This article explains about the development of teaching punctuality in the Primary School. Punctuality is the actions performed at a single point in time. Before the Meiji Era, the punctuality habit only spread among the elites. However during the Meiji Era, the punctuality started being introduced to the society. The Meiji government adopted the Western time system, such as minute and seconds. The elder people had difficulties in changing their habits to learn to be punctual. However, children could absorb novelty quickly. Therefore, the government decided to teach about the punctuality as early as it’s possible.
During the Meiji era, many changes happened. It was not only about the punctuality but also the education system. During the Edo period, there were no specific regulations regarding what time to start. Children also studied together at the same room no matter how old they were. Between 1871 and 1873 some Japanese along with the Education Minister went to the America and Europe to observe their education systems. They also invited an American educator to teach. As a result, the education system had been dramatically changed. The discipline had played an important role since then. Children now had to come to the school 10 minutes before the start. They also didn’t allow entering the classroom during their free time. The classroom was a place for giving lectures. There was a waiting room for them to wait. The teachers would give the signals to announce that children could enter or leave the classroom. There was a janitor to announce the time at school. The time was announced by the drums, the thwacking board, the bells, and the hand bells. The punishments were implemented as well during this period to inculcate the time discipline among children, such as standing at attention and after school detention. The Education Minister also fixed the curriculum timetable for primary schools, such as time for the physical exercise between the subjects, a short break, etc.
The understanding about the preciousness of time had been increasing since then. The children learnt how much important the time was and the importance of punctuality. To make children understood better about the punctuality, the teachers emphasized on personal stories. They told stories based on concrete models, rather than giving lectures and telling the principles. There was an organization called the Seikatsu Kaizen Domekai which had an aim to promote about the time punctuality. It designated 10 June as the Time day where they corrected the watches of passersby and rung bells and gongs at twelve.
The Meiji era (1868-1912) in Japan was an era of significant social, political and economic change. After the fall of the previously reigning Tokugawa shogunate (Bakufu), the new Meiji rulers sought to advance Japanese social structures and become more modernised in order to compete and been seen as equals with the Western powers. In response to Westernisation, the Meiji regime brought about several significant social changes in the society of Japan. These included the abolishment of the feudal classes, the introduction of compulsory education, and movement away from previously defined ideals and roles, such as the position of women in the home and in the workplace.
The Meiji Era in Japan is known as a time of rapid industrialization and Westernization where many institutions of society were realigned in one form or another to be consistent with their Western counterparts. Ironically, at the same time, it was a period of growing nationalistic feelings that began to develop in Japanese society. However, besides being a reactionary or nostalgic feeling experienced by the population, this nationalist ideology was also actively promoted by the Meiji leadership. Central to this ideology was the emperor who was effectively and successfully used as a tool for legitimizing the Meiji government.
I have chosen to research the classroom behavior and management theories of Judicious Discipline and Love and Logic: Taking Control of the Classroom,. I will attempt to summarize, in some detail, the authors’ findings and compare and contrast their main points. I will discuss how these two models influence and agree with, or contradict my own behavior management beliefs. Furthermore, I address how these strategies can be used in the classroom and offer my suggestions on the usefulness or uselessness of these theories regarding my own personal philosophy of classroom and behavior management.
