Alumni Faculty Research Exchange Meeting Held

Graduates and faculty members share their experiences and challenges in the educational field.

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On Saturday, July 18, the 13th J. F. Oberlin University Alumni Faculty Research Exchange Meeting was held at our university's Sagamihara Campus. This exchange meeting is an initiative that our university Teacher Education and Professional Licensure Center has been implementing since the 2014 academic year, aiming to share the challenges and practices faced by alumni faculty in the educational field and to learn from one another. Additionally, current students aspiring to become teachers also participate, deepening their understanding of the teaching profession through interaction with current faculty members and providing opportunities to connect to future learning.

This year, as with last year, the event was held in a hybrid format combining in-person and online sessions, with a total of 45 participants: 32 graduates and 13 current students. Participants came from diverse backgrounds, including full-time teachers, temporary teachers, part-time teachers, former teachers, and graduates interested in teaching, and a lively exchange of opinions took place.

On the day, four alumni teachers—College of Arts and Sciences Saito (Class of 2010, Social Studies), Yuka Hatono (School of Integrated Culture, Class of 2009, Music), Yuzuru Sekine (College of Arts and Sciences, Class of 2020, Japanese), and Shota Akino (Faculty of Letters, Class of 2008, Health and Physical Education)—each presented on their educational practices.

In Ms. Saito's presentation, she returned to the fundamental question of "why she became a teacher" and introduced the importance of building trust with students. Ms. Hatono, taking into account the reality of today's students who have smartphones readily available, introduced stamp rally-style lessons and music arrangement activities utilizing ICT. She reported on practices that foster students' self-esteem and willingness to take on challenges by accumulating successful experiences of "I did it."

In Ms. Sekine's presentation, she introduced "teachers should lead by example" as a fundamental principle of classroom management. She spoke of her desire to create an environment where students can feel safe to try new things and where each student feels a sense of purpose in the class, by having teachers take the lead themselves and not hide their failures or weaknesses. In Ms. Akino's presentation, based on the "completion of personality" enshrined in the Basic Education Law, she introduced the importance of fostering a sense of ethics, collaboration, and problem-solving skills through sports. She also spoke about the importance of teachers supporting children as "one team."

Following the presentations, participants engaged in lively discussions, sharing their concerns and strategies regarding their daily teaching practices. For alumni teachers, it was an opportunity to gain new insights and learn, while for current students, it was a valuable time to see alumni active in the field, deepening their understanding of and motivation for the teaching profession.

Our university will continue to foster human resources who will support the field of education by providing opportunities for alumni faculty members and current students to interact and learn together.

Comments from participants (graduates)

I learned about the various practices and innovative approaches to teaching and classroom management used by teachers, and I felt inspired to incorporate them into my own teaching practices.
This helped alleviate some of my daily concerns about teaching, and I feel like I can put what I learned into practice starting tomorrow.
I was able to learn about different classroom management, lesson planning, and ways of interacting with students compared to special needs schools, and I would like to use this knowledge in my future practice.
I was struggling to support students with low self-esteem at my correspondence high school, so the practices of "creating ways to build a sense of accomplishment" and "intentionally building relationships" were very helpful.
Participating as a presenter gave me the opportunity to reflect once again on the origins of my desire to become a teacher.
I hope that the network for teachers to exchange information on a daily basis will expand beyond just social gatherings.

Comments from participants (current students)

I found it very helpful to learn about classroom management methods and teaching techniques from experienced teachers.
It was a valuable opportunity to hear directly from teachers who are active in the field, and I was able to learn a lot, including how to interact with students as a homeroom teacher.
Learning about the practices and educational aspirations of graduate teachers gave me an opportunity to reconsider the kind of teacher I aspire to be.
I was able to learn about the things that teachers keep in mind and practice on a daily basis, and it gave me new inspiration.
I was impressed by the realistic portrayal of students' situations in schools, the challenges teachers face, and the ingenuity they employ to overcome them.

Messages from senior students to current students

Don't be bound by preconceived notions; strive to become a teacher who is uniquely you.
Being a teacher is a very demanding job, but it also offers immense rewards and a sense of fulfillment.
Even after becoming a teacher, you will encounter obstacles, but when that happens, stopping and reflecting will surely lead to new insights.
Seeing students' smiles and growth is my greatest motivation. I hope you will experience the appeal of being a teacher.
Teaching is not a job you do alone. I look forward to the day we can work together as colleagues who support Japanese education.
Being a teacher is a demanding job that requires paying attention to many things, but it is also a very rewarding job because you get to witness your students' growth.

Inquiry

J. F. Oberlin University and Affiliated Schools General Planning Department, Public Relations Section

e-Mail: webadmin@obirin.ac.jp

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