03-5834-7267
“I start to have negative thoughts if I don’t keep moving… if I just stay still.”
“Huh, why is that? In the point guard matchup, I think we have the advantage…”
…I have the advantage!…
“We’ve figured out who the starting members of Sannoh High School are… It seems that only the shooting guard position is different from usual.”
“Just my opponent…? What… what does that mean?”
“It seems that even Sannoh is afraid of Hisashi Mitsui…”
“He’s calm. Isn’t he, Sakuragi-kun?”
“Hmph… I already embarrassed myself in front of that full crowd… There’s nothing left to fear.”
“Oh, were you ever afraid of anything to begin with?”
“No.”
These are the words of Coach Anzai to Miyagi, Mitsui, and Sakuragi, who were feeling different before the match against the reigning champions, Sannoh High School.
I was disappointed that this scene, including the exchange above, showing how the players were mentally preparing before the match against Sannoh, was cut from the movie.
Coach Anzai’s words helped Miyagi regain his composure, and with that, Miyagi was able to go toe-to-toe with Fukatsu, the strongest high school point guard.
Mitsui also, knowing that the champions were afraid of him, was able to release his tension and face the match with confidence.
Sakuragi, being Sakuragi, was inspired by Anzai’s words and became a key player in challenging the champions.
How was your relationship with teachers during your school days?
Honestly, I found teachers to be a hindrance.
In junior high, even though I scored well on tests, my overall grades were often lower than those of girls who scored worse but were praised for their good study attitudes.
I only expressed my opinion when it differed from the teacher’s, but the teachers evaluated it as having a poor study attitude.
It was also evident that male teachers favored female students who appeared to be showing them affection.
Having been consistently hindered by these “teachers” who had never experienced the real world and were called “sensei” after graduating from university, this is one aspect of my school days.
Of course, there were teachers who took notice of me, but overall, I found teachers to be a hindrance.
The compatibility between teachers and students can be good or bad.
For example, an extroverted teacher might not understand why an introverted child doesn’t speak up in class, and might unfairly evaluate them as lacking motivation or ability.
Conversely, an introverted teacher can pay attention to introverted students to ensure they are not overlooked.
However, introverted teachers might also be more likely to judge students who are disruptive in class as problematic.
There is research indicating that how teachers perceive students significantly affects students’ academic evaluations.
This research concludes that there is a correlation between “children’s temperament” and “the grades teachers give.”
This correlation is stronger when teachers make subjective evaluations based on classroom behavior and task performance.
Teachers have strong biases toward students they find easy to teach or think favor them, which significantly affects academic evaluations.
Furthermore, the very interactions between children and teachers can influence children’s self-assessment, such as “Can I do well academically?” “Am I competent?” “What kind of person am I?”
Teachers who frequently use negative language can cause rejection feelings in students, reduce their motivation for learning, and hurt their self-esteem.
On the other hand, teachers who accept each child, help them develop their strengths, and work together to solve challenges can enhance students’ motivation and, consequently, improve their grades.
Such teachers understand that recognizing the differences in children’s temperaments can help them learn.
Just as recognizing children’s temperamental differences is helpful in parenting, addressing these differences in the classroom can reduce problems at school.
I believe that teachers, who are essentially overgrown children who have never experienced the real world and are called “sensei,” cannot discern the individual temperaments of each child.
For instance, despite the male teacher being badmouthed and the girls being seen as perpetrators of bullying, the male teacher still favored the girls who were more cooperative and extroverted than I was, despite their lower test scores.
Therefore, I think parents should have opportunities to communicate their child’s temperament to teachers.
In Japanese schools, communication from the school or teachers to parents is often one-sided.
In today’s world, where it’s clear that schools and teachers aren’t always knowledgeable or worthy of being learned from, the traditional vertical relationship alone won’t work.
For example:
“My daughter is introverted. Just because she doesn’t speak up in class doesn’t mean she lacks motivation. She can express herself richly with people she trusts. However, she’s not comfortable speaking in front of the entire class. Please occasionally create opportunities to speak with her one-on-one.”
“My son is naturally emotional. It becomes a problem when he gets agitated. We’ve found ways to help him calm down…”
By sharing their child’s temperament, parents can help teachers understand each child’s inherent tendencies.
Furthermore, teachers don’t fully know each child’s parents.
Having parents and teachers discuss the child also helps teachers recognize the presence of parents, making it less likely for teachers to treat the child insincerely.
For students, having at least a formal relationship with their teachers makes school life easier.
Many teachers evaluate students based on their relationship with the teacher rather than the student’s actual abilities or potential, which can also affect grades and participation in club activities.
On the other hand, I also feel that those who harbor anger towards teachers during their school days and channel that anger into effort may be more likely to succeed as