Current status ofCenter for Disaster Education& Recovery Assistance

Miyagi University of Education

Center for Disaster Education & Recovery AssistanceCONTENTS
Initiatives of the university for recovery of education in the disaster-hit areas, and prospects of recovery
Dr. Kazuyuki Mikami
Current status of Center for Disaster Education & Recovery Assistance
The following messages were written by students
English Version of Case Examples − Prologue

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Elementary School Edition■ Curriculum: Life Environment Studies
An initiative to integrate Life Environment Studies and Disaster Risk Reduction Education……………………………………………………………………………… Hirose Elementary School■ Curriculum（Physical education）［Kawamae So-ran~Umi yo Futatabi］［Tomo ni mae e］“Kawamae soran…Again to the sea”“Together, We Move Forward”………………………………………………………………………… Kawamae Elementarty School■ Ethics
Feelings of gratitude
Sumiyoshidai Elementary School■ Special Activities
Cleaning Activities Learned from Experiencing the Earthquake…………………………………………………………………………… Rokugo Elementary School
Komastushima - Project on Let us link the memories of that day to the future.
〜 Home Town Recovery Project:Committee: Lunch committee tie-up plan 〜………………………………………………………………………Komatsushima Elementary school
The Disaster Risk Reduction Classrooms One Year After The Great East Japan Earthquake………………………………………………………………………… Fukurobara Elementary school
By Conducting Joint Disaster Risk Reduction Drills in Schools, PTA, and Local Communities……………………………………………………………………… Kabanomachi Elementary school
Conducting Disaster Risk Reduction Classes for the Entire School〜Regional School Events : The School Disaster Risk Reduction Open Class Day（each subject）〜…………………………………………………………………………Shogennishi Elementary School■ Comprehensive school hours
Grade 6 Comprehensive School hours Learning from the earthquake…………………………………………………………………Higashirokubancho Elementary School
Comprehensive school hours ― What we can do -Recovering from a disaster……………………………………………………………………………… Okada Elementary School
Making a Community Disaster Readiness Map Fourth grade General Studies hours………………………………………………………………………… Shoryonishi Elementary School■ School Management
Kozo Kotoshi Tsuranuku Boh No Gotoki Mono. （It means Something like a bar that penetrates
from last year to this year）~Consider Recovery of education in view of school management~…………………………………………………………………Higashirokubancho Elementary School■ Efforts and Innovative Ways for Using Facilities and Equipments
Efforts aimed to restoring and developing learning and living environment for reopening of
the school after the earthquake …………………………………… Kabanomachi Elementary school
Measures to retain children s reading during a period in which children are unable to use the library………………………………………………………………………… Moniwadai Elementary School■ Sendai City Elementary School Education Study Group
Unit name Saving livelihood Teaching materia l Preparing for earthquakes:
Thoughts of people in the fire department………………………………………Audiovisual Section Teaching Materials Production Committee
Calligraphy handwriting education facing the earthquake…………………………………………………………Calligraphy Handwriting Research Committee

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Junior High School Edition■ New School-Based Education For Disaster Prevention
Emotional Education through Think-Act Assembly ………………… Shichigo Junior High School

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Initiatives of the university for recoveryof education in the disaster-hit areas,and prospects of recovery
The Great East Japan Earthquake resulted in the loss of many precious
lives. I extend my deep condolences to the people who lost their lives. In
addition to sincerely praying from the bottom of my heart that therecovery efforts progress smoothly, we are putting our best efforts forthe recovery of education at our university.

Dr. Kazuyuki Mikami
President, Miyagi University of Education

Response at the time of disaster
Immediately after the Great East Japan Earthquake,while the university was putting all its efforts toconfirm the safety of students, restoring the lifeline
services, and inspecting the safety of buildings andfacilities; students, faculty members, and staff
members of the university started providing
voluntary and dedicated support to the disastervictims and the disaster-hit areas. We express ourheartfelt gratitude to the committed hard work ofstudents who were engaged in taking care of

the university came up with “Miyagi and Sendai
Future Development Project”, and extended the
support of university such as providing relief goods.
As the initial structure of this support, day-to-day“relationship” such as network of practical training
and UNESCO Associated schools came in handy,
which finally evolved as a bridge linking thedisaster-hit schools and support personnel.

Activities of Center for Disaster
Education & Recovery Assistancecollege students in the university on practical

In June 2011, right after the earthquake, thetraining, faculty members who looked after theuniversity established Center for Disaster Education

affected students at their own residences, and& Recovery Assistance as the core unit responsible

administrative staff members who provided support

for taking initiatives for recovery of education in theto the disaster-hit areas on weekends. Amidst this,disaster-hit areas. In addition, 14 universities from allover Japan also extended their cooperation bydispatching volunteers, and they are engaged involunteer activities for supporting learning along withthe students of our university. Moreover, incooperation with the local boards of education, we
have been compiling articles on the lessons fromrecovery of education after earthquake for eachregion.
From April 2013, in addition to the aforementioned
Practical Support Division, we further activatedResearch and Development Division. In June 2013,
construction of the building of the center was1

completed.
In Center for Disaster Education & Recovery

organized by the center, and receiving visitors fromoverseas.

Assistance, Kesennuma Office (c/o Collaboration
Center), Sendai Central Office, and Iwanuma Office
were established in parallel. Kesennuma City and
Miyagi University of Education Collaboration Center
offered the same place as the city board ofeducation in the former Kahoku building that was
donated to Kesennuma City by Kahoku Shimpo
Publishing Co., Ltd.
Another recent progress is the increase inconsciousness among students for volunteer
activities, which has resulted in the demonstration of
excellent capabilities, and voluntary support
activities provided mostly to the students by forming
volunteer teams.

Global networking of disasterprevention and disaster risk reduction
education
I think it is important to globally disseminate theknowledge and insights about lessons learned fromthe massive earthquake disaster. We are sharing theinformation with the world by publishing the articles
related to earthquake disaster, publishingnewsletters on our website, publishing brochures ofvolunteer activities all in English, while inviting
non-Japanese speakers in “Recovery Cafe”

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Transfer of knowledge and lessons
learned through collaborative
network of disaster risk reduction
education
It is said that a massive earthquake like the Great
East Japan Earthquake strikes once in thousand
years. What kind of message should be conveyed
until the next thousand years where the next
massive earthquake strikes? In preparation for
natural disasters that frequently occur across theworld, continuously interacting through the global
network that offers mutual support is one of theimportant methods. For that, Miyagi University of
Education is aiming at building a network forextensively sharing scientific knowledge andexperience of disaster handling in educational
institutions. For children who would be playing
important roles in the future, in addition to putting
our best efforts for recovery of the disaster-hit
areas, compiling the lessons learned from thedisaster, effectively communicating them, andpassing them over generations is a key mission
assigned to our university.

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■ The following messages
were written by students.

8Current status of Center for Disaster Education & Recovery Assistance9

■ Reminder of 3.11

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Current status of Center for Disaster Education & Recovery Assistance11

■ Reminder of 3.11

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Current status of Center for Disaster Education & Recovery Assistance13

■ Reminder of 3.11

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Current status of Center for Disaster Education & Recovery AssistanceEnglish Version of Case Examples − Prologue
After the Great East Japan Earthquake on March 11, 2011, various initiatives are taken around the clock by theschools in the disaster-hit areas. In order to come out of this calamitous event that resulted in a massive loss of
lives, and with a very strong thought of not letting people living in other regions and people in future experiencesuch distressful lessons, New approaches for disaster prevention and revival of education are implemented in
the disaster-hit areas.
In the opening statement of this magazine, we presented the role of Center for Disaster Education & Recovery
Assistance. In other words, their role is, 1）Assuring the learning environment and quality for children as much as
possible by engaging them through volunteer activities by students and offering learning support to children who
are suffering from unstable learning environment after earthquake, and 2）Academically compiling the lessons
and insights gained from the earthquake of March 11, and disseminating it globally.
March 11 earthquake made us rethink about the appropriate role of schools as schools in the region, schools
as evacuation shelters, and schools as the learning place for children. While making us look straight into thesad reality of disaster, schools also point us to new hopes in future. Children made us realize the obvious factthat schools help them overcome difficulties and make them feel relieved and happy because they have friends
there and they can learn together with them. Appropriate role of schools in the disaster-hit areas post March 11
earthquake has drawn attention from all over the world.
Therefore, with the cooperation of education committees, schools, and association of principals from various
regions, our center has published several collections of articles and collections of case examples so far withregard to operation of evacuation shelters in schools at the time of Great East Japan Earthquake and approachto revival of education after the earthquake. All of these collections are creative works and have excellent
contents, and not only for Japan, they can be very useful for disaster prevention education and training all over
the world. Given that, from the subsequent page onwards, we have picked up some example from the practicalcase examples published jointly by Sendai City elementary school principals associations, elementary school
principals association, and our center in March 13 that, ① Specifically convey the situation at that time ofearthquake,② Talk about unique activities right after the disaster, and ③ We thought would be useful for disasterprevention education and training in schools. We have translated them into English with the permission of theaforementioned associations as an attempt to share some good practices with all.
If we look at the world today, trends of disaster prevention and sustainable society and education havereached a turning point in last few years. In March 2015, 3rd United Nations International Strategy for Disaster
Reduction Conference for discussing international disaster prevention strategies is scheduled to be held in
Sendai City, where the next version of Hyogo Framework for Action（HAF 2005）will be formulated. Besides,
ESD would enter its 10th year（DESD）in 2014, and United National Millennium Development Goals（MDGs）
would enter its 10th year in 2015. We would like to commit ourselves to worldwide disaster prevention withkeeping our sight on such trends of education, development and issues faced at the global level, and we thinkthat we have a very significant role to play as the center that would expand the local disaster prevention practices
to the global level.
We wish that this collection of case examples would be useful in formulation and implementation of various
disaster prevention measures for education in schools all over the world.
Center for Disaster Education & Recovery Assistance, Miyagi University of Education
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Elementary
School Edition■ Curriculum: Life Environment Studies

An initiative to integrate Life Environment Studies andDisaster Risk Reduction Education
Hirose Elementary School
Ⅰ．The Role of Disaster Risk Reduction
Education and Life Environment Studies
Through Life Environment Studies, children should
be encouraged to take an interest in the relationships（2）Family and Life

among themselves, people close to them, society
and nature, and think about their own lives, as wellas laying the foundation for their independenceby acquiring the necessary habit and developing
essential skills for living in the process.
The role of Life Environment Studies is also
important from the viewpoint of Disaster Risk
Reduction Education. It is imperative that children
acquire knowledge, skills and attitude to protect
their own lives when a natural disaster occurs while

・While exploring the locality,
include interaction with thelocal people, as well as
confirming the location ofsafety station for children and（3）Locality and Lifecreating locality Danger Map.
・Include the evacuation area
for the earthquake strike in thelocality exploration.

（4）Use of public
goods and facilities

・Confirm evacuation area.
・Through interaction withpeople working in public
facilities, ask them to speak
about their feeling or the role ofthe facility when an earthquake
occurs, and collect one s
thoughts on the Disaster Risk
Reduction.
・Create Danger Maps bydifferent situations, assuming
an earthquake or a disasteroccurs while at school, playing
in the locality, or at home, etc.

（5）Variation inclimate and Life

Gather information about thefolklores related to weather andweather forecasts from the local
people.

（6）Play using
nature and goods

Learn how to make essential
goods at the time of disaster,by making goods like table andchair with things around oneself.

they were at home or in the locality. Children should
develop capacity to protect their own lives not only
from a natural disaster, but also from traffic accidents
and crimes.

Ⅱ．The Objectives and Contents of Disaster Risk
Reduction Education in Life Environment
StudiesAt the time of rolling out the Disaster Risk Reduction
Education, we reviewed the relation between thecontent of government curriculum guidelines for theLife Environment Studies and the learning content
of Disaster Risk Reduction Education, based on
the actual situation of the locality, children and theirparents.
【The Relation between the Content of Life Environment
Studies and Disaster Risk Reduction Education】
Content of Life
Environment Studies

Content of Disaster prevention
education（1）School and Life・Include confirmation of escaperoutes in school exploration.
・Create Danger Map in schoolroute one by one （version up
from time to time）.

Experience various activities
from the making of soil to（7）Rearing animals
harvesting, and understand thatand cultivating plants
basics of food is to make by
oneself .
Gather safety-related informationfrom local people and make（8）Interaction of life
effort to judge by oneself.
and events
Develop in relation to（3）,（4）and（5）.
（9）Self-growth16

Discuss among the family about
crime prevention and Disaster
Risk Reduction.
・Decide the rules, always
checking the actual places
with family members.
・Create Danger Map alongwith the family and place itsomewhere always visible.

Experience self-growth at thetime of evacuation.

Current status of Center for Disaster Education & Recovery Assistance

Ⅲ．Classroom Practice in Reality
1．Creation and Implementation of Starting

2．Drawing up the School Route Danger Map whichbrings the learning content of self-help into the

Curriculum which brings the learning content ofcontent（3）of the Life Environment Studies

self-help into the content（1）of the LifeThe cooperation of parents is essential in theEnvironment Studies

study of school routes. During summer vacation,

Grade 1［Exciting School Exploration］

children walked through their school route along

The first Starting Curriculum included activities

with their parents and they created their own danger

such as learning how to put on protective hoods

map, while confirming the dangerous locations andand confirming escape routes as part of school

rules. When the school reopened, every child gave

exploration.

presentation on the dangerous locations and rules forThis year, we talked about what to do if a hugesafety using the maps they created.

earthquake strikes in the initial school exploration. The
children responded by saying Get under the desk ,Escape to the playground , etc. Then, they actually
put on protective hoods and confirmed escaperoutes. They could confirm escape routes multiple
times earnestly and experience how to protect theirlives by themselves.

A. Walk in a single line at railway crossings.
B. Walk on the inner side of the foot path on road.
C. Safety station for children（Mr/Mrs-san）There is a shutter. How can I close that? It says
［Please do not touch］

A. Take care of cars and bikes at the pedestriancrossing in front of the Hirose Junior High School
school which has no traffic signal.
B. While crossing the door with no pedestriancrossing, see left, diagonal left and diagonal backand confirm that there is no car or bike approaching
before crossing the road.

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Elementary
School Edition■ Curriculum（Physical education）［Kawamae So-ran~Umi yo Futatabi］［Tomo ni mae e］“Kawamae soran…Again to the sea”“Together, We Move Forward”
Kawamae Elementarty School
I. Purpose of practicethem realize how the［Kawamae Soran］would be

Although one year has passed since The Great

conveyed to the schools located in the disaster-hit

East Japan Earthquake, processing and removal ofareas, we arranged for the teachers in disaster-hit

debris has not progressed in the disaster-hit areas,

areas watch the video of［Kawamae Soran］and

which is very distressing for many people.

their impression after dancing. We also used video

For the children of this school who were not directly
affected by the disaster, they may not consider themessage received from teachers in the disaster-hit
areas during class activities.

