Restorative Practice ②

Pick up where I left off...

Revising the last post, Susan insisted Japanese English education should make classes interactive as English is one of the communication tools. 

She also mentined few options for subjects students can chose. In Ireland, the main subjects are mathematics and  Irish(as language). How many choices students have depends on which grade they are in, but they can choose theirs from a variety of subject much more than Japanese students. For example, Spanish, Germeny, French, Chinese, and  Japanese are included in subject in Susan's school. Their choice is up to their own future, so if they think they needn't study science, they can choose the other instead. 

Susan told me negative points of Japanese Education she helt during her job in high school in Japan because I asked her for it. However, she actually had some positive impression twords school in Japan.

"Some events such as sports day and school festival worked really well," she said. There are similar things at school in Ireland too, but smaller than Japanese ones. 

In addition, she said Japanese students have a sense of responsibility more. There isn't a time set aside for cleaning at school in Ireland. To be more accurate, there aren't meny coutries where cleaning plays an educational role. 

One of the unpredictable differences between school in Ireland and one in Japan is that students don't have their own homeroom. They have their homeroom teacher, but the meeting with him or her is took place only once a week. Then don't belong to any particular class. They move to classes for each subjects, and teachers wait for it at their own subject's classes. 

I'm going to talk about "restoractive practice," which is this post's title, on the next post. 

えり

P.S.

I am a indoor.