Sept. 8 was a special day for Heather Russell’s grade 3 morning language arts students, who became the first at Harker to use virtual reality (VR) technology as a teaching tool in the classroom. Students wore headsets equipped with smartphones that displayed special YouTube videos, giving them a full 360-degree view of the area shown in the videos.
The students used the technology to take a virtual trip to Tokyo’s Shibuya Station, one of Japan’s busiest rail stations. Russell instructed them to be on the lookout for the statue of Hachiko, an Akita dog famous in Japan for waiting at Shibuya Station every day for nearly a decade for his deceased owner to return. Hachiko’s perseverance made him a national symbol of loyalty.
Russell’s students, who had been reading a story about Hachiko, watched two videos with the use of the headsets and wrote out their reactions to each video, describing how they might feel if they had to travel that way to school each day and how they might feel if they were Hachiko himself.
Over the summer, senior Liana Wang and sophomore Mohan Awasthi visited Okayama, Japan (a sister city of San Jose) as Silicon Valley Youth Ambassadors. They and other ambassadors headed to Gakugeikan High School and Kyokuto Junior High to meet with teachers and students and teach English. Wang, a prolific dancer and the designated leader of the ambassadors, gave a special dance performance to the students, while Awasthi gave a speech about what schools are like in the United States. “Overall, the public schools themselves are extremely well run and maintained, and there are many extra-curricular activities for any type of student,” he said.
On a visit to Okayama’s city hall, the group met with the Okayama mayor Maso Omori and received a tour of the building. As the leader of the ambassadors, Wang gave a speech to the mayor on behalf of the City of San Jose. “Also, similar to the school speech, we spoke to the mayor about how we came to keep a good relationship between San Jose and Okayama,” Awasthi noted. “Overall, it was an extremely fun and rare experience.”
During a homestay with the family of a local high school student, Awasthi got a firsthand look into the everyday lives of Okayama citizens. “I got to try more authentic Japanese food, play sports, visit their school, and see many landmarks in Okayama: Kojima Jean street, the Stone Windmills, Okayama Castle, and the Makido stone cave,” he said. Forging bonds with his host family, he added, was one of the most memorable parts of his trip. Wang also visited Okayama Castle with her homestay, as well as the Bikan Chiku area in Okayama’s historic Kurashiki district.
Other highlights of the trip included visiting various famous locales around Tokyo, and taking a trip to Onagawa, a city that experienced massive destruction during the 2011 Tohoku earthquake and tsunami, where they planted trees, and Wang gave a message of support to the disaster victims.
The annual middle school trip to Japan in mid-May took 23 grade 6 students across the Pacific to meet with their buddies at Tamagawa Academy, and see many of the country’s cultural and geographic landmarks. After arriving in Tokyo on May 11, the students spent a couple of days exploring the city. They visited the Edo-Tokyo Museum, the Sumo Museum and the Anime Museum, where they learned about the process of making an animated film.
Tamagawa Academy gave Harker a warm welcome on May 13, despite less-than-savory weather conditions. “Despite the heavy rain, we were greeted with excitement, big smiles, and hugs from Tamagawa buddies, parents and teachers,” reported Alana Butler, middle school dean of students, who served as a chaperone on the trip. Both Tamagawa and Harker students gave speeches, and Tamagawa’s middle school headmaster welcomed the Harker representatives and offered his appreciation for the 21-year relationship between the two schools. Following the ceremony, Harker students left with their homestays for the remainder of the weekend.
The Harker students spent much of their first full day at Tamagawa attending classes with their buddies, including English, math, science and foreign languages. During a stop at Tamgawa’s agricultural department, “We learned that the university is producing lettuce, selected herbs and fruit using specific LED lights and light combinations,” said Butler. “It was an amazing sight to see!”
The next day started with a brief welcome meeting with Tamagawa head of school Yoshiaki Obara, after which the group headed to the school’s planetarium. “As Keiko of the planetarium program explained, it is rare that a planetarium is attached to a school,” Butler wrote. “Therefore, having one at Tamagawa is truly special.” Later that day, the students attended a special assembly that included performances of karate, ballet, fencing and comedy. Harker students Ashley Ruan, Arissa Huda and Aria Jain performed as well.
The final day of Harker’s visit to Tamagawa began with students participating in the Tamagawa lower school’s morning assembly and daily exercise routine. “As Harker guests, we joined in and brought smiles to many faces,” wrote Butler. They later attended English and music classes at the lower school. “Since the students are very young and at the beginning stages of learning English, lessons involved students walking around and introducing themselves to their new Harker friends,” Butler said.
The students spent the rest of the day with their Tamagawa buddies, attending classes and enjoying lunch before emotional farewells were exchanged. “Hugs, smiles and tears were all present as our Harker students said goodbye to their Tamagawa buddies,” Butler wrote. “Feeling like most parents saying goodbye to their children, the Tamagawa moms and dads were just as sad to see their Harker guest children leave.”