Great East Japan Earthquake as their own problem.

This practice is a case example of an attempt of

It is a fact that there are many children who do not

fostering voluntary attitude of Helping each other,feel any sympathy for the disaster-hit areas. Therewalking together in children through collaboration

are very few children who could understand others

between physical education, class activities, and theview point, and who could think about their feelings.

local community.

Therefore, we felt a very strong need of fostering
voluntary attitude Hence, it became a strong need

Ⅱ．Reality of practice

to foster voluntary attitude in children such as Let

1. Physical Education［Expression（Kawamae Soran）］

us help each other and Let us walk Together . We

（1）Narration of the dance

thought about an intentional and a planned way todeepen the emotions towards the disaster-hit areas.
In the district schools sports meet, our schoolpresents the［Kawamae Soran］. One of thespecialties of the［Kawamae Soran］is to introduce acreative dance in the initial part.
The theme of this year was［Kawamae Soran~Umi○ The rich and abundant sea that supported us all along
This sea showed its rage that day
In the midst of the raging fury, we had no strength
We were completely hopeless, lonely and in utter
despair
We do not know where to go and who will support us
Let us go once more to the sea
Yes the same sea. Sea of abundance, sea of wisdom
Again and again to the sea.

yo Futatabi］for conveying our feelings to the people
living in the disaster-hit areas. We were motivated toincorporate and present the scene of children walking
with all their strength for recovery.
Further to dancing in the sports meet, somevolunteer kids went ahead and presented the
Kawamae soran in the summer festival and theharvesting festival held in the locality. The kids wereable to make the local people enjoy their dance andthey could also feel that they are contributing to
rejuvenate the local community. This might be a verysmall involvement and engagement with the local
community; however, this small step would turn out
to be something very powerful when the need arises.
In the class activities, the children tried tounderstand the actual condition of elementary
schools in the disaster-hit areas Minamisanriku:
Isatomae Elementary School , and discussed Whatthey can do by themselves . In order to make18（2）Impression after dancing Kawamae Soran○ With what kind of feelings for the people in disasterhit areas were you able to dance?（Impression ofchildren）
・ Feeling that rather than being standstill, let us
slowly think about what is possible in a step by stepmanner. Moreover, I also danced with the feelingthat if nothing is done, nothing will start.
・ I would like to think about the other person s feelings
and what I can do now rather than just asking things
like Are you alright? , It was tough for you, wasn t
it? . I was able to dance by thinking about thevolunteers and recovery activities.
・ Though I personally did not lose anything becauseof the earthquake, but the people in the disaster-hit
areas have lost significant things and I thought that I
wanted to stand up and cooperate for recovery, andwith this thought I participated in the dance.

Current status of Center for Disaster Education & Recovery AssistanceConnecting

・ I danced thinking about the disaster-hit areas.
However, honestly speaking, we have not yet
understood the feelings of people affected by thedisaster.
・ We don t have enough power. Though we are asked
not to sympathize, we cannot do anything else but
sympathize.

4.Think about what one
can do by oneself.
○Considering thatthey are also livingin the same Miyagi
Prefecture, what kindof methods are there
for conveying one s
feelings?

・Through video footage
and letters, convey theelementary schools in
disaster-hit areas that
we are also doing ourbest.
・Continue the volunteer
activities.
・Work hard for collecting
donations.

○Have individual thoughts
and discuss them in pair.
○Ensure to discuss while
thinking the situation of theother person.

（2）Intentions of asking question（3）Relationship with the local community（1）Teaching Process
Expected comments fromchildren and changes intheir feelings○ Points to keep in mind
while providing guidance★ Evaluation

Approaching

1. By watching the videoof Soran that took
place during sports
meet, reflect on the
feelings for disaster-hit
areas.
○ With what kind of
feelings could you do
the Soran dance?

・I wish to stimulate thedesire to live in thepeople of disaster-hit
areas.
・Feeling that let us walk
together.
・I danced with thefeeling that let us move
forward.

○ Recall the feelings at
the time of sports meetpractice and at the time of
the actual sports meet.
○ Write down in the document
without spending much time.
★ Whether they could
understand the directionof learning (presentation,
expressions)

2.Bring up thephotograph of
Minamisanriku
shown in Photograph3.11. Compare itwith the present
Minamisanriku.

・Think about thedifferences with Imozawa
area where one is living.

○In the fact-finding surveyof the class, there were
no children who suffereddirect damages from theearthquake.
○Provide simple explanationof the Great East Japan
Earthquake.

○Explain about
Isatomae Elementary
School and Natari
Elementary School of
Minamisanriku.
○Think about the
feelings of the childrenof Natari Elementary
School who had toborrow and jointly use
Isatomae Elementary
School.

・Natari Elementary
School cannot use theschool building as it
suffered damages fromTsunami.
・Feeling lonely and sad
because the schoolbuilding was rendereduseless.
・Concerns about the
new elementary school.
・What will happen in
future?

○Show the photographs ofIsatomae Elementary School
and Natari Elementary
School.
○While listening to the
feelings of the children of
Natari Elementary School,
think about the feelings ofthe children of Isatomae
Elementary School, who
accommodated the childrenof Natari Elementary School.

○With what kind of
feelings do you think
the children would beparticipating in the
joint sports meet?

・Would like to givestrength to people
who are watching ourcheerful and energetic
dance.
・One cannot remain
depressed and sad
forever.
・Through this sports
meet, I would liketo make our school
together.
・I would like to restore
the bustling and vibrant
town once again.

○In the middle where
everyone is struggling
to survive, make themthink about the feelingof undertaking various
activities with forward
looking approach.
○By writing down in the cardand by exchanging mutual
thoughts, make themunderstand that there arediverse thoughts.
★ Could they express their
feelings in their own
words? (Worksheet)

DeepeningStage

Learning activities
and main questions

3.Watch the video
message of Miurasensei of Isatomae
Elementary School.

Question:
Think about the feelings of childrenof Natari Elementary School who
had to move to Isatomae
Elementary School. Besides, think
about the feelings of children of
Isatomae Elementary School who
had to accommodate them.

How are one’ s feelings for recovery conveyed?
Make them think what they can do for snuggling up
to the feelings of people in disaster-hit areas.

2. Class Room activity［Together we move forward］

Think about the feelings ofchildren who suffered damages
due to Tsunami. Make them think
about the feeling of coming out
from sadness and despair, andwalking with looking forward.

［Summer Festival］［Harvest Festival］
We feel that children have a strong liking for［Kawamae
Soran］and they are now more willing to participate
for the local community. The local people also enjoyed
the performance of children. We think that in theemergency situations, such relationship with the local
community will become a major strength.

Core question:
With what kind of feelings do the children of Isatomae
Elementary School and Natari Elementary Schoolparticipate in the joint sports meet?
Intention:
Children would have various feelings like damage caused by
Tsunami and the pain of losing loved ones. Despite of that,make them think about the feelings of children of Isatomae
Elementary School and Natari Elementary School who are
not walking with their heads down, but who are walking with
their heads up looking forward.

Question:
Considering that the sametime is spent together, think
what one can do by himself.
Intention:
Rather than simply
sympathizing, make every one
think what they can do on
their own.

Intention:
Make them understand the situation
where various feelings like concernsand expectations are mixed.
Question: What did you feel after listening to the message of Miura-sensei?
Intention:
Make them feel how “Kawamae Soran” was conveyed, which included the feelings for recovery.
Make them think about their own way of life and their way of engaging with disaster-hit areas.

（3）Miura-sensei s message○ I am strongly moved after seeing your Sorandance. I was really happy to know that people likeyou who did not experience any damage havenot forgotten the people like us who suffered
the damages. Among several comments, there
was one which said Though we are asked notto sympathize, we cannot do anything else but
sympathize . Yes, it is true that with just sympathy
nothing will move forward. But there has to be astart for everything and this sympathy is a starting
point because sympathizing with us means thatyou will not forget us. I will convey your feelings
to all at Isatomae Elementary School. I would liketo think about what we can do together with you.
Thank you very much. (Excerpt)○Make them listen to thevideo message of Miurasensei, and make thempresent their impression.
○Convey that they are
shown the video of Soranand impression of children
beforehand.

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（4）Impression after hearing Miura-sensei s message
・ Though we really do not have any strengthand cannot really do much, but we do want tocontinue thinking about the disaster-hit areas.
・ Since we were not affected, we do not know
much; however, we think it would have been
tough for the people at Isatomae. Hence wewould like to continue conveying our feelings
through messages or letters praying for recovery
in future.
・ It is good that we were able to convey our
feelings. We would like to take part in recovery
related activities.
・ After hearing Miura-sensei s message, I felt theimportance of living and I also felt like visiting
Isatomae Elementary School.
・ After hearing Miura-sensei s message, we felt likewe have made some connection.

（5）Think about what one can do by oneself
After writing the message to Miura-sensei, children
started opining about Can we not do something .
Hence, they decided to set up a separate time forsuch discussion. It was observed that all members
discussed seriously. Many opinions that went beyond
our imagination such as Isn t what we are trying to
do is an unwanted favor? , If you don t do anything,nothing will progress , Do not want to regret for
not doing anything , and the like came out of the
discussion.

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Ⅲ．Summary
Results
・ By not limiting the presentation to the sports meetand by extending it to the class room activity,
we were able to see voluntary attitude andexpressions such as Isn t there something that
we can do? .
・ By adding the narration of recovery in the dance,
we were able to increase the feelings that let us
express our through for recovery as the entire
class.
・ By showing the Kawamae Soran to teachers
from disaster-hit areas, we felt that the distance
between us and the disaster-hit areas reduced forthe children.
・ Since the teachers themselves were present at
the disaster-hit areas, it became an opportunity toknow about the reality and the present situation.
・ More number of children felt the need forparticipating progressively in many events of thelocal community and importance of recovery forrevitalizing the local community.
Issues・ We thought that connection to the schools in thedisaster-hit areas has to be guarded. Not that wehave to know only about the situation in our own
school, but also about the schools in the disasterhit areas.
・ The practice of our school suits the actual
situation at our school and this practice may
be difficult in the schools which were affected
directly by disaster. Hence, in the future, wewould like to make efforts that suit the actual
situation.
・ To think about the methods that would help
in understanding the internal changes in thechildren.

Elementary
School Edition■ Ethics

Feelings of gratitude
Sumiyoshidai Elementary School
Ⅰ．Purpose of practice:During the Great East Japan Earthquake, there

2．Deployment（1）Before deployment

was no major damage to the schools and thecommunities in Sumiyoshidai area. However, theThere was a lot of support in
Sendai also!!
Let us express our gratitude.

Sumiyoshidai Junior High School could no longer beused and a corner of the Sumiyoshidai Elementary
School was borrowed for two weeks tuition. Several

People had come fromvarious locations for gas
fitting. Quick and active
support from South Korea
is worth mentioning.

transfer students were enrolled in connection with theGreat East Japan Earthquake.
Not limited to Sendai however, that when we think
about the entire disaster-hit area, across districts
there is a big difference in the status of those affected
and it is a fact that the awareness of the children also

Since there was not muchdamage in our place,nobody came there.

vary. Regarding the content of the aid given to theChildren in Sendai, the book cards received from thechildren showed that things such as summer drinks
etc. from the Miyazaki prefecture stays alive in thememories of those children.
As for the main support of life –water, water was
brought in water trucks from Niigata and an uncle

To enable the easy thinking and understanding

who owned a store which had a well, brought wateramong children, 4 cell manga（4 panel comic）wasto the school.

used to make them think. The support received fromThe children has varied awareness regarding

the world or Japan was expressed as cartoons so as

support , and they will get reminded of the warm

to let the children think about the feelings during that

support they had received from across the world andtime. The important thing is to inform them about thefrom within Japan. I had have set up this subject as I

various forms of support – direct as well as indirect

thought of nurturing children who are touched by the

support. We want the children to have a feeling of

direct as well as indirect support they had received

gratitude for the support they had received naturally

and who has a broader thinking and vision on things.

and without being forced. Sumiyoshidai had received
very important support like water trucks from Niigata,

Ⅱ．Class Practicesupport for gas fitting from related people across1．Introduction

Japan, etc. and the children will check these and（1）I would like to share that we received

continue learning.

support from many people in the Great East JapanIt made me think as to what might be the feeling

Earthquake, and I would like share the value of thisof the kid, while telling - Since there was not muchtime and its trends. When viewed from the situation ofdamage in our place, nobody came there. Thisdisaster in Sumiyoshidai district and the children has

will be exactly the awareness of the children in

only vague image on support . Therefore,

Sumiyoshidai region. Since many children think in thisI would like to tell that we received support from many

way, at a broader sense, it is said that there can becountries and regions.

a variety of ways as to how to support – like big or
small support, materialistic or psychological support.
Over and above this, as per the remarks from a girl,21

Elementary
School Edition■ Ethics

we are made to think that a lot of support had been（4）Conclusion

received. The difference in the situation of damage

Narration of teachers

had been confirmed with everyone. Here, views like

We had talked about home –visits after theIt does not matter to us because the damage isearthquake. We visited every single house, and wesmall.

We also wanted them to come to our own

confirmed the safety of children there. We received

place.

It has been a long cherished wish , etc. had

a lot of warm greetings like cheers for your hard
work ; please have this for your lunch ; teacher,came out.

you also please take care from the people there.
Not（enough）even if I
convey my feelings ofgratitude

What I noticed there is, while we can do something
special for providing support, casually conveying akind word, or having a feeling of concern for others
indeed made us all very happy. Those words and theencouragement encouraged us to visit homes.

It made me think as to why one girl has thoughtof Not（enough）even if I convey my feelings ofgratitude . Based on the views of children, we

What children learned from this is, as persons living

can say that the children are unaware of the ways

in Sendai, we should have the feeling of Awarenessof expressing the lasting impression of feelings ofand Gratitude for the lot of Support that was

gratitude in them. This view represents the voicereceived. Only that a lot of damage has happened,of many more children. I took up this idea. Besides

even though we have a crippled life, the children

this, even if I say Feelings of gratitude , it is not

spoke out many of things which they felt – a kid

understood fully, since it is an important aspect,

had to change schooling from Arahama area to

it is very essential that the gratitude needs to be

Sumiyoshidai area due to damage of Tsunami inexpressed in some form or other. If big things are

Arahama area. We have realized that the difference

not possible, small things will be fine. Apart from theSumiyoshidai area, there were lot of areas which were
badly affected and a lot of people have been helping
and supporting in those areas. Since there werechildren who spoke that - even if unrelated to us, as
children living in Sendai, we should express feelingsof gratitude. Such children helped spreading thismessage to the entire children there.
（3）Post deployment
A look back on one s lives.
Is there anybody who has didn t extent support
after the earthquake for the sake of everybody ?
How did you feel ? -When this question was raised,many children answered that they got support frompeople in the area, from the family, from relatives who
are near-by or far away. In addition, great majority ofthe support came with the involvement of the Juniorsports club association etc. Looking back, we wereable to share the experiences of us being always at
the receiving end after the earthquake which had
made us extremely happy and which made us utter
the word Thank you .

