Taking Care of Children

By Kumiko Takahashi

I have worked at a Child Care Center as a volunteer in both the U.S. and Japan. Through these experiences I realized that there are quite a few differences in ways of taking care of children at preschool, such as wearing uniforms, playing outside, or making children eat many kinds of food. These are differences of culture, character, and ways of thinking in the two countries.

First, children don’t wear a uniform for school in the U.S., whereas they do in Japan; children wear a hat, a jacket and pants. The design of the uniform usually depends on the school. It is from the Japanese character that people value unity.

Uniforms also show which school the children belong to.

In contrast, children wear whatever they want for school in the U.S. Americans value expression of identity more than unity.

Next, there are differences in the ways children play and in their toys. In Japan, people prefer to make children play outside instead of staying indoors. In addition, children usually play without any equipment -- games such as footrace, hide and seek, or push and shove. These activities make children strong and sturdy.

In the U.S. people use familiar equipment like a computer. It is good to teach children how to use a computer because they’ll have to know how to use it for their future or their jobs, although people don’t teach it to children in Japan.

There is one more small difference between the two countries. In the U.S when children want to draw something, they use markers. It’s easy to draw, and they can paint themselves for fun. The markers’ bright colors make children more creative.

In addition, these markers use water-based ink, which washes out easily. On the other hand, in Japan, children use crayons or colored pencils to draw. When they use pencils, for example, they can learn how to sharpen a pencil. Although they can’t draw or paint on their hand with these items, their hands will be cleaner than they would be if they used markers

Finally, there is a difference in the lunch time. In Japan, when a child refuses to eat food he or she dislikes, such as carrots, onions, or green peas, teachers try to persuade and make the child eat them. On the other hand, in the U.S., teachers don’t even serve it if children complain about the food. Japanese teachers try to make children’s dislikes less and less, but American teachers think that it’s part of the child’s character.

These are very small differences, but are very interesting too. I think both approaches are good for taking care of children because both Japanese and American ways of teaching have good points, and both groups of teachers think about children carefully. Whatever ways people choose to take care of chilren, thinking about children’s growth or future and teaching them the right things are most important.

Editor's Note: This year Kumiko Takahashi worked several hours a week as a volunteer for the BHK Child Care Center at the Ryan School, Hancock. Kumiko wrote this essay for Suzanne Van Dam's ESL Writing Class during spring semester.

Kumiko: Spring Break project in Mississippi

By Kumiko Takahashi

During spring break, I went to Ocean Springs, Mississippi, to help the hurricane "Katrina" victims. Our group from Finlandia University had 14 people.

Here I am in Mississippi with Kristin, one of my best friends! (Click on photos for larger versions.)

Before the trip, I was nervous about staying all day long with Americans because I didn't think my English was good enough to communicate with them. They were all kind and nice to me, although I couldn't always understand what they said. They were trying to say something as easily as they could, and trying to figure out what I wanted to say.

Pictured with me in this photo are, from left, Salome, Mary and Micki. We met at the camp, worked together and became good friends.

Anyway, all the work was very hard.

Here I am, breaking a wooden board as part of the clean-up.

When we tried to clean a man's house, I saw tons of garbage and many cats. The yard was wet and muddy. There were bugs, snakes, ants, frogs and even cockroaches under the garbage. That was really scary and disgusting! We were really unhappy when we were cleaning his garbage; but after that I realized that it was not only stinky and scary, but also good experience for me.

Through the trip and activities to help people, I made some good friends; and it was the greatest experience I've ever had.

Editor's Note: ESL Instructor Suzanne Van Dam drove the student volunteers to Mississippi and participated in the project.

ESL Reading assignments: Apr. 14-18

Monday, Apr. 14: (postponed from Friday, snow day, Apr. 11) “What is near-death experience?”
Preparation: Do Before you read, scanning and Reading , pp. 102-103. Then do A and B, p. 103.
Also read this recent article about Obama's speech in Indiana this week:
http://www.tribstar.com/archivesearch/local_story_103001156.html
Print it off if possible and underline or make a list of the main points (main ideas or what he says he will do if elected President).

In class: We’ll go over your answers to the textbook questions and discuss C together. We'll also discuss the Obama article.

Wednesday, Apr. 16: Preparation: Read this article on Hillary Clinton's energy policy:

http://www.hillaryclinton.com/issues/energy/
Print it off if possible and underline or make a list of the main ideas as you did with Obama.
Also for Wednesday, read this profile of John McCain:

http://www.azcentral.com/news/specials/mccain/articles/0301mccainbio-chapter1.html
List 5 things you learned about McCain from this article. For extra credit read any other article on any one of the candidates that interests you and be ready to tell the class about it.

Make a list of at least 6 new vocabulary words you learned from these articles and bring it to class. It can be in your vocabulary notebook.

In class: We'll discuss the articles and compare them to the one on Obama. (Bring it to class again.)

Friday, Apr. 18. Reading lab reports due. Be ready to tell the class about your book. Review for exam. Bring your vocabulary notebook.

In class: We'll have some reports on the lab readings and we'll review vocabulary for Unit 13 and the readings on the candidates. Bring the textbook and the articles to class also.

ESL Reading: Assignments March 31-April 4

Monday, March 31. Preparation: Read the first half of the script for Beauty and the Beast, to p. 104 (end of Country House scene). Study the description of the character that you will portray in the play (your role) on the first page (p. 91). Practice reading out loud your character's lines. Make a list of any new vocabulary words in your part and their meanings.
Answer questions sent to you on email.