There were many types of furniture appropriate for kids aged 3-4 years old, such as tables, chairs, and bookshelves with books and toys. The design of the classroom was excellent. The materials like whiteboard, pictures on the walls, posters with images of animals and others, were used to stimulate kids to learn new things. I looked for posted daily schedule and lesson plans and found that they were well developed to address the needs of the child, as well as the teacher' s needs not forgetting the parents. I found clear and comprehensive information about separation of activities, time limits and assigned tasks. In general, daily schedule was realistic. Children had enough time to play games, have nap time, have lunch, and other activities. I observed several types of teaching strategies, including promotion of early literacy, language learning activities, reading books aloud, letter recognition strategies and print awareness strategy. The teacher worked with small groups and with large group to perform the assigned tasks. She also used one-on-one strategy when she asked
During my High School years, I lived in a boarding school which helped shape students to act responsibly when we were out on excursions, debates and sports activities with other schools. I was never the early bird, when I got enrolled into the boarding house. A matron was assigned to each dorm to get the students ready by six in the morning, everyday for school. She did blow a whistle every morning exactly by six a.m, which meant "get up". She did give us twenty minutes to take a shower, ten minutes to lay the bed, another ten minutes to get dressed, and then twenty minutes to get breakfast and join the morning assembly of what I dreaded. It was a structure that did help shape me for the future. In Junior high, I grumbled when getting out of bed each day, I also exceeded the time frame given and faced the consequences at the end of the day. It was hard to keep up. One day, I formed a group of students to join me in protesting against the hectic time frame
The students who took Art and Science attend the morning classes and the students who took Geography and History attend in the afternoon. Each level grade had about seven classrooms. The morning and the afternoon classrooms contained about ninety students in each class. I think the classrooms were bigger than the classrooms here in America, but unlike here, we had to share one long desk with three students. In the US each student has their own individual desks. We had about twenty- eight desks in the classroom. Usually the girls sat with the girls and boys sat with the boys. It was not restricted where we had to sit, but it was better to pick the seat the first week of school. Once we made friends to share a chair, basically we signed up to sit together for the rest of the school year. In that first week, our homeroom teacher nominated two students to be our classroom leaders. Throughout the day the leaders made sure we behaved right or they would report us to the teacher. The leaders had multiple responsibilities. For example, they made sure the classrooms were cleaned before we left the room. Each day they select five students to tidy up the class. Actually, we had fun cleaning up the classroom. It was nothing like Fremont High School. I have never seen rats or bugs in our classrooms. They were very clean and
My research paper will be covering the Edo period of Japan. I will start by explaining Japan’s society during this time period. Japan’s society during this time was ruled by strict customs which were intended to promote stability. The society was based of on Confucian ideas. Society was split into different social groups, at the top was the emperor, then came the count nobles, shogun, daimyo, samurai, peasants, craftsmen, and finally merchants. Peasants and craftsmen produced most goods in society. During this time social mobility was very limited leading to conflicts between classes which became a major challenge. Samurai were placed at the top of non-royal society because they set high moral values for others to follow. Peasants
Practical experience began at the start of a new term, with a few modifications to the previous classroom routine. Students are now attending swimming in the afternoons, a new teacher aide is present and a QUT student teacher is returning to the classroom. With these new modifications to the routine, setting expectations and the focus at the beginning of the lesson is key. This is reinforced with discussion with my supervising teacher.
This study is based on theories, concepts and studies make it worth to study the field of primary education. First, the Kounin Mode theory of Jacob Kounin. He is known for two studies regarding classroom management in the 1970’s. These studies emphasized how teachers could manage students, lessons and classrooms to reduce the incidence of bad behaviour. Kounin identified specific teaching techniques that help, and hinder, classroom discipline. Bestowing to Kounin, the technique used, not the teacher’s personality, is the most crucial aspect in classroom management of student behaviour. His book, Discipline and Group Management in Classrooms, focuses on preventive discipline. He says that, good classroom management depends on effective lesson
The Meiji Restoration Period was a political revolution that industrialized and modernized Japan, and is the main event that set Japan’s path to becoming one of the world’s most powerful nations. The Meiji Era was a political period that lasted 44 years under Emperor Mutsuhito, who was not a predecessor to the rulers during Japan’s Edo Period, which occurred 1602-1868. Southern Daimyo lords at the time wanted the Emperor to be more than just a symbol of power and attempted to overthrow the Tokugawa Shogunate , who were the strict rulers before the Meiji Period. A revolution occurred, but with no bloodshed since the Tokugawa Shoguns surrendered their power. They feared for the nation’s future and believed that it was worth more than keeping
As a student, I am frequently distracted by the schedule of the school day, even though the way that I am, I develop habits easily. Yes, they support conformity, which will at last help the adjust the school and societal standards, they likewise have a tendency to come in the way of every student’s own particular one of a kind attributes.
Researchers believe that the early start times to the school day may negatively affect the internal clocks of students. Studies have shown that most students are not fully awake at such an early hour of the morning. What these people do not realize is that a later start time will push bedtimes to an even later hour. I believe the proposition of a later start time will only further complicate the already chaotic school system.
There’s a problem with the early times. That there’s no productivity from the students in the mornings. Our brains don’t awake until 10 am. Leaving us all half asleep and not focused as we would going to school later in the mornings.
It is therefore, vital for the students to realize the actual root causes of poor time management and arrest the same in good time. Some of the stated causes include: lack of prioritizing tasks, lack of setting personal goals, failing to manage distractions, procrastination, multitasking and last but not least in effective scheduling of tasks.
I hate my 8:00 AM class because of the terrible traffic and lack of good marking spaces. It is impossible to be on time when literally everyone goes to work or school at the exact same hour and using the same highway.