22

Ⅲ．SummaryCurrent status of Center for Disaster Education & Recovery Assistancewhen it comes to the damages of disaster, it extends
to heart. To make The Great East Japan Earthquakea theme for the class is indeed a very difficult thing.
However, the actual voice of the children who had
been through a lot of experience had been conveyed
to everyone and which made those people think,is an important aspect. The direct and indirect
experiences of the children will make them Story
tellers in the future and it is essential that they shouldhave the awareness. One thing we should be careful
here is to limit with the children who are ready.
It is difficult to make children aware of themselves.
It is necessary that we, as teachers, should besensitive. We need to be clear on what we want tomake the children think about and we want to workin the daily classes about the same. I think that willbe the mission of a teacher who has experienced theGreat East Japan Earthquake.

23

Elementary
School Edition■ Special Activities

Cleaning Activities Learned from Experiencing the Earthquake
Rokugo Elementary School
Ⅰ．As a peaceful living environment

taken the initiative and worked on. Children, who had

Rokugosho（The Rokugo Elementary School）was

been watching all these, had united as a single groupnot directly affected by Tsunami because the eastern

and were willing to get soiled and become dirty. Theyroad served as a breakwater for Tsunami. However,no longer had to shout hey（ready to）be dirty . It

cracks occurred here and there in the school building,

was as if the feelings of teachers were conveyed toand the school gymnasium was rendered useless.

children as well.

People had been evacuated primarily from theeastern road to the area in the eastern side, which

2. Fighting for toilets – Step 2.

were severely damaged, and it was a 35-days― Meeting to learn from Miyagi cleaning ―evacuation operation.

The ground fell down considerably after the

In between, by borrowing the strength of many

earthquake. The effect is seen in toilets, the water did

volunteers, in a crippled situation, we have been

not run out smoothly, bad smell was coming back asworking for maintaining a peaceful living environment.

a reflux, and each time we were forced to repair the

In that, we cannot miss the daily cleaning activities

toilets. Under such circumstances, during September

which are essential for a comfortable sustenance.

of the Japanese calendar year, all the 300 members

I want to introduce to the children and teach themof the Meeting to learn from Miyagi cleaning had

a food for thought , the human charm learned

visited Rokugosho（The Rokugo Elementary School）.

through cleaning and the emotional connection.

All the toilets were sparkling clean and shining giving
an ultimate impression.

1. Fight for toilets – Step 1― Fight with one s feces and urine ―In the shelter where there was no power andwater, something that we had feared came true.

We may not directly look up to children to docleaning on Sundays, but, it was noticed that
immediately after the school hours, the toilets were
not the same.

The toilets which do not have water will have pile

These activities were told to the children,of feces and urine. Even displaying posters at thephotographs of cleaning were posted to them,

toilets about No water, toilets cannot be usedwere not effective. There is no other choice, but toremain as a mere spectator. There is no other way,
but to take the excreta. Mr. T who is in her 50 s had
volunteered. Two other teachers who were in their
20 s followed the suit. Will there be anybody who
might wholeheartedly like to process and clean up
excreta for the fun of it? My head really went downin shame.
People from the relief squad which had rushed tothe spot from Shizuoka said that We think that thefirst and foremost thing which we will be doing is toilet
cleaning . The first and foremost thing which wasdone for the Great Kobe Earthquake was developing
and preparing the toilets . I was surprised.
Here, even if I wanted to avert my eyes, I had
witnessed the splendor of those teachers who had
24State of activity of everyone involvedin the Meeting to learn from Miyagi cleaningCurrent status of Center for Disaster Education & Recovery Assistance

whereby all the children were told not just in words,
but were shown the visuals as well.
The photographs displaying toilet bowl cleaning

about how to appreciate this.
In response to the agenda, the learning meeting of
Miyagi cleaning which have been done from the classin process notices were being posted at all theat Rokugosho（The Rokugo Elementary School）may

toilets and the plates having the wordings if you pick

be one such initiative aimed at adding courage to

one toilet, you can clean only one were posted inthose who strive hard to withstand the earthquake. It

classrooms and hallways.

is very important to write a letter expressing gratitude.

The initiatives to promote the toilet cleaning which

However, it is also important to think about how topeople dislike, had appealed the minds of each andrespond to the feeling of those people when they

every child. At the same time, for the classroom

continue doing their best to everyone in Rokugosho

guidance and for moral studies in the morning（The Rokugo Elementary School）. One opinion wasmeeting, it was picked up as live teaching material sothat the best way of response can be to clean up

that each and every child could sense the thoughts

one s own school.

behind the teachings.

（2）In order to make a cleanup activity active
How to do activities for the entire school to get

Ⅱ．Efforts for silent cleaning

good results, was discussed in the representative

1．Backgroundcommittee. As a result, it was decided to go ahead（1）do not want to do troublesome workwith the following proposal.

As the upper school year students do not want to
do troublesome work and there are many cleaning① Do the cleaning without talking.
② Poster to be posted for each class to beplaces for sharing, it will be difficult for the teachers to

prepared. In the lower grade classes, the reportbe everywhere and give instructions. When teachers

bulletin prepared by the upper grades will be

are not there to instruct, things are left to your friends

shown.

and they might want to take responsibility of easytasks which might not dirty your hands, like that ofdustpan, chopsticks etc. It is children s honest feelingto take up slightly easy tasks.
（2）Slow cleaning③ In order to finish the cleaning activities within
the stipulated time, a BGM is played during thecleaning activity hours.
④ Purpose of Silence cleaning will be appealed
through broadcasting of the day.

At this school, the cleaning is done after the class

Like this, the importance of cleaning will be madehours. It is difficult to carry out vacuum and cleaningaware to the children. For the entire school, together

during the prescribed timings, after school hours andwe started the silence cleaning.

due to this, returning from school may also be late.
Because of this, it can be seen that children lack the

3．Cleaning activities of three different grade students

awareness of focusing their efforts and doing things ininteractions.

a short time. In addition to, this we also came across（1）Cleaning interactions

children, who after completing their share of work,

1st year students were in-charge of cleaning after

will get into chatting while simply looking at the others

the summer vacation. In this school, the cleaning

working, rather than helping others. Of course, these

activities were found to be inadequate. Hence, forthings will become negative factors and indefinitely

the 1st year students, after the summer vacation,

keep on having lazy cleaning without any distinction

the know-how of cleaning together was shared. The

and wanting to somehow complete the cleaning work

upper grade students supplemented where 1st grade

faster, might end up in too much of a sloppy cleaning.

students could not handle on their own. Also, theinteraction through cleaning became lively.

2．Proposal from the committee（1）Recognition of cleanup activities
After the earthquake, various schools and（2）Reliance of upper grade students
When someone is relied upon, that person would
hesitate to take irresponsible actions. Even areasorganizations encouraged and supported us. The

where people usually do not dare to be mentors werePlanning Committee issued a suggestion to think

now seen taking initiatives and getting involved. From25

this perspective, interactive cleaning among people
had positive effect on them.

Ⅲ．Conclusion
The Rokugo Elementary School had experienced
the great earthquake and the entire school wasconverted into an evacuation shelter. Even thoughcleaned again and again, the corridor became
pure white with dust and sand. For evacuees tobe comfortable, hygienic cleaning is indispensable.
Cleaning was done every day with the support of soState of cleaning activities

many volunteers. When the school was reopened,even though from a crippled condition, the school
educational environment was recovered and kept
ready for the students.
The repair work of the school was being performed
even after it was reopen for the classes, and thisimbibed the reality in children that everyone has

Discussions on cleaning activities
were made at the representative
committee and while planning thereviews, effective cleaning activities
were kept alive.

been willing to support. Although it gave grief thatthe disaster was unprecedented, it can be said thatit taught us to review again the most basic cleaning.
I think and I hope that in the future we need to cometogether with the children and put emphasis on
cleaning and purifying the heart and mind.

26

Elementary
School Edition■ Special Activities

Komastushima - Project on Let us link the memories of that day to the future.
〜Home Town Recovery Project:Committee: Lunch committee tie-up plan〜
Komatsushima Elementary School
Ⅰ．In order not to forget that day

On the night of March 11, 2011（Year 23 ofJapanese Calendar）, nearly 1500 refugees had
been evacuated to the school compound including
the playground of the Komatsushima Elementary・Hassaku（orange） ・Bean soup ・Milk（3）The letter to a child（from lunch room）
We eat to live . 〜It is not allowed to neglect
food.〜..In order to live, you must eat food. Simply

School. A week later, the number of refugees reduced

because we have experienced the loneliness andto half, but still the people had to continue fighting

hardships of lack of food, not only the bread and milk

against the shortage of food and energy（power）.

for school lunch creates nostalgic memories to us but

The situation in every family of the children of

also we want to go ahead valuing and cherishing theKomatsushima Elementary School, and also in any

food that we eat.

family of the Sendai City was thought to be the same.
Lunch on March 11,
2012: The suiton
prepared at eachshelter was the staple
food.

However, it will soon be two years since theearthquake. We must work together and we must help
each other. I feel that if we work together, the memories
of not getting anything to eat and if we help each other,
the memories that I could not overcome that day will
get faded. On the other hand, in the region that was
damaged by Tsunami, even now there are areas andhome which does not have the prospect of recovery.
Regarding the disaster in Sendai, for the children

2．Initiatives in 2012
The initiatives of 2012 were in addition to the effortsof 2011. With the help of the local residents andwho grew up there, the memories of that day havevolunteers who were instrumental in the management

not weathered from their minds, remembering theof shelters during the earthquake, further a trader

support received from the entire nation. As children

with the help of whom ingredients were provided to

you might want to grow into adults who will actively

the school, a practice plan for moving the hearts oftake part in the restoration and recovery of thechildren is being made.

Tohoku region which will continue from now on.

（1）Special school lunch menu（3 days）

With such a request with a focus on March 11,

The menu will be set in accordance with theat this school, the planning of home town recovery

contents of the reports heard by guest lecturers

project of one s own school have been done.

during broadcasts aired within the school.
Month Day

Ⅱ．Regarding plan and practice
1. Initiatives in 2011
By using the lunch time in the year 2011, people
have been working on the theme of mainly the
Importance of food , the Importance of helping
each other （March 11, 2012 Implementation）（1）AimTo nurture feelings of cherishing the food, recalling thetime during the earthquake, when even less amount offood was divided and shared among people.
（2）Menu

Menu

Content of Activities

March 8, 2013 （from the diet in the・The alpha rice which（Friday）
refugee shelter）
was the main food at・Wakame Seaweed rice the refugee shelter（Alpha rice）
was shared and・Breadeaten by everyone
・Hard Dry biscuit
there.
・BananaMarch 11,2013
（Monday）（Turkish cuisine at・Each refugee shelter witheach refugee shelter）
people of Turkey around・Lentil soupthem and having served
・Shish Kebab
the Turkish cuisine.
・It was noticed that thepeople were helping
beyond country borders.

・Gomoku rice or alpha rice27

March 12,
2013（Tuesday）（After the earthquake, ・We remember the day
when we could restart
first full menu of
having a full meal.
lunch time）
・Meat and potatoes ・You know about
the existence of・A dish dressedwith Sesame sauce people who had lost
everything, and having
・Ricea full meal lunch restart・Acerola jelly
seemed grateful.

been addressed in the work for local residents. The
story of these local residents were broadcast as avideo, and one should take a new determination thatone should cherish one s own life and spend eachand every day working hard with one s might.
① It depends（located in each classroom）
・A Speech from school principal（2）School broadcasting during lunch time
People who are doing the refugee shelter
administration or people who are committed to
the restoration and recovery will be asked about
their stories in interview format. The lunch interview
committee and the home recovery projects need to
be done by children of the committee. The recording
is performed during February, editing will be done in
10 minutes and it will be broadcast during lunch time.
The content of each meeting is as follows.
Month Day
March 25,
2013
（Friday）

Guest Teacher

Contents（Shelter Administration） ・Problems encountered
Union Neighborhood during Shelter Administration
and useful things that saved.
Chairman・Who had prepared the meal
Nemoto sama
for the refugee shelter?
Things when shared to a
Social Worker andlarge number of people.
Child Committee・About saving the thermal
memberenergy while preparing food.
Saito sama
・Regarding a story which is
mentioned in the textbooks
in Turkey when about nearly
100 years back in Turkey
the Japanese people had
helped with a ship wreck.
（Sendai Turkey
・What might be the thought ofAssociation
instructor request） refugees in the shelter?
・Message for the children in
Tohoku.

March 11, （Volunteers）
2013
Listen to what
（Monday） the Turkish people
are telling.

March 12, （Caterers,
・When the plant was washed
Own plant affected
2013
away, have you thought how（Tuesday） by the Tsunami)
to try and reconstruct it?
Sanwa Firm,
・While making jelly after the
Sugata sama
earthquake, what did you
find was the most difficult
thing?

・A Video message by local residents
・A Report on efforts for the year from the homerecovery project committee・Concluding words② Interview of local residents
Guest Lecturea）Komastushima Sports Promotion Board, Ms.
Daiga（Gas Agency）
・Regarding the situation of supply of gas in
Sendai City at the time of earthquake.
・About the feeling when propane gas andkerosene were delivered the refugee shelters.
・How is the recovery work different from the usual
work?
b）Komatsushima Sports Promotion Board Ms.
Shoji（Building stone processing industry）
・Regarding the situation of supply of temples andtombs in Sendai City at the time of earthquake.
・Information on how we repaired tomb of Manjuji.
Also, with what feeling did we address that.
※Common: To the children of Komatsushima
Elementary School: How do you
want to grow up? Also, how do you
want to get involved with the local
community?

Ⅲ．Summary
The activities during lunch time will be carried out
with the local community from next year onwards withwidening the（scope of）the contents. I hope that,observing the community without forgetting that there（3）March 11（Monday）
Initiatives during morning activity time
March 11, 2013. As on today, 2 years have passed
since the Great East Japan Earthquake. Two years
from that day, the restoration and recovery work has
28

is a school life today, without limiting the help andsupport to earthquake alone, children should be ablegrow as adults who could go on reaching out to andhelping those in need.

Elementary
School Edition■ Special Activities

The Disaster Risk Reduction Classrooms
One Year After The Great East Japan Earthquake
Fukurobara Elementary School
Ⅰ．Purpose of Practice
The Great East Japan Earthquake changed theevacuation drills conducted at the schools such thatstudents can be prepared for Tsunami as well.
Therefore, one year after the earthquake occurred,with the purpose of further enhancing the disasterprevention awareness in children, we decided to
conduct disaster risk reduction classes.

（2）School Principal s speech and silent prayer
・The meaning of today s activities will be
explained and for those who have sacrificed

Ⅱ．Reality of Practicetheir lives in the recent disaster, let us pray for 1

1. Date & Time: March 9, 2012, Friday, 8.25 to 8.55

minute and observe silence for a moment– May

2. Schedule and Contents of Activities

their soul rest in peace.