In class: We'll read the play in parts, discuss the questions and talk about new vocabulary from the first half. We'll also discuss the scenes that will be presented with a summary and mime (actions without words).

Wednesday, April 2. Preparation: Read the second half of the play, to the end. Again, read your own part out loud and make a list of any new vocabulary words in your character's lines, with meanings. Hand in your Reading Lab assignment (summary of 2 chapters of your book or at least 10-15 pages and at least 4 vocabulary words.)

In class: We'll continue reading and discussing the play and work on vocabulary. We'll start writing summaries of some of the scenes that will be presented with or without mime.

Friday, April 4. Preparation: Finish the scene summary assigned to you and be ready to hand it in (typed and double-spaced). Practice reading your character's lines out loud, with feeling and expression.

In class: We may do some revision of the summaries in class. We'll continue reading the play in class.

Answers to Mini-quiz on climate change vocabulary

I. Article 1: 1. d 2. h 3. c 4. f 5. e 6. g 7. your definition* 8. b 9. a
* evaporation = process of passing off in a vapor, sometimes caused by heating a liquid

II. 1. shifts 2. ticks 3. vulnerable, predation 4. correlates 5. conifers 6. degrade 7. spawn
8. phytoplankton, counterclockwise

Update 2: ESL Reading: March 17-28

Monday, March 17. Preparation: Write the definitions of vocabulary words on the handout you received in class Friday. Finish answering the questions on pages 3-6. Read the second article in the series, “Lake Superior Basin feeling heat: Part 2.” Make a list of 5 new vocabulary words and definitions from this article, as you did for the first one.

In class: We’ll go over the rest of the questions on the first article. (We’ll do the conclusions from p. 7 together in class.) We’ll also talk about the second article and practice vocabulary.

Wednesday, March 19. Preparation: Finish reading the second article, “Lake Superior Basin feeling heat: Part 2.” and complete the vocabulary definitions in the lists on the handout. Write answers to the questions on the handout for discussion in class.

Lab assignment: Read 15-20 pages in your book (2 or 3 chapters) and do a summary and vocabulary list of 8 words as usual. (Copy context with word and give definition from context or dictionary.) Be prepared to talk about your book – in your own words with notes (not from your paper) and teach the class one or two vocabulary words. 5 minutes maximum.

In class: We’ll discuss the second article and vocabulary. If there is time some students will report on their books. (See above)

Extra Credit: Read the third article in the series, “Businesses feel the heat: Lake Superior warms up, part 3.” To receive credit: Make a list of 5 new vocabulary words and definitions from this article, as you did for the first one. Write a paragraph summary of the article to hand in for credit. Indicate what kinds of Keweenaw businesses have been affected by global warming.

Wednesday evening: (Optional) There is a Japanese film at MTU as part of Earth Week: Princess Mononoke. It is an animated film that focuses on the struggles between supernatural guardians of the forest and humans who are consuming its resources. The hero, Ashiitaka, struggles to help both the humans and the creatures of the forest find balance and harmony. The movie will be shown at 7 p.m. in the Minerals and Materials (M&M) Building in room U113. Unfortunately Suzanne and I cannot attend, but if you have your own transportation and wish to go to it, you may. You can tell us about it in class Friday for extra credit – or write an article for the blog. See the article about Earth Week on Keweenaw Now.

Thursday, March 20. Field trip to Michigan Tech for evening Earth Week presentation. Suzanne will drive us in the van. Time and place to meet will be announced in class. Probably about 6:30 p.m. The presentation is at 7 p.m. Katie Alvord, the author of the articles we have been reading, will be at the talk and will meet with you afterwards. Prepare at least two questions to ask her, based on your reading of her articles.

Friday, March 21. No class. Good Friday.

Monday, March 24. Preparation: Review vocabulary from the climate change readings. Finish any questions we didn’t finish in class Wednesday. Do the mini-quiz sent on email and correct it with the key posted above.

In class: We'll discuss the rest of the questions on the second article and review vocabulary. We’ll have a VOCABULARY QUIZ on just the vocabulary we learned from these articles.

Wednesday, March 26. Preparation: Lab reading summaries due. Read and summarize at least 2 chapters or 15-20 pages in your book. Be ready to give a short (5 minutes maximum) oral report on it in class and teach the class one or two new vocabulary words your learned from your reading. Text: Do Before your read, p. 39, scanning and reading, p. 38, and ex. A, p. 39.

In class: We'll have some lab reading reports and go over your answers to p. 39. We'll do ex. B and C together in class.

Friday, March 28. Preparation: Review vocabulary from movie unit 5, all 3 articles. Do the Wrap-up, p. 40, A and B. Bring your vocabulary notebook up to date. If you have time, begin reading Beauty and the Beast. Notice what your character is like. Try reading some of his/her lines out loud. We'll start discussing the play in this class on Monday, March 31. Bring it to class today and every day from now on. You'll also be working with it in Suzanne's writing class.

In class: We'll go over your answers to p. 40, review movie vocabulary, and have a Quiz on Unit 5.

Mini-quiz for Unit 4: Key

Here are the answers for the ESL Reading Quiz on Unit 4, Helping Others:

1. reluctant (adj.), pitched in (verb)
2. bystanders (noun), intervene (verb), look on (verb)
3. paralyzed (adj.), collapsed (verb)
4. take over (verb)
5. likely (adj.), distress (noun)
6. spotted (verb) courageous (adj.)

Correct your paper. Rewrite any sentence you had wrong. Bring your vocabulary notebook to class Wednesday for the review before the quiz.