Tag Archives: Gaijin

To be truthful, kindergarten lessons or any lesson with anyone under fourteen years old can be quite a drain. Polite boredom from semi-comatose high school students isn’t so bad, they at least have the decency to make some vague attempt at looking interested, even as they offer muffled answers from behind the arm they’re attempting to convert into a pillow. In fairness though, this is quite a rarity as the high school kids I teach are a generally enthusiastic bunch once they settle in. But, really young kids, they are exhausting.

It’s these kids that demand to be entertained, to never be bored, to never sit still and to on occasion, use you as a portable climbing frame.

One six year old student of mine has a tendency, when my back is turned, to hop on the table and from there make a Tarzanesque leap onto my back while yelling in tribal fashion, “Monkey Desu/I’m a monkey!” Other times he simple latches onto one of my legs until I detach him along with the slippers I’m wearing, at which point he scurries under the table and the slippers fly out in my general direction. All the while giggling as if he were Gollum reunited with his precious.

Actually, that’s a pretty good way to characterize my kids in Japan, and most kids worldwide for that matter, as adorable little Gollums. Sweet one moment, angry and violent the next, all the while leaping and bounding around claiming anything not nailed down. Though that’s just the ones with an overabundance of energy. So nearly all of them.

Which would be fine, except it’s not always natural energy. A friend of mine, a fellow English teacher told me once how some of her elementary kids mentioned to her that they love coffee. As if they didn’t have enough energy to begin with. My god, I still remember the giddy demented joy of flat coke at junior school discos, the sugar rush and heady high followed by the inevitable sugar crash. I can’t imagine the chaos I may have caused had I discovered a love of coffee in my pre-teens. No climbing frame would have been safe, no garden fence left unscaled and no green house with windows left intact.

But while they may be exhausting, teaching kids is a real joy that I wouldn’t want to do without. The creativity and general madness they throw at every situation keeps me endlessly laughing. A few months ago I asked a student what animal he was drawing and he calmly declared, ‘dikangasaur.’ A dinosaur-kangaroo hybrid; the boy is clearly destined for greatness.

I remember when I first started teaching a class of eight year olds. The two girls in the class squealed at the sight of me and refused to sit within two seats of me. Two weeks later, my head bowed a little during a card game I caught one of them trying to steal a hair off the top of my head. A few weeks after, amazed by the hairiness of my forearms two of the kids simply started stroking those very arms while going, ‘ehhhhhhh!’ This week while playing a board game, one of them, with a puppet of a duck on one hand and a puppet lion on the other, decided that both creatures had a taste for human flesh and so attempted to devour my forearm when it wasn’t their turn to throw the dice.

Every now and then I teach a really big couple of kindergarten classes at a pre-school ten minutes away from my little classroom. Each time I do I feel like a Beatle, not Paul or John, but perhaps a Ringo, the kids do love Thomas the Tank Engine after all. I arrive at the school to tiny cries of, “Eigo no sensei/ English teacher!’ Then as I climb the stairs up to my first class I’m mobbed by tiny hands grabbing at my arms and legs looking for high fives or to steal a peek at today’s new flash cards. When we play hopscotch with the flash cards on the floor, each kid finishes their final leap with a double high five with me or with their kindergarten teacher. Initially this was one high five, then two, and now it seems to be as many as they feel they can get away with. Each kid frantically trying to get his or her fair share of high fives.

Occasionally there is a down side to this. Japanese kids are messy. I don’t mean dirty, food stained or whatever, that’s normal. They’re messy in the sense that it is seemingly rude to blow your nose in Japan. So inevitably there is always one child, with vacuum cleaner might, snorting some long dangling bit of snot back up their nose. Indeed so common is this in Japan that there is a single word to describe such children, ‘hanatarekozo’, translated as, ‘snot nosed kid.’ Which according to my dictionary is a word spelt with the Kanji (Chinese characters) for nasal discharge/tear, droop/suspend, little and Buddhist Priest/monk. It’s times like this where I understand the appeal of Kanji. This snotty issue wouldn’t be a problem, were it not for the school once asking me to shake hands in the western fashion with every child. Some offered the wrong hand, some didn’t offer a hand, and a couple gave an almighty sniffling snorting, whipped their hand under their nose and slapped it into mine with a big grin on their faces. Quite the greeting.

Now, sometimes what you teach these kids they have little interest in. The weather, clothes, numbers. They simply aren’t that excited by it beyond the giddiness of shouting out new English. But new animals, these they love, and if  you follow it with an impression, well then the lesson will be a breeze. Oddly enough, a class of five year olds making a real attempt to sound like a monkey, as opposed to just acting like one, is fantastically easy to control and keep amused.

Sometimes we play, ‘What’s the time Mr. Wolf?’ But with an ever changing roll of Mr. Animals. Now, knowing the intricacies of English grammar is all well and good, but trust me when I say the ability to impersonate a hungry child-eating Mr. Monkey is far more important.