（1）Earthquake Early Warning Drill（By watching（3）Video viewing（Mode of evacuation in case of

Television）

an earthquake）5 minutes
Watching video: Produced by Fire and Disaster

Assumptions① Emergency flash warning of earthquake isManagement Agency. Year 2008 Disaster Prevention

issued. It is expected that earthquake will strike,

Learning video. It s an earthquake. What to do

and therefore it is necessary children as wellthen? Let s protect ourselves and, together let all ofown self.

us help each other.

② After a few seconds earthquake occurred. Since※ One the contents related to the children were

there is a risk of damage from the earthquake, it

and summarized into approximately 5 minutes

is essential that children are evacuated. → This

video.

time, we will not do the actual evacuation.
① What is this emergency flash warning ofearthquake?

How should I act when I hear the

emergency flash warning of earthquake - I will
explain these with a video.
② When you hear an Emergency flash warning ofearthquake , protect yourself by hiding under adesk.
※After the animation on shaking of the earthquake,

It s an earthquake. What to do then?

after 10 seconds, earthquake occurs（Sound effectis broadcast）③ Listen to the broadcasting at the end of drill.
The earthquake had subsided. Normally, people
will be evacuated to the school playground or theroof. Today, the drill ends here.

Save yourself

29

Elementary
School Edition■ Special Activities

Save yourself

Check list for evacuation（5）Introduction to efforts for reconstruction 5
minutes
It introduces the Milk pack project done by 2
classes of 5th grade wherein milk packs were used
Video screen

as piggybanks for fund raising.

（4）Explanation of brochure
To protect oneself from earthquake andTsunami , Sendai City Board of Education had issued
a Disaster Prevention Learning leaflet. While looking
at the photos in the leaflet, the following aspects wereexplained:
・The procedure for safe evacuation

First, let me introduce you to the current state ofthe disaster-hit area of Yuriage.

・What I want to discuss with my family
These aspects tell us to discuss about disasterprevention at home.

Present to the Yuriage Elementary School

Letter to the Yuriage Elementary School

Disaster Prevention Learning leaflet

30Current status of Center for Disaster Education & Recovery Assistance

Ⅲ．Summary
One year has passed since the earthquake; avariety of information had been published in the TV
and newspapers, magazines etc., which had caught
the attention of the children as well. At school, there
are many children who are unexpectedly indifferent.
I think the activities conducted this time might bea good opportunity for the entire school children to
Milk carton collection box

have a self retrospection again about the earthquake
meaning to have a look back at the earthquake. In
particular, I feel it is a significant aspect that I was（6）End of broadcast

touched by the aspiring activities by the familiar 5th
grade students. In the future also, we need to think（7）Class guidance・Class guidance was done leveraging Ourof similar activities enabling the children themselves
to become aware of the importance of protecting

safety and covering instructions on how tothemselves on their own. Such activities need to be

do evacuation and regarding the evacuation

devised and more importantly continuous practice

shelters.

need to be ensured.

31

Elementary
School Edition■ Special Activities

By Conducting Joint Disaster Risk Reduction Drills in Schools, PTA,
and Local Communities
Kabanomachi Elementary School
Ⅰ． Introduction

the entry to the school building was restricted.

The Great East Japan Earthquake which had

The school building, gymnasium, and martial arts

occurred on March 23, 2011 2.46 PM, from Tohoku

gymnasium of the Kabanomachi Junior High School

to the Pacific Ocean side of the Kanto region, thewere rented for resuming the school.

big shaking caused by the earthquake and the big

In November 2011, a temporary school building

Tsunami that followed, had caused severe damage.

was completed in the school compound of the school

On March 11, 2011, on the day of the earthquake,approximately 1,700 local residents were evacuatedto this school building and gymnasium of the school.
Initially, during the earthquake disaster outbreak,and from that day onwards, till today, classes arebeing taken in the temporary school building.
In 2011, as per the school evaluation questionnaireetc., after the Great East Japan Earthquake, need forunder the instructions of the School Principal, mainly

conducting Joint disaster management drill along

the school faculty and staff started the refugee shelter

the region has increased from faculty members,

center and performed the refuge shelter operations

parents, as well as local residents. In order not toand administration. A locally owned Shelter Steering

waste the experiences of the Great East Japan

Committee, which was set up on the third day of

Earthquake, it was decided to implement a School,

the earthquake, moved smoothly from the school to

PTA joint regional disaster management drill as a

the area. With the cooperation of the local residents,

school event, during the year 2012.

the faculty was able to work towards reopening and
The school building of this school and the gymnasium

Ⅱ．The aim of the School, PTA joint regional
disaster management drill

was made the refugee shelter till July 2011 end. ThisThe following three points were made the aim ofschool is located in the Wakabayashi ward in Sendai.

the School, PTA joint regional disaster management

Although the area was spared from damages ofdrill.

resuming the school from March 22, 2011 onwards.

Tsunami, it suffered heavy damages from the shakingof the earthquake. The ground was sinking, and the
new school building which was an extension of theold school building got displaced vertically by about
20 cm. A very big step was formed in the hallway ofthe school building. After the disaster, there was arisk of collapse of the school building, and therefore○ In cooperation with the three parties including theschool, the PTA, and the community in the region,
emergency drills need to be performed, assumingthat a big earthquake disaster has happened.
By performing such drills, the awareness of thechildren and local residents for self-help andassistance of the local residents will increase.
○ Through the drills, children can learn the wayof providing refugee shelter support or initial
response during an emergency disaster.
○ We will promote Building a strong town against
disaster , which can respond systematically to an
emergency disaster and checking the role of theschool, the PTA and the region or the community
involved.

Ⅲ． School, PTA joint regional disaster management
drill.
1．specific dateJuly 8, 2012, Sunday
10.00 AM to 12.00 AM
32

Current status of Center for Disaster Education & Recovery Assistance

2. Assumptions
During school hours, an earthquake disaster⑤ Emergency rice feeding drills⑥ Distribution drillsof magnitude 6（high）has occurred with Miyagi
Prefecture as the epicenter. Safe evacuation of thelocal residents and the children, and quick setting up
and opening of the refugee shelter is necessary.
3. Sponsors and Partner organizations（1）Sponsors:□Sendai Municipal Kabanomachi Elementary
School□Kabanomachi Elementary School PTA□Kabanomachi Elementary School
district neighborhood association（2）Partner Organizations

State of emergency rice
feeding and distribution drills（3）Collective drills on Dismissal from school:
Joint drills with local residents, school children,
parents. Local residents to visit to see how thedismissal of school children is done.

◇Shichigo Union Neighborhood association for
Security, Disaster prevention◇Shichigo Firefighting branch office（Kabanomachi firefighting team, Kasuminome
firefighting team）◇Union neighborhood association woman fire
prevention clubState of Collective dismissal drills◇Kabanomachi Sports Promotion Board◇Kabanomachi Elementary School support
regional headquarters◇Sendai Kabanomachi School District Child
Welfare Council◇Sendai Wakabayashi Fire Department◇Sendai Wakabayashi Ward Office

Ⅳ．Summary
1．Results（1）From children◎ After the siren went tool, until evacuation fromschool compound took 4 minutes 1 second.

4. Implementation Content

Earlier, this was five minutes; however, since（1）Evacuation drills for children and parents,

everyone took it seriously, the evacuation time got

evacuation drills for local residents.

shortened. We felt once again that it is essential

Implementation of school emergency mail delivery

to be serious about drills, in order to protect one s

training.

own life from disasters such as major earthquakes.
◎ By participating in the food preparation anddistribution drills, I understood how to makeOnigiri （rice balls）of alpha rice. Hence, if andwhen such a major earthquake occurs in future
also, I want to work as a volunteer on such foodState of the evacuation of
local residents（2）Joint Disaster Management Drill
The Parents and the children, jointly with the local
residents, participate in the following drills:

preparation and distribution drills.
（2）From the faculty◎ With the first round of implementation, the flowof a joint drill with the local community became
clear. I think we can connect this practice to thenext year also. We think that the cooperation of① Firefighting drills

the sponsors and partner organizations was also a② Smudge (dense smoke) experience

success.

③ Report drills◎ It is indeed good that the children have been able

④ First Aid drills

to experience various types of drills in a short time.
33

It turned out to be a forum where each and every

association and PTA, the following four points werechild could experience the disaster drills.

mentioned as tasks for working in future:（3）From the PTA◎ Being in charge of the distribution drills andschool district（Yamato Elementary andalso the activities of 5-6 years old children, theKabanomachi Junior High）and theimplementation could be carried out very smoothly.

cooperation of the Shichigo Community

On the whole, we were glad that we could affordneighborhood association（Shichigo

to spare enough time.

Elementary and Shichigo Junior High）.

（4）From the local residents◎ Carrying out emergency drills jointly with the（2）Merging the disaster prevention manual
between school and the local community.

school and the local community has turned out to（3）Public relations and ingenuity in the form

be extremely effective for the regional developmentof participation that could ensure morein future.

participation from parents and the local◎ We were able to perform the confirmation of
the door to door safety, correspondence toresidents.
（4）Detailed and complete eradication of issues

the persons requiring assistance etc. in eachand the clarification of the aim of the disasterneighborhood. There was also a neighborhood

management drills for next year:

association in which residents of nearly all

Towards the next year, these problems will behouseholds participated wherein growing

solved and we want to be able to continue theawareness on disaster prevention and refugee

regional joint disaster drills along with the local

shelter administration was realized.

community, the school and the PTA.

2．Issues
From Review of faculty and district and from theevaluation meeting of the district and neighborhood34（1）With the cooperation of the Junior highElementary
School Edition■ Special Activities

Conducting Disaster Risk Reduction Classes for the Entire School〜Regional School Events: The School Disaster Risk Reduction Open Class Day（each subject）〜
Shogennishi Elementary School
Ⅰ．Regional School Events
Day（each subject）

Open Class⑥ To guide to calm down, relax and listen properly
to what adults or elders say is an important
aspect.

Ⅱ．Participants: Grade 1 to Grade 6 students,
special support teachers for each classroom,
small group guidance teachers

2．Subject Class Activity 1 group of grade 2（1）Title Protect yourself from earthquake（2）The main learning contents
To think about how best we should act when an

Ⅲ．Conducting the classes （30 August （Thursday））

earthquake strikes while we are at home. In addition

Open School Day was conducted towards theto this, we will think about what all things we should

end of annual summer vacation and the location wasessentially be equipped with during the event of an

the kitchen of one s home.

earthquake disaster.

th

We conducted the classes for the purpose ofGaining knowledge about how to protect the life,
what to do in order to protect the life, and how tothink and act when a disaster strikes .

①

Look out for dangerous places, dangerous
things .

② Things that may be broken, that may fall, andthat may cause an injury and places where fire is

In addition to this, by implementing these things inlikely to occur will be input in the worksheet.

the School Open Day , the parents also got to know

③ We need to think of ways of reducing risks ofabout the contents of the learning, so that they could
discuss and think together at home, this helped inincreasing awareness about disaster management atinjuries, fires from happening.
④ We need to get reminded that it is important to
get equipped on a day-day basis.

home.
1. Subject Class Activity 1, 2 groups of grade 1（1）Title: In order to protect life（2）The main learning contents① Discuss on the basis of the questionnaire on thethings during an earthquake disaster. In addition
to this, know about what actions to take in theevent of a disaster.

State of the class of grade 1 students※ Questionnaire: I was afraid , I was thinking what
to do , I did not know what I should do , I hid
under the table , I ran and escaped etc.

② To provide guidance for important points. Get
under the desk , Protect your head , Do not
move till the shaking subsides③ To guide that keep talking to people at home isState of the class of grade 2 students

important.
④ To check your school route using disasterprevention maps.

3．Subject Physical Education 2nd year 1 set, 3rdyear 1 set, 4th year 1 set, Izumi class.

⑤ To guide to leave a building or be away from a（1）Title Swimming dresses

high block wall, and to go closest to your home（2）The main leaning content

or school.

① To know how to protect oneself from hazardous
35

Elementary
School Edition■ Special Activities

conditions like river, sea.
② To guide to experience as to how to help float
one s body for a longer time, by using familiarthings like a pet bottle.
③ To remember the difficulties and the sense of

5. Subject Class Activity Group 1 of grade 6（1）Title: Let us have a look back at theearthquake（2）The main learning content
Looking back at the earthquake, we know how

the body while entering a pool and swimming inimportant it is to prepare, and let us discuss theplain clothes. To experience that Flutter Kick ,mental attitude in the case of emergencies.

Crawl will be easily exhausting making it hard

① Look back at the state during the earthquake,using a power point, or photo or displaying ato swim.
④ To think about what to do to support the bodynewspaper article.
② Think what kind of preparations are required forin water.
⑤ To learn how to do Otter float and Back float⑥ To introduce how to rescue using a wooden
stick and feet.
⑦ To try to practice undressing in water. You cantake advantage of this and the clothes you took
off will act as a float that is used in waster andhelp in rescuing.

protecting life.
③ To conduct group discussion on the contents ofDisaster Prevention backpack bag.
④ To conduct group discussion on the mental
attitude during the earthquake.
What the children thought○ To protect oneself○ To protect one s family○ To prevent fire from happening○ To evacuate to a higher ground during tsunami○ To prepare and keep the disaster bag○ To act in a calm and composed manner

Practice using pet bottle.

6．Subject Class Activity , 2 Groups, Grade 6

4．Subject Class Activity 1 group of grade 5（1）Title: Get ready for the disaster .
（2）The main learning contents
To think about what all things should we put in the
Disaster Prevention Backpack . Taste Alpha rice.
① Think loud as to what all things we should put in
the Disaster Backpack and most importantly
why we should put those things in the Disaster
Prevention Backpack bag.
② We need to think about what all things are really
important to be out inside, since the contents of
the Disaster Prevention Backpack bag is limited.
③ We need to get reminded of the need to（1）Topic Know about the earthquake, get readyfor the disaster（2）The main learning content
To know about the mechanism of occurrence ofearthquake and Tsunami.
In addition to this, think about the attitude during

Protect the life . To check that we do notan earthquake and the things required during anneed things to play.

earthquake.

④ To taste alpha rice together with everyone who
is coming to visit.
⑤ To be interested in the emergency food: To knowthat there are different types of emergency food.

36

State of group presentation① In future also, the first and prime-most thing tothink about is to protect oneself after definitely
confirming the occurrence of an earthquake.

Current status of Center for Disaster Education & Recovery Assistance

Ⅳ．Summary

School class visits（school open day）have

been done on a regular basis for the whole school.
Among the visits, this time Disaster Prevention
was the theme for each grade student and classes
were conducted considering the children and theirdevelopmental stages. This time, the school open day
What are the contents of the disaster prevention backpack?

