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In November, my National Teacher of the Year travels took me to Japan. This trip allowed me to travel outside of the United States for the first time in my life, and provided me with a truly once in a lifetime learning experience.

I journeyed through the streets of Tokyo and witnessed, firsthand, the marvels of human engineering that allow so many people to live, work, and play in such a small area. My sightseeing excursions included visiting one of the great natural wonders of the world, Mt. Fuji, and the peaceful garden shrines and temples that are a staple of Japanese scenery. I took in the view from the top of the Tokyo Tower and visited the Imperial Palace.

On the education front, I journeyed to kindergartens, where I romped and played soccer with 3-, 4- and 5-year-old children. I viewed with admiration the work of gifted, compassionate teachers at the Japanese National School of Special Education, and engaged in a dialogue with students at the Kyoto University of Education. I met the Japanese Minister of Education and participated in a cultural exchange with kindergarten teachers at the headquarters of the Japanese Teachers' Union. During these "excursions," I met fellow educators who reinforced my belief in a worldwide teaching fraternity that knows no boundaries of distance or communication.

As I conversed and exchanged ideas with my Japanese colleagues, I was struck by the great similarities in concerns about the status of education in our two nations. Kindergarten teachers expressed frustration over the pressure to emphasize academic achievement and a misunderstanding of developmentally appropriate instruction. Educators, at all levels, expressed concern over the decline of parental support and involvement in their children's schooling. Journalists were most interested in seeking my reaction to the Japanese concern that schools were becoming plagued by disruptive students who interfered with the educational process, and a noticeable increase in aggressive behaviors. A professor discussed with me a new approach to elementary science instruction that deals with helping students to learn to "live in the day and appreciate their surroundings, because so many of our children are growing up obsessed with competing and succeeding."

A common sentiment expressed by Japanese educators was the desire to emulate our country's ability to turn out students who can live productive and happy lives, as individuals, and to capture our emphasis on supporting creative thinking and problem solving.

I guess Dorothy was right when she observed upon her return to Kansas that sometimes what we are looking for is right in our own backyards.

Good luck and good teaching!

Sincerely,

Andy B.

Click here to see photos of Andy's trip to Japan.

Check back often to see journal entries from the coming months.

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