Ms. Amazing Pockets
...written on 02.25.04, @ 10:23 a.m.
Wed February 25, 2004
Yesterday I went to the Sobutsu branch. It is not my regular duty station, I'm just covering it for a few weeks until the new school year starts in April. I had observed this class two times before with the previous teacher, and during my visits, one boy in particular made sure to "stand out", usually by being disruptive. I heard the teachers call his name many times for a rebuke and he would always sneak looks at me whenever he did a naughty deed. I ignored him during those times.
Yesterday I needed everyone's cooperation. We were going to be painting and I had only six brushes (all different sizes) and seven children. I needed them to be careful and I needed them to share. I explained this to them and they said they understood.
I let them make two paintings and was pleased with their artistry and comportment. They had seen the paints we were using on TV (Rainbow Art), so they were anxious to give it a try themselves.
The "stand-out" boy was the first one finished and I asked him if he could help anyone else. After that, I got him and another boy to play Number Match Concentration and the other children joined them as they completed their pictures and left them to dry.
The last activity was a quiz game. I had an electric buzzer with only six clickers and needed a child to help me with the flashcards. I was surprised to have four volunteers! One boy was very quick on the buzzer, so I invented ways to let the others catch up and even called on specific numbers to answer.
When I said it was time to clean up, "Stand-out" boy looked at the clock disbelievingly and proclaimed it couldn't be over yet, class had been too fun! I had encouraged him a lot during the lesson, and never had to use his name to call him down.
I made the children use a lot of classroom English as well that they didn't seem used to. Anytime they want a craft material, they must ask "Crayons, please." or "Paper, please." When they don't know the answer, I've taught them a gesture to prompt them for an "I don't know." response and how to ask "What is it?". These simple phrases are so empowering for the students and for me. Rather than just learning vocabulary words, they are learning how to communicate.
During the break in between classes, I was listening to a four year old tell a friend about her trip to Okinawa. She saw a lot of the ocean there and fibbed (according to her mother) about not being afraid to go in for a swim. I went to my bag of tricks and pulled out a little box of seashells with a seahorse inside. She thought I got them in Okinawa, but I said I got them in Osaka.
I put the shells back in my pocket and told her and her brother that I could make those shells change into something different, did they want to see? After I heard their enthusiastic "Yes!", I squiggled around in my pocket, made a thunder noise and pulled out a smooth, shiny, turquoise stone. For grins, I did it again and pulled out a smooth, shiny silver stone. They wanted more, so stroking my chin, I said "What color should it be next?" subtly tugging at my green sweater. "Green!" they chorused. "Green." I said rather doubtfully, "Well, I'll try." And with another thundering flourish, out came a stone the color of my sweater.
The children were jumping up and down with glee and their mother was also amused and said "Kim sensei has some amazing pockets, huh?" They wanted more, so I asked them what color and the boy said black and red. I arched my eyebrow and said that I needed his help on that one. So together we chanted "Change-o, change-o" at my pocket and I'll be darned if I didn't manage to pull out a red and black rainforest frog!
I am going there again next week. I better remember to wear pants with pockets.