② To learn the mechanism of how an earthquake
and a Tsunami occur.（Use Television for this）③ Think about the mental attitude during thedisaster and fill out the worksheet.
④ Think about what all things are required during
the disaster and fill out the worksheet.

What the children thought?
○ Fix the bookshelves or furniture properly so that they
will not fall.
○ Prepare and keep a disaster prevention backpack
bag.

was a free open day and so many parents showing ahigher interest and also many students irrespective of
their grades, had visited this school open day.
We feel that we were able to display that, when you
say the one word Disaster , it should be seen fromvarious perspectives. We had been able to carry out
various lectures with the teaching contents regarding
before the earthquake; when the earthquake strikes;
what all things happened after the earthquake etc.
We think that this has also enlightened many parents,
and it is confirmed that they have also felt the needand importance of daily discussions on this in every
family.
There was effect of the School Open day teachingpractice, which involved the parents. However,○ Think about power failure and get prepared for it.

challenges still remained as to whether this has just○ Prepare and keep food for a few days.

promoted a systematic nature, or has it served inlines with the actual situation.

37

Elementary
School Edition■ Comprehensive school hours

Grade 6 Comprehensive School hours

Learning from the earthquake
Higashirokubancho Elementary School

Ⅰ．Beginning of learning

frustrating. The child was quite moved by the words

We studied about the earthquake during thein that article and was able to guess the feelings

comprehensive learning hours of 6th grade students.

of the worker. While sharing the aspects that were

Almost all the children were in the classroom at

examined, the issues changed as follows:

the time of the earthquake. There are children who
have been evacuated to other prefectures since
their homes suffered damages. Their relatives in
Ishinomaki and Kesennuma were also affected by
the earthquake. Life will gradually go back to normal.
However, a new school term which is clearly different
from before has begun. We began learning while
thinking about how to accept the earthquake. The
study was aimed to learn about the damages of the

1． People who serve to support the others as theiroccupation
Medical, Media, Disaster prevention research,earthquake research, fisheries, public institutions,companies.
2． People who live as evacuees and volunteers
Volunteer activities
3． People working on energy problems
New energy development and power saving

earthquake, notice about people who are working
hard towards reconstruction, and to think about theirown life and behavior of the future.

2．Learning from people who stand against theearthquake（1）Stage where the learning target takes shape

Ⅱ．Practice

A person, who had faced the current situation

1．To learn from news coverage of the earthquake

in the affected areas as an announcer, contributed（1）Stage to find out about the present conditionan article and it was published in a booklet called

and facts

Sendai Studies . A child introduced this article toWhen we started reading newspapers, children
wanted to look into the following items in detail.
1．Radioactivity 2．Agriculture and Fisheries
3．Reconstruction 4．Disaster prevention
5．Volunteer 6．Playground for children
7．Evacuees

the class. From these words, What can you do as anannouncer ? I just have to do what I can do with amicrophone. That is my duty. The children and theteachers strongly felt that they want to hear to moredetails.
The children who were examining other issues also
felt strongly that the more they examined, the more

When we continue to read, we would notice thethey wanted to know the details and the more they

tough present situation which is completely different

wanted to hear directly. So the community support

from our lives.

coordinators have been writing letters to lecturers,（2）Stage of moving the focus on people

getting in touch with them while explaining the

A child who had read a newspaper article on the
farmers who had suffered from salt damage, had

the lecturers were going to teach.

the following question: Rather than giving them up,（2）Stage where thoughts have deepened after

why are they saying they would like to reproduce thefields although it is tough to do so. In addition tolearning from the lecturers① Tanaka san（Foreign Language Activity Volunteer）

this, another child was shocked to read a newspaper

He evacuated to Sendai from the town ofarticle on a worker at the nuclear power plant area

Namie, and while working, he has been doing

saying, Even though I work in order to prevent andForeign Language Volunteer activities at thecontrol the damages, the situation is not getting

Higashirokubancho Elementary School.

better. This does not lead to helping people. It is38

purpose and they were able to set occasions where

While explaining the sequence of events from theCurrent status of Center for Disaster Education & Recovery Assistanceoccurrence of the earthquake until evacuation, hethermal power generation. Finally, they said, We feel

told us how painful it is not being able to return to histhat people are starting to forget about power-saving.

hometown, but even then, he was still trying to move

We want you not to forget about it.

forward. He added, I do not want you to forget the⑦ Ise san（Support volunteer）

earthquake .
② Ebi san（Chairman of Community Neighborhood

He continued his support to an island which hehad some connection with when he found out about

Association at the time）

damage condition of the island at the time of the

At the time of the earthquake, he launched aearthquake. He mentioned that continued support

Disaster Response Headquarters and ran shelters in

is required, instead of saying good luck to thethe region, in cooperation with the local community.

people in the affected areas, we should do our best

He spoke about the consideration that people had

ourselves and continue putting efforts. He also said

shown, even at the time of emergency and he wasthat it is important to be with the hearts of the people

quoted saying I want everyone to cherish the

who are affected by the disaster.

kindness as a Japanese⑧ Kusaka san（Farmer）③ Wada san（Announcer）

His family has been doing farming with a side

As an announcer, Wada san went to do thejob and he has also been making rice. He told us

coverage of the affected areas. She talked aboutthat after much agonizing due to the impact of thethe effort she made to tell the fact such as the juniornuclear accident, he had finally decided to migrate toschool and the high school students were thinking

his wife s parents home（in Kyushu）, who runs an

and acting on their own, and what types of support

agricultural business.

were needed in what kind of place. Her message was

At the end, he told us that How you live your lifethat she wants the children to be involved in disasterfrom now on is important. Rather than thinking thatprevention on a regular basis and to take lead in

you have failed, it is important to start again.

becoming evacuee.
④ Akamastu san（Resident doctor in the area）
He arrived quickly at the hospital at the time of

3．Think about what you can do yourself -Stage you
act out

earthquake, and cared for the patients. He told

The children were in gasp while listening to theus that due to power failure, operations were only

story of lecturers, and it seemed that the children

performed in emergency. He also said that they

were in a state that even though they wanted to

struggled to prepare meals for the patients but they

convey their feelings, they could not put it into words.

overcame this by working together. He said, I want

From the learning, the children realized the heavinesseveryone to work together as well.

of words and the significance of learning from the⑤ Terada san（Announcer）

people. The children received the message from theAt the time of the earthquake, he continued to reportlecturers, and they thought about what they can do

the coverage of the affected areas. He told us thatthemselves so that they can put that into practicethought about what he can do under the unimaginable

during the winter vacation.

situation, and he has realized that he duty is to tell

There were children who had visited the disaster-

everyone the situation over microphone. He said, I

striken area, and had made reports on what theywant you to to raise the antenna to watch the news.

had seen in front of their eyes. Some other children

Please continue to research about the earthquake andhad done the fund raising and had checked how

play a vital role in the reconstruction.

their donations are being used. There were also

⑥ Makuta san and Taki san（Electric power company

children who continued reading the newspaper, andstaff）

cut out items from the newspapers. Some children

They were in the Onagawa Power Plant when thethought that it is important to greeting people, so they

earthquake occurred. They spent the time at thepower plant which was the evacuation shelter. They

continued to greet people in the neighborhood.
At the end, they wrote a letter to the lecturers. They

spoke about the sequence of events until power

have managed to express their feelings using theirrestoration, and also explained regarding hydro and

own words which they could not express at the time39

of the lectures.

children who will bear the next generation.
During the lessons where the children face each

Ⅲ．Discussion
We took the following steps; to know, to examine,

where the children were interested in the other party

to meet people, to reflect on oneself, and to act.

involved and tried to live up to their expectations. It

We continued our study while listening to words

is great to learn from people. People who are close

and thoughts of the children. All we needed at theto the children that can provide learning to them.

time was to get it checked against the target and toI believe that one of the roles of the school as wellput enough time. Through this practice, we thoughtas the teachers is to set up a place where both canabout the role that teachers should play. This involves

meet to get a learning experience that moves theirmaking connections between the children and theheart.

local people.
During the learning process, there was a time

It was a process of trial and error, but the things
such as compassion , ability to take action andthat we thought about the reason why the lecturers

way of life learned from familiar people wereagreed to tell us those stories. For instance there

engraved in the minds of children. The road towere occasions when things were hard and tough.

recovery is long; however, this learning experience

But the lecturers did plenty of preparation to decide

will surely become a driving force for action for theon what to show and tell us during the limited classchildren in the future.

time. We had felt that they had a compelling feelingto express their experiences and thoughts to the40

other and exchange words, we have seen moments

Elementary
School Edition■ Comprehensive school hours

Comprehensive school hours ―What we can do -Recovering from a disasterOkada Elementary School
Ⅰ．Disaster Situation and Purpose of Preparing
and Applying Teaching Material（1）Disaster Situation

on preparing for a disaster and disaster prevention
goods were conducted and ideas exchange were
performed. Besides this, during the class observation

Okada Elementary School is located at a position

day in July, we conducted lessons on the Great
Hanshin-Awaji Earthquake and the Great East Japanof 2.5 km from the Pacific Ocean.

Earthquake. The purpose of this implementation was

During the Great East Japan Earthquake,to convey the importance of study tours to towns

approximately 40 minutes after the earthquake,
Tsunami Warning was received and as a result,recovered from the earthquake, like the tour to Kobe

children and evacuees were evacuated to the 3

where the students can listen to the stories of thefloor of the school building. Children who had been

people.

rd

evacuated to the school building witnessed the sceneof Tsunami flowing into the school yard.
Afterwards, the school became an evacuation

The contents of exchange with the City of Kobe
and implementation of the class observation day heldin July have been listed below.

camp. Even after the school was reopened forclasses, the special classrooms and the gymnasium
were never used. The children continued to sharethe school premises with the evacuees until summer
break. Many children who lived along the coast line
lost their homes. For this reason, some children were

Ⅱ．Classroom practice and actual exchange at Kobe

（1）Comprehensive School Hours - What one cando to recover from a disaster①Goal

Recover from the earthquake and think about what

forced to move in and live in temporary housing and,we can do for the future.

hence, had to attend school from far away.

② Teaching plan（2）Purpose of Preparing and Applying Teaching

Lesson flow

Teaching Contents

Introduction

Comprehensive school hours - What we
can do to Recovering from a disaster - alook back on what you have learnt.

Progress

1. Support for the Great East Japan
Earthquake・In the Great East Japan Earthquake,a great deal of support came from thepeople of the Eastern Japan. There was agreat deal of support from the outside.
2. Recovery from the Great Hanshin-Awaji
Earthquake
・Make students notice that it was not thefirst time when Japan experienced sucha large scale earthquake and display
the pictures demonstrating the damage
scenes from the Great Hanshin-Awaji
Earthquake.
・By looking at the pictures publishedin newspapers at the time of the Great
Hanshin-Awaji Earthquake（people
queuing up at the water supply stationand people preparing meals）, encourage
the students to think about people at thattime.
・Compare the current photographs ofKobe with those taken 16 years back,and think together about what we can dofor the reconstruction of Sendai.

Materials
May 2011. 40 grade 6 students were invited to
Kobe City at the PTA meeting organized by Kobe PTA
Council and Kobe City Elementary School Principal
Association. Although the children were very muchanticipating to visit Universal Studio, Japan andIjinkan（Western style residences）, however, as theirsupervisors we did not want it to be just anothersite seeing trip. Kobe is a city that experienced theGreat Hanshin-Awaji Earthquake 16 years ago andhas undergone reconstruction. As children of Sendai
who have experienced a similar disaster we saw it
as an opportunity to think positively and learn aboutreconstruction.
As a result of this, for the 6th grade students,
during the class session on About our life , a new
session on What we can do was added with theaim of understanding the mechanism of the Great
East Japan Earthquake, the subsequent onset of
Tsunami and methods of safe evacuation; the study41

Elementary
School Edition

Summary■ Comprehensive school hours

Convey the thinking of teachers that itis the People s power that supports
recovery, and let children have that
impression.

What we want to convey to the students throughthis class is to be hopeful about the future. With
the fact that Kobe has been restored during theGreat Hanshin-Awaji Earthquake, we would like thestudents to believe that We can do it too . The
children held their breath and watched the snaps
of collapsed highways and buildings, which wereselected from the photo album of the Great HanshinAwaji Earthquake. After that, when the students wereshown the recent photographs of the same places,
then the students expressed their excitement saying
Amazing , Now it is more beautiful than before .
The Kobe City you will go now looks like this. We
should learn a lot of things together.
After the lessons, the impressions of the students
are as noted below:
・I was thinking about the Great Hanshin-Awaji
Earthquake in the class. Even though buildings
and highways were collapsed during theearthquake, 16 years from that time all thosecollapsed buildings have been made back to their
original state. I wish for a fast recovery after thisdisaster too. I also want to repair my own home.
・It was a very interesting lesson. I think I would liketo see with my own eyes what Kobe looks likenow during our trip from 1st to 4th of August. And,I think I want the North East also to be reborn
similar to Kobe.
・Seeing the Kobe City reborn, I feel being inspired
to do our best. And I would like to say thank you
to everyone who is willing to support us.
（2）Practical implementation of visiting Kobe forexchangeChildren had the three following goals during theirvisit to Kobe for exchange.
・To feel the kindness of people of Kobe City・To learn the strengths of Kobe City・To express your sincere gratitude
The students were encouraged in advance tokeep in mind the three goals especially in the sceneof actual exchange. Here, the main contents of
exchange experienced from August 1st to August 4th
during the Kobe visit have been presented.

42（1）Kobe City Daichi Elementary school
Kobe City Daichi Elementary school is situated in
Suma ward of Kobe district. This was devastatedin the Great Hanshin-Awaji Earthquake. During theexchange meeting, the exchange was enhanced
through playing games, singing in songs and doingother activities with all 920 students of the Daichi
Elementary School.
（2）Itayado shopping district
This shopping district is also situated in Suma
ward. During the disaster, this shopping districtburned down, and many people perished in fire.
Now the shopping district is reconstructed andstatue of Iron Man 28 is built there. The children
were guided by the students of 6th Grade of Daichi
Elementary school during their visit to the shopping
district. The shop owners of visited shops cheered us
with warm words.

（3）Kobe City Sumiyoshi Elementary School
The Kobe City Sumiyoshi Elementary School
remarkably performs in the NHK Chorus Contest.
This school has initiated singing the song Shiawase
hakoberu yō ni which was composed with the hopeof reconstruction of Kobe. During the exchange
meeting the song was performed along with thechildren to make their friendship bonds stronger.
（4）Kobe City PTA Council
This time, during the meeting organized with theeager support of members of the Kobe City PTA
council the children had a chance to see the picturesof the Great Hanshin-Awaji Earthquake and to learn
about the people s experiences during the disaster aswell as the situation before the reconstruction.
Below is a note on the impressions expressed by
the children.