Upon arriving in Kyoto the next day, the group set out to explore the former Japanese capital with their tour guide, Akira. “As we drove around, Akira pointed out foliage, statues and other things that were specific to the area,” wrote Butler. The students and chaperones had a great time watching a kimono fashion show at the Nishijin Textile Center and seeing the Fushimi Shinto shrine. Once the large crowds had subsided, they also walked through Kiyomizu Temple.
On May 19, the group spent their final full day in Japan in Hiroshima, where they toured the Hiroshima Peace Memorial Museum. Local guides Mito and Michiko provided historical facts and personal stories regarding the atomic bomb that was dropped on Hiroshima in August 1945. The students presented 1,000 paper cranes that they had folded, which were left at the Children’s Peace Monument in memory of the wish of Sadako Sasaki, who fell ill following the nuclear attack on Hiroshima and folded origami cranes in the hopes that she would be granted a wish upon folding 1,000 of them, in accordance with an ancient legend.
Their final cultural stop on the trip was at Miyajima Island, where they walked with deer and viewed the Itsukushima Shrine, built more than 1,400 years ago.
During the third week of January, 22 students from the Shanghai World Foreign Language Academy visited Harker as part of an annual exchange program with the school, which has existed for more than 20 years.
The students arrived on the morning of Saturday, Jan. 14, and met up with their homestays. The WFLA chaperones enjoyed a day of sightseeing in San Francisco courtesy of technical theater teacher Paul Vallerga. The following day, grade 3 department chair Kathy Ferretti shuttled the chaperones to Monterey and Gilroy, and on Monday, lower school English department chair Kate Shanahan took them shopping in the San Jose area.
On their first day at Harker, the students observed classes with their buddies, made crafts in the middle school’s innovation lab and learned how to play American football. The next day, they toured Stanford University and visited the campus’s Cantor Arts Center. Thursday’s cooking class was especially fun for the students, who “had a great time making sloppy Joes, deviled eggs, clam chowder and apple pie,” said Jennifer Walrod, global education director.
Friday was packed with activity, as the WFLA students enjoyed a Chinese paper-cutting activity with lower school students, then headed to Cesar Chavez Park in downtown San Jose to enjoy a bag lunch before exploring the Tech Museum of Innovation. That afternoon, they returned to the middle school for a farewell party, where they and their buddies had great fun using the photo booth and making sundaes.
Just before boarding their flight home on Saturday, Jan. 21, the WFLA students shared an emotional farewell with their Harker buddies.
Over the fall semester, Harker Honors and AP Japanese students participated in a video exchange with their friends at Tamagawa Academy in Tokyo. Each student had two buddies at Tamagawa – one they interacted with in Japanese and another they spoke with in English. In the videos, the students discussed topics such as life at their respective schools, hobbies, college plans and their families.
Emma Yu, grade 11, said she enjoyed the project because it enabled her to get to know her buddies on a more personal level. “It was actually seeing them in a video instead of just writing down letters,” she said, “because you can see their personality and habits, and you can feel a stronger connection to them.”
“I really think that the questions and answers really said a lot about their personalities, interests, etc.,” said sophomore Sumantra Banerjee. “I enjoyed being asked and answering questions the most as that’s how the conversation moves forward.”
Other students said it also provided an opportunity to further build on their Japanese language skills. “I would like to do it again, as conversing with the Tamagawa students proved to be beneficial for my oral Japanese skills,” said Leon Lu, grade 10. “I enjoyed creating Japanese videos and emulating the speech styles of the Tamagawa students, and the most challenging thing for me was to be able to use the correct vocabulary and grammar to get my point across.”
While senior Kaitlin Hsu discovered that she and one of her buddies shared an interest in journalism, she felt that “the most interesting things I learned about my friend were actually kind of the most trivial ones, like when we talked about horoscopes and blood type. Just getting to know these kinds of quirks that you don’t usually share with anyone else, but it’s always kind of in the back of your mind.”
Throughout the school year, lower school students participated in an engaging global education exchange program with their peers at the Bayan Gardens School (BGS) in Saudi Arabia. As part of that effort, students in Sejal Mehta’s grade 2 class held an informal Skype session with the BGS students in April.
Prior to the Skype session, the Harker students had watched videos created by the BGS students about their culture and school, as well as read a book about BGS (also created by the Saudi Arabian students). During the Skype session, students from both schools gave tours of their classrooms and participated in a fun and informative question and answer exchange.
“The global education department looks forward to hosting more of these Skype sessions in the lower school during the coming school year!” said Jennifer Walrod, director of global education.
Middle school athletics coach Chrissy Chang spent part of October and November in Japan as this year’s exchange teacher with Tamagawa Academy K-12 & University in Tokyo. While teaching grade 7 boys basketball and a coed grade 8 international baccalaureate class, Chang noticed some of the things that make Tamagawa unique. “Each week, different classes had the responsibility of cleaning the campus,” she said. “Literally, brooms in hands sweeping up leaves in piles, throwing bags of leaves away, working diligently.”
