Dominic Teacher Exchange to Shizuoka Salesio School - Week 3 & 4
My third week at Shizuoka Salesio saw me moving beyond individual observations of classes and instead trying to understand the systems and culture that underpin learning at the school. The more time I spend in classrooms, playgrounds and staff meetings, the more I realise that many of the school's strengths come from the deliberate routines and structures that support students every day.
One area that again stood out was the emphasis on independence. Students are trusted to organise themselves, manage their belongings and take responsibility for their learning from a young age – something supported from home. It took some getting used to watching children as young as 5 or 6 catching the train fully independently!
I have also been struck with the strong expectation that students contribute positively to the community around them, whether preparing for an excursion, transitioning between lessons or participating in class discussions. One morning in assembly, this was highlighted with a huge arrangement of flowers having been sent to the school due to the actions of one (unnamed) student who helped an elderly member of the public outside of school in their uniform.
Most excitingly, this week I also had the opportunity to go on three separate excursions: a water purification centre, a local waste management facility and finally a tinned tuna factory (Hagoromo Foods). Over the course of these and the inquiries underpinning students’ attendance, I have been able to learn more about how sustainability is taught at Shizuoka Salesio. As someone with heightened interest in this subject area, it has been wonderful to see how environmental responsibility is woven throughout the curriculum, helping students understand how their daily choices impact both their local community and the wider world.
In Week Four, I had the opportunity to step into the role of teacher, planning and delivering lessons to students across several year levels.
I shared presentations about Tasmania, introducing students to our native animals, products, environment and unique challenges such as bushfires. It was fascinating to see the students compare life in Japan and Australia, asking thoughtful questions and making connections between the two countries. Teaching through a language barrier was certainly challenging, but it was an opportunity that I will never forget!
Outside of the classroom, I continued to try to explore as much of Japan as possible in my time here. Particularly poignant was a visit to Hiroshima and Miyajima, which offered powerful reflections on history, resilience and peace.
Back at school, as well as teaching, I continued to also observe lessons (I have now been involved in classes ranging from Kindergarten all the way to Year 11!), while continuing to learn more about Japanese approaches to teaching and learning. These experiences continue to challenge my assumptions and provide ideas that help to promote my own personal and professional growth.
Michael Voss - Acting Lead Teacher: Year 3/Year 4