Current status of Center for Disaster Education & Recovery Assistance・When we were feeling tensed while visiting Daichi
Elementary School, all students were trying to tell
us interesting things, make us laugh and talked
to us in a friendly manner. It was really cheerful
to hear people at Itayado shopping district say
Thank you for coming .
・I had barbecue with the people from a local PTA.
After wards, they were telling us about the disasterand showed us the photographs. When I looked at
the photos, I remembered the Sendai earthquake
and I felt extremely sad. The members of the PTA
were very kind when they talked to us. Kobe has
recovered from the sadness - I think I also should
not be sad for ever and I need to learn from what
I see.
・I have learned two things from this Kobe trip. Firstis the strength of everyone which was put in for thereconstruction of Kobe. I began to think that I also
want to reconstruct Japan soon. I want to makeOkada a great town. I want to return to Okada
with clean air and lots of nature. My hope begun
to grow in this way. The second point is about thekindness of people. Like everyone in Kobe, I want
to be kind toward people around me. I began tothink more than ever before that I want to call out
and help my friends or people who are in need ofhelp. I am so much thankful to all people of Kobe,
who have taught me an important thing, that I
have no enough words to express my gratitude.
Someday and in some form, I would like to pay
back to all the people of Kobe.

Ⅲ. Summary and future steps
We think that the exchange we had with Kobe
City that experienced a big earthquake, was highly
significant for us.
The 6th grader students of the year 2012 also
experienced the exchange invitation visit and this canbe thought of as a Familiar project that I can doduring the comprehensive school hours. According
to plans from the children, it was observed that thevisit to the disaster prevention facility during the Kobe
trip has inspired the children. Although the exchange
visits are over, we want to continue educating children
who start realizing the reconstruction that we can doby ourselves through the learning experiences fromthe City of Kobe which became a pioneering area ofreconstruction.

（3）Subsequent exchange with Kobe City
During the next year February, with the cooperationof NTT East and NTT West, we had a web
conference with the Kobe Daichi Elementary School.
We were able to tell about the Okada Elementary
School situation after one year has passed since theearthquake in real time. Besides this, the children
were surprised to see the video and know about theactual fund-raising at the Sumiyoshi shopping district
by the children from the Daichi Elementary School.
The fact that there are some people far away who arewilling to support us, remains deep in our hearts.

43

Elementary
School Edition■ Comprehensive School Hours

Making a Community Disaster Readiness Map
Fourth grade General Studies hours
Shoryonishi Elementary School
Ⅰ．Purpose of the Lesson
Two elementary schools located in the same

3．About the Unit
The fourth grade Social Studies curriculum includes

housing development（this school and the Shoryo

a unit titled Safe Living , in which students learn

Elementary School）worked together to create aabout the work of the police and fire department.

disaster prevention map for the community. As part

Making a Community Disaster Readiness Mapof the General Studies hours, students were asked

was created as an expansion of this unit s contents

the question, What will you do if an earthquake

and is positioned as part of the General Studies

happens when you are outside the school? The

hours. We created a plan for joint creation of thestudents were divided into groups and were asked

Community Disaster Readiness Map together withto investigate the hazardous locations, buildings,

the children of Shoryo Elementary School, a school

evacuation sites, and other items in the area, andwhich will be combined with our school during

enter them into a map. The objective was for eachthe 2013 academic year. Because this elementary

student to improve his or her awareness of disasterschool is located in the same housing development

readiness, and to think about the disaster readinessand the same junior high school zone, we plannedof the area as a member of the local community.

for each school to create of its district and then
combine the maps to create a complete map. Ahead

Ⅱ．Lesson Planof the upcoming integration of the two schools, we

1．Unit Name Making a Community Disaster

believe that this unit was also important as a learning

Readiness Map .
2．Unit Objective
Improve students awareness of disaster readiness,exchange between the students.
It was also decided to hold a joint presentation eventof the students together after the map was completed.

and enable them to think about local disasterWe also utilized the school support regional

readiness as members of the local community, throughheadquarters so that local residents could accompany

preparation of a Community Disaster Readiness Map.

the student groups during the examine and learn
program in order to give students information about
disaster readiness warehouses and other facilities.

44

Current status of Center for Disaster Education & Recovery Assistance

4．Teaching Plan（All 17 hours handlings）
Hour

Main learning activities

Important points

2
Awareness○ Students look at pictures and identify potential
dangers in them.
○ When commuting to and from the school,
students look for hazardous places on theirroutes to school, and record them in theirpersonal maps.

○ Work to create a common understanding of thehazardous places throughout the school year.
○ Students are instructed to record theirobservations while commuting to and from theschool during a period of 4 days.

□ Students think about the hazardous places in Shoryo town and what they should do if a
disaster such as an earthquake happens when they are in these places.
□ Students investigate to find out what steps are being taken in Shoryo town in preparation for adisaster.
□ Students create the disaster readiness map of the Shoryo District in cooperation with Shoryo
Elementary School.
4
Planning○ Students plan for creating the disaster readinessmap.
・In groups, the students confirm the hazardous
places in the area.
・What measures are being taken at facilities in
the Shoryo District?
・What measures being taken in the students
own neighborhoods?
・What kinds of evacuation sites are there in theregion?
○ Students organize the subjects which they want
to investigate and the persons who they want tointerview.
○ Students assign the work to the members of
their groups.

4○ Investigation 1
Investigating ・Each group investigates the hazardous locationsin the district, accompanied by local residents.
Students also conduct interviews regarding
disaster readiness measures in the town while
being shown disaster readiness warehouses andother facilities.
○ Investigation 2・Each group visits the facilities in that area to
examine the measures taken in preparation forearthquakes and other disasters.（Examples:
kindergarten, community center, bank, post
office, supermarket）○ Investigations of the facilities in the district will be
divided between the two schools.
○ Utilize the school support regional headquarters
and submit requests so that members of crimeprevention volunteer patrols and others can lead
and watch over each group of children○ Groups will be created for each district,coordinating the number of members in each.
○ In advance, check the Designated Evacuation
Sites, temporary evacuation sites, and housing
shelters, and confirm how they will be indicatedin the maps.

○ Investigation 1
・Provide each group with a digital camera and a
map which the students can fill in.
・Ensure that students act politely and understandthat special measures have been taken toaccommodate their investigations.
○ Investigation 2
・Requests must be submitted to the facilities inadvance.
・Shoryo Elementary School students will
investigate the civic center and fire department.

・Each group enters and organizes the examination ・Coordinate with Shoryo Elementary School in
5results in the map of the investigated sites.
advance so that symbols, use of photos, andOrganizing
the results ・The maps which were prepared jointly withother matters will be consistent when they are
entered in the map.
Shoryo Elementary School are joined together,producing a complete disaster readiness map forthe entire Shoryo District.
2
・Conduct a joint presentation event for the two
Presentation
schools. Each school presents the results of its
investigation and their ideas related to disasterreadiness in the Shoryo District in ways that areeasy for everyone to understand.

・Inform the students that the disaster prevention
map will be taken over by the new school in the
future. Organize the information which needs tobe conveyed to next year s fourth grade students.

45

Showing students the inside of a disaster readiness warehouse

Ⅲ．SummaryInterview regarding disaster readiness measures at the Post Office.

○ Because the students together prepared the

1．Results

disaster readiness map of the Shoryo Elementary○ By examining the hazards in the area, the children

School district and the Shoryonishi Elementary

were able to think about the specific actions they

School district, they were able to deepen

should take when a disaster occurs.

relationships with friends at the new combined○ The children learned about the steps taken forschool that will be established next year.

disaster readiness at various facilities in the Shoryo
District.
○ The children learned about the various measures○ It was difficult to arrange times for meetings oftaken by local residents in preparation for aboth schools for planning the cooperation between

disaster. In addition, the children were given

them.

information by members of the local community,○ Efforts for disaster readiness in the area are still indeveloping feelings of gratitude to the community

a transitional period. It will be necessary for fourthand love for the region.

grade students to work to improve the accuracy of○ The children learned that there are various typesof evacuation sites, and in particular that thethe map each year as part of their General Studies
hours.

schools, which are Designated Evacuation Sites,○ For future activities such as disaster readinesshave stockpiles of supplies and disaster response

drills which are carried out in collaborationequipment.

between the school and the community, it will

○ The students learned to think on their own as tobe important to continuously conduct disaster

what they can do to prepare for disasters. One

readiness learning activities based on the disastersuch act is the creation of a disaster readinessreadiness of the school as a whole.

map. Students also became aware of their status
as members of the local community.
○ Since the two schools located in the same Shoryo
district cooperated to create the disaster readinessmap, they were able to create a more complete
and informative map.

46

2．IssuesElementary
School Edition■ School Management

Kozo Kotoshi Tsuranuku Boh No Gotoki Mono.（It means Something like a bar that penetrates
from last year to this year）~Consider Recovery of education in view of school management~
Higashirokubancho Elementary School
Ⅰ．Introduction

Learning from earthquake disaster . There were

After the Great East Japan Earthquake, the word

discussions on the meaning and value of study, weRecovery has added a new meaning which We,

are trying to realize their study into Working Unit

the Japanese, resolve to face the various problems

Learning. A few examples are introduced as below:

occurred from the earthquake disaster, until theywould be solved.
Recovery is a big proposition in all fields/areas ofpolitics/economy/culture/education.
We need to keep a record of the education which

1．Approach in Comprehensive learning time（indoor
research）
We are especially focusing on comprehensive
learning time. The staff was instructed to develop

needs to be developed and which can only be

Working Unit in 30 hours, Learning from earthquake

handled by the faculty of the school, who are thedisaster .

witness of history and the bearer of recovery.

After the earthquake, Japanese showed to world,This is to grow students into adults who would

their thoughtfulness, judgment and high spiritual

take responsibility of recovery in the near future andculture which give more priority to others than self.

to make efforts to resist the fading memory with

Also, in our refugee shelter and Higashiroku district,the passage of time.. We should have the strong

we could see the heartwarming approach andwill, which would penetrate in few decades to holdbehaviors everywhere. We reproduce them andon and face the problems imposed by the disaster,develop our learning. By learning the greatness which

regardless of the extent of the disaster.

was actually done, we can develop a learning thatwill provide a feeling of attachment towards the local

Ⅱ．Approach/Improvement in curriculum
One of the things that we thought after operating

community and the region.
This is an example of the achievement which

evacuation shelters was From now on, how to

was observed in the class practice. he children will

progress the education activity . I was attacked by

be involved with the local people in the community

some monologues（asking oneself）which ended

and will feel a sense of attachment to the city. The

up in a sense of duty. How should I receive thepeople, who are involved, will get a way of life ofunprecedented big earthquake disaster? What should

self-satisfaction through the involvement of others.

I teach my students in the present situation called

The mutual involvement of people will foster theas national crisis? As an experienced person offeeling of liking the people, liking the town. Education

earthquake disaster, I need to send message to manyis human creation. At the same time, this is also thepeople.

work where a person learns from another person.

As result of asking myself, I hoped that they would

Education as a model of the objective of longing issurvive strong in this future society. I felt mixed

said to be the history that one creates oneself. In

emotion of support and expectation for children whodaily life, on the education that creates a feeling ofwould be responsible for recovery. Only because thelonging, can help create schools that move along withchildren had survived the fear, anxiety and harsh life,

the local community. We, Japanese, had paid a big

we want and we hope that the children will bear thesacrifice and, in return, obtained perfect opportunity

sturdiness.

to promote this. The People nurture the city and the

In school education, we can put into practice byidea and improvement in curriculum. From 2013,

city will in turn bring up the people , has come from
Learn from earthquake disasters .

on the subject of the Great East Japan Earthquake,
our school has worked on study which is called as
47

Elementary
School Edition■ School Management

2．Securing the number of hours
As one of the measures to resolve non-credited

4．Earthquake lunch day
We made March 11, 2013（Last year March 12,classes and to ensure standard hours without any2012）as Onigiri （Rice balls）Only Lunch Day.

replacement, we set 7 hours per day classes. This is

There are three main reasons for this. First reason

the measure for no classes from March 12 to Marchis to know norm and patience of refugees, and to24（Closing Ceremony）, delay in opening ceremonysnuggle up to their feelings. Another reason is to learn（1 day）and, due to morning class, decrease in

the importance of patience by recalling experience ofschool hours during April beginning. This was madewithstanding hunger.

possible because of the notification from the Ministry

On the night of March 11, 2011, around 1800

of Education about the flexible operation of one unit

refugee suffered from cold and anxiety together inin time in disaster area. The time required for meal

gymnasium and 1st and 2nd floor of school to open

preparation and clearing the table was adjusted andto them. The alpha rice 650 meals were stocked.

has formed a schedule of 40 minutes as a unit time.

We made 125 servings of Onigiri （rice balls）.

This is an initiative of simple lunch period.

The number was judged to bridge until arrival of relief

Academic achievement guarantee cannot be

supplies. For nearly 600 tangerine sized rice balls,

realized by eliminating class study hours. In case ofchildren, mothers with infants and elderly were given

emergency, we worked more to ensure opportunities

priority for allowance. There was not even a word of

to learn.

complaint from refugees.

3．School events to convey hard work of children
We reviewed traditional athletic meet and school

Just after the earthquake, children also felt hungry
due to food shortage. Simple lunch like break andart festival, and changed them into Athletic meetmilk continued at school also. During this period,

specializing in running and into Music Recital

there was no leftover of even an ounce of bread or

specializing in songs.

a drop of milk. In all Japan, we shared experience

Smile of children is symbol of hope, Dynamismof children is first step of recovery. This is catchphrase in news from Principal s office in fiscal 2011.

that we cannot be selfish. We came across the value
which we should never forget in days of plenty.
This year also, we want to speak to children andAfter earthquake disaster, various people havemake them acknowledge the value of that day in theirimplemented support activities to encourage disasterhearts.

victims and disaster area in various place/scene.
Some child said, I want to get well in〜. The figure

5．From Hometown Recovery Project toof dynamic children resembles the hope from works

Omiyacho Big strategy with a lot of flowersof artist and performance of athlete. The figure of a

All cities are managing Hometown Recovery

brave child is impressive. For that, trace of instruction

Project together. In our school, is seeminglyof staff and figure of children working hard must be

expanding with participation of neighborhood

seen in school events also.

association officers. Feeling to local school support

The singing voice to the Baton Pass , we trust

activities. But Greetings is still in range of activity .

relationship, even without looking back and listening

Relationship between local people and children

to voice of our friends. The local people and therequires further approach and enhancements. As one

parents had raised their voice in excitement. Theof the improvements, from 2012 we did movement todynamism of children has the power to bind strongly

decorate flowers that children had grown up, in local

parents and the local schools. The understanding andshopping area and fill Miyamachi in school district

support for the school will be born from the successwith a lot of flowers. They have some feelings onof the child. Taking advantage of the great earthquake

flowers that they took care. We expect that, throughdisaster, we are committed to create school events

growth of flowers, greetings and conversation canwhere we are able to see leadership.

be wide-spread. We are thinking that, the deep
connection clarified in advanced practices of Life
Sciences, would appear as a result of efforts of the48

Current status of Center for Disaster Education & Recovery Assistancewhole school.
After earthquake, a flexible and tough Town

Ⅳ Conclusion
The Great East Japan Earthquake had cast aplanning is required. The flexibility is deeply related tovariety of problems not only in Japan, but around thematurity of community. Through educational activities

world. In globalized society, events in one country

developing in region, we think to continue approachand in one region would run through world quickly

from school to promote formation of community.

and would become country s own issue and own
self problem. 3.11 is the typical case. Educational

Ⅲ．Others
In region, there are strong support teams tocommunity is also in globalization. Response to
problems cast by 3.11, overlaps with the awarenessencourage concretization of Principal s management

and approach of faculty staff who face school

philosophy. School Councilor, School officials

challenge in knowledge based society.

evaluation committee, School support regional

What school is required is that education toheadquarters, PTA and local people have become

capturing eternal value and era would become

major force to support school. Principal needs toeducational activities taking its root in local area.

have strategies to gather together each powers, by

Learn to share the value in region with local people

acting at times as a top sales man and at times aswould blow life into curriculum and establish the axis

a coordinator. In particular, it is important to verify

for living mutually.

the fact and phenomenon and give them somemeanings, and send massage to region. We takeit importance on approach to convey good pointsof region. In future also, mainly from letter from
Principal s office, which continues Earthquake
Series , we want to elaborate to send messages invarious manuscripts and various meetings etc.