She also noticed that Tamagawa students “were given the responsibility to govern themselves without adult supervision during break and lunch times. Students could check out equipment from the P.E. room and go out and play on the field by themselves.”
Working with the Tamagawa faculty, Chang said, was “awesome,” noting that “the physical education staff were fun and energetic.” She expressed eagerness to welcome the Tamagawa exchange teacher, Nobuya Osawa, in January. “I look forward to the opportunity to show him our great school and area as he did while on my visit,” she said.
During her visit, Chang embarked on some exciting cultural experiences and outings, including a tea ceremony and two “amazing home-cooked meals” by Osawa, who was also her host teacher. She also rode the “shinkansen”– Japan’s bullet train – to Karuizawa, a popular tourist destination, where she “spent a long weekend relaxing and sightseeing.” Later, she visited Kyoto to see a “geiko”(the Kyoto dialect word for “geisha”) and “maiko,”an apprentice.
Aside from the cultural experiences and bonding with faculty and students, the trip also gave Chang some instructional ideas that she plans to work into her own method. “I learned some new teaching practices that I can put in my lesson plans,” she said. “I was able to take some videos and pictures of new ways to teach particular skills and games.”
Grade 8 computer science students have been discussing global issues online with students at the World Foreign Language Middle School (WFLMS) in Shanghai. They have explored topics including the effects of human consumption on local environments, the influence of the media on society, and issues surrounding youth and technology. Those discussions have yielded viewpoints on how digital photo alterations can negatively affect one’s self-image and social problems caused by the media.
“With this technology, we are able to discuss real-world topics from the perspectives of two different countries – realizing that some are the same, and some are different, giving us the ability to empathize with different perspectives from around the world,” said Devanshi Mehta, grade 8.
Classmate Allison Cartee also enjoyed the variety of perspectives offered by the forum. “[The WFLMS students] offer interesting perspectives on ideas that Americans do not consider,” she said. “Sometimes, they bring up topics that we have never heard of, and I enjoy learning about their lifestyles through their posts.”
This article was originally published in the fall 2014 Harker Quarterly.
In June, more than a dozen upper school students, accompanied by upper school science teachers Anita Chetty and Mike Pistacchi, embarked on an eye-opening trip to Tanzania.
Students had amazing interactions with some of Tanzania’s tribal people. The Hadzabe people are the oldest hunter-gatherer tribe. They speak with clicks and are entirely unfamiliar with cities or cars. The tribe welcomed the students to their village, sharing stories about their lives and culture. The chief of the tribe taught the students how to build a fire and to use a bow and arrow before taking them on a two-hour hunting excursion through the wilderness. Before parting ways with the Hadzabe, the group delivered medical and diagnostic equipment that they had raised money to purchase.
During their visit with the Maasai village of Esilalei, the students ran an eye clinic, fitting and delivering 50 pairs of glasses that they had collected from Harker community donations, in addition to donating 15 goats. Harker’s Women in Science, Technology, Engineering and Mathematics (WiSTEM) organization also donated uniforms and book bags for 40 children, enabling them to attend school.
While on safari through Tanzania’s Tarangire and Serengeti national parks and the Ngorogoro Crater, the students had the rare opportunity to see the Big Five over two separate days: elephant, rhino, leopard, lion and Cape buffalo. Students also saw a cheetah stalk, chase and kill a gazelle. During a Jeep tour of Tarangire National Park, the students observed impalas, elephants and a herd of more than 500 buffalo. At one point, several female and baby elephants wandered to within 20 feet of the group, who gladly took pictures.
This article was originally published in the fall 2014 Harker Quarterly.
Middle school art teacher Elizabeth Saltos headed to Australia this past summer for Harker’s annual teacher exchange with St. Stephen’s College, a PK-12 school located on the Gold Coast in the Australian province of Queensland. Her trip started in Sydney, where she visited the Royal Botanic Gardens, rode the Manly Ferry for a scenic view of the city and went kayak- ing at Sydney Harbor. Later, she traveled to Cairns to go snorkeling and kayaking at the famous Great Barrier Reef, calling the experience “a big bucket list highlight.”
After visiting Michaelmas Cay and Fitzroy Island, Saltos boarded a plane to Brisbane and rode a train to the Gold Coast suburb of Coomera. There, she stayed at the home of St. Stephen’s College headmaster Jamie Dorrington.
During her time teaching at St. Stephen’s, Saltos worked in the school’s visual arts department, teaching blind modeling in clay, doing clay relief projects and teaching grade 10 students about cubist perspective. She also gave presentations on her own work to grades 11 and 12, and collaborated with students of St. Stephen’s art department chair, Samantha Reynolds, to create a silk-screen.
Saltos said that she found the grading process at Australian schools to be very unique. “The school awards a grade and then the students submit their work to a panel of educators statewide and these professionals award a grade,” she said. “The two grades are then averaged and this is the grade looked at for entrance into university.”