demonstrated how to do the necessary tasks, and we were able to communicate through model and repeat, a technique I use when teaching ESL (English as a Second Language) learners.

Coming from Thailand, I was anxious to begin work in Japan, because as a Westerner I have always heard how strict the Japanese education system is, and how much is expected from the students at a young age. I was nervous about being a good teacher and being able to meet their standards; I had this preconception of a preschool that was very professional, as if the children would be dressed like miniature businessmen and woman, and have brief cases rather than backpacks. Thailand was my first experience teaching abroad, and the atmosphere was very relaxed. I was able to teach any material I felt was appropriate and I was able to teach in the manner that best suited myself. I was given a great deal of independence as a teacher, and was rarely managed or supervised by another person. I was worried how the educational environment would be in Japan, and whether or not I would fit in and feel confident.

Upon arriving and beginning work, I realized that I had no reason to be feeling the way I was. Despite the fears I had prior to arriving, The World was a normal preschool that functioned just as a preschool should. Seventeen pairs of big brown eyes and smiling faces greeted me on the first day. The kids sat in chairs that were labeled with their names, had assigned seats at tables with their names, and had assigned cubbies. I realized that this was the most effective way to teach a child that young how to recognize and read their own name, as well as to learn what belongs to them as well as where they belong. It brought a basic form of organization to the classroom, rather than letting the students have total freedom which often leads to conflict. The overall organization of the classroom and students is by far the most impressive aspect about the job, as it brings order to a group to children who are just learning to follow directions in a foreign language.

I think the most surprising part of the job is being referred to as "Sensei." Before moving to Japan, I'd only ever used the title of respect used in Hollywood films, and for some reason it never occurred to me that my students would call me sensei. In America it was always Miss.Allie and in Thailand it was teacher, except it always came out as, "teeeechaaaaa." Although I was introduced to Aurora as Miss. Allie, they have continued to call me sensei all week, and this title is probably the most foreign aspect of my job. 

I spent the week getting to know my partner in Aurora, Miss. Yuki. She is a few years older than myself, and has a great deal of experience working with young learners, as well as her degree in childhood development/education. She has been working with the kids since before the year started, and so she knows the students and their needs very well. From the discussions we have had this week, we have similar ideas on education, and the types of activities we would like to do with the students. We share similar goals for the year, and I couldn't ask for a better partner. She is kind and loving with the students, and I instantly saw how much they love and respect her. 

This morning as I helped with the beginning stages of the garden, fertilizing the soil, forming the plot rows, and covering them with black tarp, I couldn't help but see a parallel in the school year and the garden. Both have just begun and will need attention, care, and dedication in order to grow to their fullest ability. While the garden will need sunshine, water, and maintenance, the students will need introduction and use of vocabulary, lessons in speech, songs, creative acitivies, interactive play and behavior guidance. I hope that by the end of the year we not only have a garden full of colorful flowers, fruits and vegetables, but also a classroom full of smiling, happy, confident, English speaking students.