49

Elementary
School Edition■ Efforts and Innovative Ways for Using Facilities and Equipments

Efforts aimed to restoring and developing learning and living
environment for reopening of the school after the earthquake
Kabanomachi Elementary School
Ⅰ．Damage suffered by school due to disaster

deformed in a wavy manner. Since that day the

1. State of children during the earthquake disasterschool main building became an evacuee shelter for（1）The Tohoku Region Pacific Ocean Earthquake

one month and the school gym -for four months until（The Great East Japan Earthquake）that occurred

July. After the evacuee shelter was closed down,

on March 11, 2011 at 2.46 PM caused severe

serious investigations revealed a risk of collapse ofdamage over an area in Eastern Japan.

the school building, and the entry to the school was

At the school, lower grade children of each classprohibited.

had finished their 5th class, and we were about（3）After the major earthquake subsided, children

to receive instructions for returning home. The

were handed over to their parents and preparation

upper grade children, who were preparing for theirwas done for the opening the evacuee shelter. A roll

upcoming graduation ceremony, were in the middle

call for safety check was carried out at the schoolof practicing the graduation certificate receiving

yard to ensure the safety of children in each grade,

ceremony at the gymnasium. The ground started

children hand over and the hand over time wereto shake in a waving manner the book case, therecorded according to the manual and the drills as

cleaning tools locker, and the shoe box stand near

expected. The last child was handed over after 21.00

the entrance fell down one after the other like aon that day.

domino, although they were fixed to the wall by thewall brackets. The children went under their desks as

2．Establishment of evacuation shelters

specified by the manual of the emergency drill at the（1）Under these circumstances, where it is difficult

moment they experienced the first strong shake andto establish contact with the outside world, under

stayed underneath their desks protecting themselves

the leadership of the school principal, the evacuation

until the shaking seized

headquarters was established, and preparations were

（2）The school building had tilted, the ground had

done for converting the school into the evacuation

subsided, the connecting part between the new

shelter. Confirmation of the number of citizens

and the old buildings was vertically dislocated andwho were taken to evacuation shelter, by-district

the terrace part of the place around the school was

distribution of evacuee shelters, prospects andfood security, information on the tsunami etc. wasundertaken in consultation with the persons in charge
from the local neighborhood association. On that day,50

Current status of Center for Disaster Education & Recovery Assistance1700 evacuees were accepted to the shelter. The

temporary school construction was completed.

teachers, while continuously staying at the school for

During the summer, the temperature rose to 40

several days in a raw were helped out with preparing

Degree Celsius and it called for urgent improvements

meals, making the list of evacuees, accepting theof health and hygiene management of children. Also,

supplies for evacuees, and cleaning the school forsince all people were put in the gymnasium, theexploring the prospects of reopening. The evacuee

generated noise and stress of the children were also

shelter administration, which was mainly composed

major concerns.

of the local neighborhood associations, had started
three days after the earthquake.

Ⅱ．Actual development and restoration oflearning and living environment

3．Reopening of school

1．Efforts for improving the learning environment（1）We were able to celebrate the admission（1）Measures for noise reduction: Because weceremony on 19 April. The ceremony was

could always hear noise from the next classroom,

conducted by using the half size of the gymnasiuma rule for allowable noise levels was established forof elementary school that was being used as an

discussions and activities like music. Singing andevacuee center. After that, the school was reopened

playing musical instruments was no longer allowedby combining the gymnasium, martial arts fieldin the gymnasium, and the musical instrument

and the multipurpose hall of the junior high school

performance was taught outdoors. In addition to this,situated about 700m away. As for the classrooms,

we requested to allow using the music room of the

180 students of first and sixth grade were assigned

junior high school when it was not occupied, and joint

to use a partitioned multipurpose hall , while 280

music classes for students of different grades werestudents of second, third and fourth grade used the

conducted.

gymnasium portioned into 8 areas with cardboard（2）Handling the lack of physical activities: Since

and other materials. For 90 students of fifth grade,

there was no time to play freely in the school

the martial arts hall was partitioned into 4 areas

yard even during the school hours or on holidays,thwith cardboard etc., and each area was used as a

the curriculum was modified so that the physicalclassroom. They faced numerous issues such as lackeducation class was extended for two periods byof sufficient teaching materials, noise problem, healthincluding walking up to the elementary school andand hygiene problems arising out of sharing just one

using the school yard, the gymnasium, and the pool.

toilet and water source, commuting of students,

Also, the Kabanoko relay tournament was started

schedule conflicts with junior high school students,

as a school event and it was held in the Sendai Cityand the lack of physical activities because the use of

Gymnasium. Classes with a focus on hands-on

playground for all was problematic.

activities and field trips were also actively planned.

（2）The temporary stay at the junior high school（3）Enhancement of book corner: The stage of thecontinued from April to November until a fabricatedgymnasium was converted into a temporary library tocreate the environment where children can be close
to books in conjunction with the collaborative key
objectives.
（4）Improvement of classes suitable for theenvironment: We planned for enabling the creationof lessons which will be meaningful and easily
understood by any child, by promoting Universal
design of class and by implementing ideas onlearning tools. In addition to this, class form wasdone by combining grades and sharing the place oflearning and teaching materials and teaching tools.
Promoting external guest lecturers with emphasis
on food and agriculture hands on workshops etc. are51

devised to suit the current environment.

（3）Hygiene control: Because the availability of tap
water was limited, alcohol antiseptic solution was

2．Efforts for improving the learning environment

kept ready in each class room and efforts were taken（1）Handling of children s stress: Because of theto keep students hands clean.

large earthquake, many children have sustained deep
impact in their hearts. With the school counselor
and PTSD in the center, we started a research

After the earthquake, we were going through days

program called Kokoro no care , which means

when our future was uncertain. We were feeling

Care for the Heart . This program was conducted

the great relief when the school was resumed.

for all employees and they learned about the

Various efforts were taken to ensure a safer learningchanges that appear over a course of time, types

environment for children. We again felt the importancebehavior and symptoms have occurred, and whatof cooperation between the local community,

practical measures to be taken amidst the ongoing

school, and the parents. In addition to this, the mostaftershocks.

important aspect is the success and effect of the daily（2）Handling extreme heat: Since many children

learning drills and development of trust between thewere sitting in the narrow space of the gymnasium

teachers and the children.

and martial arts field, the room temperature wasvery high. Though spot air conditioners and 2fans were used and even ice blocks were placed,
these measures were not very effective. To prevent
dehydration, children were instructed to bring theirwater bottles.

52

Ⅲ．Conclusion

Elementary
School Edition■ Efforts and Innovative Ways for Using Facilities and Equipments

Measures to retain children s reading during a period in which children
are unable to use the library
Moniwadai Elementary School
Ⅰ．Environmental circumstances
Moniwadai Elemental School consists of theWe gathered reading materials mentioned in
textbooks for each year groups, and delivered themnorth and south wings. The north wing received

to classes as necessary. This was mainly for thetremendous damage from the earthquake, andJapanese class. Also we were able to request thechildren were prohibited to enter the north wing

school librarian to select books in accordance withimmediately after the earthquake. The library is on

lesson topics, such as books on insects or stars forthe 2 floor of the north wing. There was no damage

science, books on ancient tools for social studies,such as bookshelves from falling over or books

and history comic books.

ndgetting wet, but children were not allowed to go to
the library.
In 2010, one of the priority objectives of the

2．Lending books to individuals（1）Using library lending card

school was to promote reading activities. Children s

Because children were not allowed to take books

desire for reading was increasing through activities

home with the box lending, they started saying thatsuch as reading session every morning, posting

they want to borrow books to read at home. So

up the number of books loaned, and introducing

we have decided to try lending books using simple

recommended books. The average number of books

lending card. It worked as follows: Children wrote

loaned to one child exceeded 32 books per year.

① the name of the book they want to borrow andWe did not want children to stop reading books due② their name and class on cards, and then submit

to the unavailability of the library, so we have been

it to homeroom teachers. Homeroom teacher thenworking together with the school librarian to prevent

gave cards to the school librarian, and the school

this from happening and to create an environment inlibrarian delivered books to classrooms after school.

which children can read books.

We began introducing this system to the 3rd and 4th
grades, because we saw a high number of books

Ⅱ．Actual practicebeing borrowed by children in these year groups.

1．Lending books to the whole class

There were children who wanted to borrow books（1）Box lending

because they became interested in the system, as

To create an environment for the morning reading

well as those who were looking forward to borrowsession which has taken a firm hold in the school, webooks. However, some of them could not easily

got a box for each class in 2011, put 40 to 50 books

choose books because they were not able to actuallyin each box and then lent the box to each class. We

see books like they used to be able to do. To help

distributed the lending list to homeroom teachers

these children to choose books, we posted a list ofand asked them to manage the number of books

books selected by the school librarian on the wall ofin the box. Depending on the reading situation, weclassrooms. The system started smoothly for the 3rd

also requested them to return the box to the libraryand 4th grades because children were able to borrowso that we can change books in the box. We havebooks on the list or books which were previously

been able to continue with this activity without losing

borrowed by their friends.

books because made sure that children did not takeWe then allowed the children in the 5th and 6thbooks home. Children had to choose from a limited

grades to borrow books. Their time is fully engaged,

number of books, so some of them were choosing

but those who love reading were looking forward tobooks which they would not normally choose, and it

borrowing books using lending cards.

broadened the scope of their reading.
（2）Lending books which can be used in lessons

For the second year, in 2012, we began lending
books using library files with barcodes, which we
53Elementary
School Edition■ Efforts and Innovative Ways for Using Facilities and Equipments

originally used. We also filed lending cards in library

how to use them during Japanese class.

files. Previously, children were not able to borrow（2）Book festival held at the arts and craft rooma book at all if someone else was borrowing theparticular book they wanted to read, because they

The book festival held in the library every December
was decided to be held at the arts and craft room,

were only able to write one book on their card, so

only special room which could be used. The school

the school librarian used to recommend a substitutelibrarian and children in the library committee carried

book. However, with lending cards filed in library files,

more than 10 cardboard boxes filled with books fromchildren were able to write several books all at once

the library, and lent these books during the festival.

on their card, so they were able to get hold of books

There was a great turnout at the festival, because

they wanted to read more easily.

children were able to actually take books in their

We also made lists of books selected by the school

hands and look at them for the first time in awhile.

librarian for the 1st and 2nd and the 5th and 6th

Most books were immediately lent out, but the school

grades, so there were 3 kinds of list. We made newlibrarian kept bringing books to the arts and craft

lists every 3 to 4 moths. They require a lot of space torooms, so there were no children who could not

be posted on the wall of classrooms, so we decided

borrow books.

to file these lists in library files as well.

Apart from the book festival, we also held a similar（2）Mobile library service provided by the school

event in July so that children could take books homelibrarian

during summer holidays, and this also attracted many

Children in the 1st and 2nd grades did not havechildren.

the experience of visiting the library as well as（3）Lending books on the corridor in front of theborrowing books using library files (barcodes), so

nurse room

we thought it would be difficult to lend books to

The nurse room is opposite the classroom for theeach children in those year groups. However, there

6th grade. In January 2013, we put newly published

was a rearrangement of classrooms in 2011 andbooks along the corridor in front of the nurse roomclassrooms for the 1st and 2nd grades were on theand let children borrow books by filling in the book

2nd floor, which is on the same floor as the library.

loan record, because we wanted children in the

Although children were not allowed to enter the north

6th grade just before the graduation to make lastwing, this enabled the school librarian to bring amemory. There were concerns about losing andwagon containing 50 to 60 books and a computer

damaging of books because they were placed on thefrom the library to classrooms, and children in the 1st

corridor, but all books were handled with care, andand 2nd grades were able to borrow books. In eacheven though a large number of books were beingclassroom, we taught them the rules and methodborrowed, they were all returned to the library inof borrowing books, and we have been bringing the

March in good conditions.

wagon with books once a week. We have been able
to push the wagon from the library to classrooms
because now they are both on the same floor, andeach child in all year groups are able to borrowbooks.

4．Reading activities by children in the librarycommittee（1）Reading books aloudThe library committee still exists even though theycannot carry out any activities in the library, and3．Opening a mobile library

they continue their activities by thinking of doing（1）Transferring materials required for researchthings they can do outside of the library. One oflearning

them is reading books aloud to other children. They

There was no empty classroom available, but we

54

went around each class during the morning reading

managed to move 5 computers, encyclopedias,session to read books and give quiz about books.

pictorial books, and dictionaries from the library（2）Appeal by posters

to the multipurpose room, so that children can do

They created posters encouraging children to readresearch using these resources. We also transferred

even thought they could not go to the library, as welldictionaries to classrooms of year groups learningas telling them recommended books. They could notCurrent status of Center for Disaster Education & Recovery Assistanceuse the broadcasting system within the school, sothey voluntarily came up with ideas on what they can
do and appealed to all the students of the school.

Ⅲ．Conclusion
Immediately after the earthquake, I thought it wasa serious matter that children were not able to use
the library. However I believe we have managed tomaintain an environment in which children can readbooks by starting with what we can do, with supportof the school librarian and teachers. I felt once again,that the best way to retain children s reading is tocarry out any even small attempt to maintain anenvironment in which children can always take books.
I believe the greatest achievement over the past 2
years is smiles on faces of children who were looking
forward to borrow books, when they happily takebooks home.

