Smashing Discriminatory Structures! The "Reversal Phenomenon" That Creates a Group Where Everyone Respects Each Other
Hey, are you serious...!!
What is going to happen to the world, Vegapunk...?
I'm Ryoyan, the eternal 27-year-old,
whose head is filled all day long
with this week's developments in One Piece!!
Welcome to the Co-Education Library✨
Like a library packed with various "wisdom" and "information" on education, people, and life, I aim to create a place where you can relax, gain "insights" into life, and satisfy your intellectual curiosity😌
Please, make yourself at home.
I am Ryoyan from the Co-Education Library, a former teacher.
A team where each individual shines
and everyone respects one another.
It sounds beautiful in words.
However, actually achieving that
is not that simple in reality.
If I were to ask if everyone in your workplace
truly respects each other,
I suspect there are few who would answer "yes"
without hesitation.
Workplaces where there are complaints and dissatisfaction
about colleagues and superiors surely exist.
Now, let's talk about the school environment.
Classrooms where children gather
develop biases even more blatantly than adults.
School casteAs the term suggests,
children blatantly gather around
peers who are popular or capable.
As they grow older, such a composition
becomes a pyramid structure,
and in the worst cases, it can develop into bullying.
To create a group where everyone respects each other,
we mustsmash that discriminatory structure.
That is something only a teacher can do.
And the means to make that possible is
the "Reversal Phenomenon"
is.
In this article, I will write about
what we should do to make a group that respects each other in the true sense of the word.
I hope this will be of some help to you.
I hope this will be of some help to you,
even if just a little.
What is the reversal phenomenon?
To be able to respect each other in the true sense.
To achieve that,
it is necessary for everyone to have strengths,
for everyone to have the power to play an active role,
and for everyone to be
genuinely convinced that they can help each other.
Words alone are not enough.
Just saying that you respect each other
does not mean you have truly acknowledged the other person.
Everyone truly has potential.
Unless you prove that,
true conviction will not be born.
What makes that possible is the reversal phenomenon.
In other words,
an honor student makes a mistake, and someone they thought was less capable than themselves ends up performing better than them
.
Creating such situations.
That is the reversal phenomenon.
If such phenomena occur over and over again,
the honor student's confidence will crumble.
And, seeing a friend they used to support
grow rapidly,
anxiety will arise.
Then, they become humble and truly begin to change as a person
.
In fact, in the author's class,
a child with developmental unevenness who had been scolded by teachers until now,
starts to play an active role in no time
.
Those children regain their confidence and
start to lead the class.
Children who have previously led the class
will give it their all to keep up with them.
When that atmosphere emerges,
the growth rate of the entire class accelerates,
and they come to truly acknowledge one anotheras equals.
Now, I will explain
how to trigger this
reversal phenomenon.
The core fundamental policy
Sit quietly and listen to the teacher.
Predict the answer the teacher is looking for,
and if you provide it, you will be praised.
If you say unnecessary things or
cannot sit still, you will be scolded.
In such a class,
triggering a reversal phenomenon isdifficult.
In the author's classes,
in many casesthere is no answer.
(Math is an exception)
Because they are constantly confronted with questions that have no answers,
even honor students who study ahead at cram school cannot answer.
That is precisely why,
no matter how clumsy it may be,
anyone who expresses their own opinion
gets to be in the spotlight.
Being able to dive into suchuncharted territory is one of the strengths
of neurodivergent traits.
And because the range of expression is free,
opinions that show creativity,
and opinions where they think through the reasoning themselves,
are praised more and more.
Then, even if they are scared,
it becomes an atmosphere where
'taking that first step is what is precious'.
Once they get used to that,
it becomes a group where almost everyone takes on challenges.
'Taking action'
is recognized above all else.
By doing that,
we create an atmosphere where diversity is accepted.
On top of that, in the true sense,
we will prove that every child has potential.
The main axis for this is the lesson.
Lessons that trigger a reversal phenomenon
Even if you just line up pretty words on the surface,
the veneer will eventually peel off.
What truly acknowledges everyone is, after all, the lesson.
I will introduce two lessons.
----------------------------------------------
[Utotetoko]
First, present the title and the author's name.
Have them read it.
While saying things like, "I wonder what this is about?"
present the first line.
What do you think "Uto-uto-uto-uto" refers to?
Let's look at the answer.
This refers to a bird called a cormorant (u).
Since there are four cormorants, it's "Uto-uto-uto-uto."
"Uto-uto-uto-uto"
What do you think comes in the next line?
Here, let them speak freely.
If it's an opinion that shows enthusiastic participation in the lesson,
find interest in whatever they say.
We will accept diverse opinions.
Shuntaro Tanikawa thought of it this way.
You will likely see various reactions
such as "I knew it!"
"Tetotetotetote"
What do you think comes in the next line?
Have children who want to share their opinions provide various answers.
The teacher does not provide the answers.
You might hear voices saying things like, 'I got it right!'
The first two lines follow a pattern.
The latter two lines are where you use your imagination.
'Te-to-te-to-te-to-te-to'
What do you think goes in the next line?
Even adults would find it hard to come up with something.
Here, praise the children who take the lead and give it a try.
On top of that,
'Good approach! 60 points!'
'Interesting! 70 points!'
Giving scores like this makes it exciting.
There is absolutely no ranking involved.
Shuntaro Tanikawa thought of it this way.
'Huh!?'
'I see!'
And other various reactions.
Ask them here.
Do you think this poem ends here?
The children say 'No' in unison.
This is because the title is 'Utetokoko'.
Have them answer this in the same way.
The correct answer is...
Now, the main question for this lesson is as follows.
What do you think goes in the square?
Once you have written it down, bring it to the teacher.
If it were today, you could have them type it into a tablet,
and aggregate the results.
・A baby walking
・A kettle boiling
・A horse walking
And various other things will come up.
That is when you ask.
Among your opinions, there are only two that are at the AA level.
Which ones are they?
It changes depending on the situation at the time, but,
regardless of academic ability,
for some reason, unexpected children will write down
the highest level, AA.
Out of these three, which one is AA?
・A baby walks
・A kettle boils
・A horse walks
That would be “a kettle boils”.
Have the children think about the reason for that,
have them read the poem aloud once more,
and make them realize that the 'number of sounds' is important.
That alone is only 50 points.
After that, make them realize
that the second and fourth lines have a subject-predicate relationship
. make them realize that.
Then, give the instruction again.
Let's think once more about what goes in the square.
Then,
・Keeping the rhythm
・Walking
・Running away
and other things will come up.
Even more interesting things will likely come up.
Once you've done that much,
introduce Shuntaro Tanikawa's thoughts.
Finally, we will look at Shuntaro Tanikawa's thoughts
and finish.
“Ah!”
“Eh!?”
“Oh!!”
Amidst various voices being raised, wrap up the lesson.
It becomes a lesson where you can't predict at all who will shine.
【Lesson on Idioms】
Since it will be long, I will only introduce the final part.
The first half is learning 'What is an idiom?'
Can you guess what we did from some of the slides?
Once you know the combinations and types of idioms,
we now enter the parts of the reversal phenomenon.
"Creative idioms." Lol
Let's try thinking of an idiom that represents the next picture.
"The teacher thought of it this way."
Saying that,
since the first one is an example,
present the word created by the teacher.
Next, have them take on the challenge.
Let's try thinking of an idiom that represents the next picture.
Let them present freely and openly.
"The teacher thought of it this way."
Present one idea as well.
In the same way, have them think about 'handsome' too. Lol
The teacher's idea.
Like this,
"You may create your own idioms"
After inputting that,
idiom compositionchallenge them to.
You write a composition using only idioms.
Show the teacher's example.
XX is the author's name. Lol
In other words...
A muscular, handsome teacher,
got too carried away and confessed to a girl,
was rejected,
his muscles became scrawny,
and his handsomeness was shattered.
He reflected on having been arrogant,
and the content is that he worked properly.
(What is this, lol)
Plus this,
show a few more examples
and have them challenge themselves to creative composition.
ーーーーーーーーーーーーーーーーーーーーーー
Like the above,
tasks that offer a wide range of creative possibilities and may at first glance make one hesitate to share their opinion
are exactly where children with developmental differences thrive.
By consistently implementing such lessons every day, the pyramid structure disappears, and the group becomes one where diversity is accepted.
Summary
The ultimate ideal is for
everyone to be a leader in something.
Person A for drawing pictures.
Person B for thinking up plans.
Person C for the thoroughness of their cleaning.
Person D for writing essays.
Person E for horizontal bar exercises...
Something like that.
In the author's class,
children with borderline intellectual functioningbecame
top three in Hyakunin Isshuor mastered
aerial rotation techniques on the horizontal bar, drawing cheers of 'Wow!' from the others.
However, to achieve this, teachers need to be aware of a wide variety of activities and grasp the tricks of instruction.
And, intentionally,
you need to shine a spotlight on each individual.
To be able to do such things, teachers need to study.
However, current teachers are truly busy, so I want them to rest on their days off as well.
I hope that the quality of public training improves and that such wisdom and techniques spread.
If you found the content of this article even a little bit 'good' or 'helpful,' I would be happy if you could 'like' or 'follow'!
I would also appreciate it if you could leave a 'comment'! I want this to be a library where those who read the comments can deepen their knowledge about education.
As always, thank you so much for reading until the very end!
Tomorrow's article is,
📓I thoroughly explored the topic of resilience
.
Resilience, also known as the power of adversity.
An essential skill in today's high-stress society.
This time, I have thoroughly explored it.
Please look forward to it🎵
May today and tomorrow be great days for all of you😊
May 1stMy e-book was published on Kindle!
(It is also available to read on Kindle Unlimited)
The theme of the first volume is "Self-Affirmation".
Please be sure to check it out!
📘This week's LIBRARY lineup📗
(2024.5.13–5.19)
📒→Articles everyone can read to the end
📓→Articles members can read partially
【Monday】
📒《Japanese Language Instruction/Support》 Complete Strategy Map
【Tuesday】
📓《Work ⑤》 This week's book from library
📒Smash the discriminatory structure! The "reversal phenomenon" that creates a group that respects each other
【Wednesday】
📓I thoroughly explored the topic of resilience
【Thursday】
📒Thoughts on the "ADHD = Hunter Theory"
【Friday】
📓"Dreaming Elementary School" Kinokuni Children's Village Education × "Authentic Work"
【Saturday】
📓《Note Theory》 What you should do if you lack confidence in monetization
📒Dedicated to everyone who says "I don't understand how children feel"...
【Sunday】
📒Introduction to co-managed magazine articles