55

Elementary
School Edition■ Sendai City Elementary School Education Study Group

Unit name Saving livelihood Teaching material Preparing forearthquakes: Thoughts of people in the ﬁre department
Sendai City Elementary School Education Study Group Audiovisual Section Teaching Materials Production Committee
Ⅰ．Purpose of teaching materials production
Sendai City Elementary School Education StudyNakano Elementary School, which were both hit by
the earthquake, to find out what is the damage ofGroup Audiovisual Section Teaching Materials

Tsunami like. All the houses along Teizan Moat near

Production Committee is commissioned from Sendai

Arahama Elementary School were gone and only aCity Board of Education to produce video teaching

few of the pine trees were left at the place where itmaterials rooted in the local community. Last year weused to be a beautiful pine forest. The 1st floor of thehave decided not to produce teaching materials aboutschool building was badly damaged and there was a

the Great East Japan Earthquake, because we thought

watermark which shows that the water has reached toit was still early to do so taking into consideration of

the 2nd floor. The gymnasium was hugely damaged

feelings of children and people in the region.

and it showed how strong the Tsunami was.
Gamou Tideland near Nakano Elementary School
was completely different and Mount Hiyori vanishedbecause of the Tsunami. The building has 2 floors
and it was flooded up to the 2nd floor. There weresome big cracks in the concrete walls. Both Tsunamis
from the sea and Nanakita River exerted considerable
force on the school building.
Next, we gathered information from the fire
department. News reports up to now only showeda part of the fire department, but through collecting

However, memories of the earthquake begin

information we managed to find out the state of theto gradually fade as the time goes by. There were

inside of the fire department and the movement of

opinions among some of the members in thefire helicopters immediately after the earthquake.

Teaching Materials Production Committee that we

Furthermore, we also found out that there wasshould actively make an effort to produce teachingcooperation between the city and the prefecture,materials related to the earthquake, because theyand the existence of the emergency fire response

felt that they may not be able to pick up what people

team from other prefectures such as Tokyo Fire

really think if they miss this period in order to make

Department.

teaching materials.
There was a unit called Saving livelihood in social

We started making storyboard for the video
teaching material while referring to information we

studies and we decided to produce this material, ahave collected and records of fire fighting operations.

video which gets across the thoughts of people in

We made narration and the original draft of thethe fire department who were on the cutting edge ofinterview which can be easily understood by children,

helping people. This is because we thought children

and then we asked the fire department to check the

could learn from the video about the preciousness

contents of the interviews and made changes asof human life and how wonderful those people who

necessary. Based on the storyboard, we interviewed

protect human life are, rather than tragedy.

the fire department and the fire brigade in Arahama(current Sendai Airport). We added photos weⅡ．Actual classroom practiceborrowed from the fire department and narration to

1．Process of making teaching material

the video we have filmed. Then we edited and madeFirst, we began our research for the teachingmaterial by visiting Arahama Elementary School and56

it into a 12-minute Blu-ray disc teaching material.

Current status of Center for Disaster Education & Recovery Assistance

2．Structure of the teaching material（excerpt from15

◎ How did you carry out the rescue operation fromthe following day of the earthquake?
○When down broke, I finally realized how enormous
the damage of the Tsunami was. To be honest, I
did not know how to rescue people because thedamage was something which we have neverexperienced before. I just desperately rescued
people because with the feeling of wanting to save
as many as possible of human lives.

17◎ Finally, we interviewed Mr. Yamada, the Sendai
City Earthquake Disaster Prevention Advise, about
what we can do to prepare for an earthquake andTsunami.
○There are many things to be done in preparation
for an earthquake and Tsunami, but what I would
like everyone to do first is discuss among the family
members about the actions to be taken in disastersituations . Check the location of evacuation
area and evacuation route in case of emergency,
and decide meeting place in case of becoming
separated from the family, and method of getting intouch with each other.

18◎ The word kizuna （bond） was often used after
the Great East Japan Earthquake. What do you
think about kizuna ?
○We received a lot of support from all over the
support from all over the world after the earthquake,and there are many people who have helped us indifficult time. We cannot even say how much thishas cheered us up. I am sure all of you have felt thesame way, and not only us firefighters. As long as
we live in Japan, you have to live with disasters suchas earthquake, Tsunami and heavy rain. But we canhelp each other to overcome disaster, and I believe
this is what the word kizuna means.

the storyboard）
Order◎Narration ○Interview

1◎A large earthquake of a magnitude 9.0 occurredat 2:46pm on 11th March 2011, with the epicenter
approximately 140km off the coast of Miyagi
Prefecture. Kurihara registered a magnitude of 7,
Miyagino ward registered a magnitude of upper 6, awide range of area from Tohoku to Kanto registereda magnitude of lower 6 on the Richter scale, andpeople felt the ground shaking at most of the places.

5◎Miyagi Prefecture and Sendai City establish the
emergency response headquarters and collectinformation when a big disaster occurs. The fire
department was the first to start rescuing.

7◎ What did you think will happen based on thescale of shaking during the Great East Japan
Earthquake?
○The shaking which I have never experienced
before continued for a log time, so I was worried thatthe building of the fire department might collapse.

10◎ In what kind of system did the fire department
tackled the disaster?
○An emergency defense headquarter is establishedin the event of a big earthquake, all firefighters
including those off duty must gather at the firestation in order to respond to disasters. Many
firefighters immediately gathered in the event of theearthquake, and we called people to evacuate, andcarried out rescue and first aid. Also, a helicopter
left from the branch station at Arahama to check thesituation of damage of the Sendai City and called
everyone to evacuate from the Tsunami.

13◎ We also interviewed the helicopter rescue party,
which was active in rescue operations. How was the
Arahama area you saw it from the air when you were
warning people about the Tsunami?
○I was flying in poor visibility because it wassnowing. When I was calling people to evacuate,
I saw a big backwash at Fukanuma beach fromthe helicopter, so I knew there was definitely going
to be a Tsunami, but I could not predict how big it
was going to be. When I confirmed that a Tsunami
was its on way from above Nanakita River, theTsunami engulfed the sandy beach, the forest by
the beach and Teizan Moat in a second. I thought,
is Arahama area OK? and when I got above
Arahama, I saw the whole town was washed awayby the Tsunami. I saw those who evacuated to
the roof of Arahama Elementary School. But after
confirming their safety, I prioritized to rescue people
who were clanging to pieces of floating debris
because their situations were more urgent. After
that, there was not much fuel left in the helicopter,but the branch station at Arahama was washedaway by the Tsunami so we landed at the airfield ofJapan Self-Defense Force Kasuminome Base.

14

2．Activities during the lesson period（1）AimTo understand the efforts of those who wereinvolved in rescue operation and the activities of thefire department at the time of the Great East Japan
Earthquake.

◎ Would you tell me about the rescue operation at
Arahama Elementary School?
○Around 4am on 12th March, I got onto ahelicopter of the Japan Self-Defense Force and wewent to Arahama Elementary School. There wereabout 400 people evacuated to the school, but werescued small children and handicapped people firstby lifting them up. Then I remained at the school andcheer up the rest of evacuees.

57

（2）Guidance procedure
Learning activity of children
1. Grasp the learning subject.

Ⅲ．Conclusion
Main guidance /support / estimation
Present the learning
subject.

Let s think about cooperation between relatedorganizations and the efforts of those who work
there.
2. Watch the video Preparing for
Write down what they
earthquakes: Thoughts of people thought on the viewing
in the fire department .
card.
3. Discuss what they have learned
from the video.
・The fire department establishes the
emergency response headquarters
and collects information.
・They are in touch with Sendai Cityand Miyagi Prefecture.
・Fire brigades from all over Japancame to rescue us.
・Give the first priority to those indanger of their live and rescued
them fast.
4. Think about the efforts andthoughts of firefighters.
・Maximized their efforts to savehuman life.
・They are always prepared so thatthey can rescue people anytime
no matter what the situation.
・Discuss actions to take during
evacuation process among thefamily members.
・It is important to help each other.

58

Children were able to think about the efforts
and thoughts of people in the fire department by
conveying what those people, who were on the
cutting edge of rescue operation, really think. Also
it made them to think about their roles in the local
community.
We are planning dub this teaching material anddistribute it elementary schools in Sendai City, withthe hope that it will be helpful. The Teaching Materials
Production Committee is sustained by volunteering・Make children to
discuss what theylearned based on
the viewing card.
・Show the video
again and makethem to checkthis when it ismentioned.
・Make children
realize of the efforts
and thoughts offirefighters fromthe content of theinterview.
・Think about theirthoughts based onwhat children noticed.
・Make each one ofchildren to think
about the importanceof helping each other.

spirit. We will continue to produce teaching materials
with themes related to recovering efforts.

Elementary
School Edition■ Sendai City Elementary School Education Study Group

Calligraphy handwriting education facing the earthquake
Director of Sendai City Elementary School Education Study Group Calligraphy Handwriting Research Committee
Teaching Staff at Sendai City Haranomachi Elementary School
Ⅰ．Purpose of practiceTsunami and there were no prospects of production.

Too many people lost their lives in the Great East

However, many volunteers collected ink stones fromJapan Earthquake. The extent of the damage varies,

rubbles after the earthquake, and they are trying to

but many people are going through hard times which

recondition ink stones by cleaning them. Also, there

they have never experienced before, apart from thoseis a craftsman who started making ink stones again

who have experience war. In this kind of situation,

on his own. We wanted to carry out activities to let

our committee has been holding several discussions

children know these current situations and wanted

to see what we approach we can take in calligraphythem to appreciate the merits.

handwriting education.

Ogatsu Ink Stones Traditional Industry
Center which received catastrophic damage

This article is about the activities of Miyagi
Prefecture Federation of Elementary School
Education Study Group and Sendai City Elementary
School Education Study Group Calligraphy
Handwriting Research Committee, which I am
engaged as a secretary（member of the Example
Creation Committee）and research director, as wellas my own classroom practice.

Ⅱ．Actual practice
1．About Kakizome（the first calligraphy of the NewYear）exhibition
The Calligraphy Handwriting Research Committee
collects about 7,5000 calligraphy pieces of students

1．Activities of Miyagi Prefecture Federation of
Elementary School Education Study Group（1）Giving a twist to the subject word for brushwritingin Miyagi Prefecture every year together with the

The Example Creation Committee has decided

calligraphy societies in the junior high schools, andthe following words as subject which will cheer up

opens Miyagi Prefecture Sendai City Elementary andchildren and visitors to the exhibition.

Junior High School Students Kakizome Exhibition .

3rd grade

4th grade

5th grade

6th grade

The exhibition has been held more than 66 times and2012

Rainbow

Sunlight

EnergyYoung power

more than 20,000 visitors visit the exhibition every

2013

Song

Sky

Start

My dream

year. For that reason, many children practice over andover for the exhibition.
So we thought we will give a twist to the subject
word to cheer up children s efforts. Also we werethinking whether or not we could reduce the burdenof teachers who were extremely busy with response
after the earthquake.
2．Practice focused on Ogatsu ink stones
In calligraphy, the four important tools of brush,
ink stone, ink stick, and paper are collectively called
Bunboushihou . Ogatsu in Ishinomaki City
accounted for 90 percent of the ink stones made inJapan, but most factories were washed away by the59Elementary
School Edition■ Sendai City Elementary School Education Study Group（2）Improvement of underlay for hard brushTraditionally, many schools were making effort tocreate underlay for hard brush after the example
briefing session.

（2）Lecture in Calligraphy Handwriting ResearchCommittee general meeting
For the recovery of Ogatsu ink stones:
Propositions to calligraphy handwriting education

So the Example Creation Committee has madeimprovements so that children will practice willingly

Lecturer: Mr. Yorio Takahashi

by including papers with ruled lines for tracing and・Ogatsu Ink Stone Production andunderlay with ruled lines to the example of Kakizome.

Sales Cooperative Association
・Representative Director of

About making examples

Takahashi Tanohaha Ink Stone Shop
・Chairman of Ogatsu Town

Example of hard brush, papers with ruled lines for tracing, and underlay with ruled lines

Development and Recovery Project①Situation of Ogatsu immediately after theearthquake and the current situation.
②Role of ink stone and how to use it③Demonstration（3）Special feature was published in the researchbulletin Kohagi
Current situation of Ogatsu ink stones（3）Introducing the status of recovery of Ogatsu ink
3．Classroom practice (carried out by myself instonesMiyagi Prefecture Federation of Elementary School
Education Study Group publishes a journal every
year. We written feature story about the current
situation of Ogatsu ink stones and activities ofrecovering them, and distributed the journal to ourmembers in the prefecture.
2．Activities of Sendai City Elementary School
Education Study Group Calligraphy Handwriting
Research Committee（1）Introducing Ogatsu ink stones at the summer
practical training session

Installed a panel introducing Ogatsu ink stones

60

Haranomachi Elementary School)（1）Calligraphy writing class
Enjoy the fun of rubbing down an ink stick to a ink
stoneCurrent status of Center for Disaster Education & Recovery Assistance（2）Social studies: Leaning Region with flourishingtraditional industry: Ogatsu ink stones
Actually take a look at an Ogatsu ink stone and try
using it.

Ⅲ．Conclusion
These activities just only begun. I believe we canspread information in regard to Ogatsu ink stones byintroducing information on the website, or producing
and reproducing materials for children and teachers.
Also I think that the learning effect will be further
increasing by associating with social studies andsocial morality when teaching. This shall also help
recovery in helping even though it is indirect.
There is a long wait to go until the recovery, but
I would like to do what we can as the Calligraphy
Handwriting Research Committee.

（3）Current situation of Ogatsu ink stones① Listen to explanation while looking at photos.
② Write letter to Mr. Endo who is a craftsman ofink stones.

Mr. Endo, a craftsman of ink stones reads a letter written by a child61

Junior HighSchool Edition■ New School-Based Education For Disaster Prevention

Emotional Education through Think-Act Assembly
Teacher-in-Chief of Disaster Prevention, Shichigo Junior High School
Introduction
Our school suffered from the 2011 Great East Japan Earthquake, and is the only school in Sendai City
where students and parents alike were victims. Though the severity of suffering varies, students are all injured
psychologically. There are many students who still do not talk about the earthquake despite a year and ten
months having passed, who force a smile trying not to show any weakness though they live with the agony of
having lost family members, and experience the hardship of becoming depressed, having to face daily events.
We have put effort into emotional education and care this school year, yet we are anxious about the invisible
outcome because it involves the education of inner selves.
As part of the education for disaster prevention, Think-Act Assembly aims at cultivating a wider
perspective and knowledge of disaster response though discussion in groups comprising multiple gradesand developing practical skills through imagining actual scenes using simulations. Also, we hope students will
acquire the ability to think, discuss and act by themselves on what we can do during disasters and what the
future of Shichigo district is, looking back on the earthquake, etc, as we have not provided an opportunity fordiscussion about the earthquake among students before.
The discussion was facilitated by a Disaster Response Crossroads simulation game. At first, we tried tocreate an affable atmosphere using Disaster Response Karuta（Japanese-style playing cards） developed at
the leader workshops. A feature of the Crossroads game is that it does not provide a correct answer, and itemphasizes sharing ideas and expressing opinions from various perspectives.

1．Execution Plan for Think-Act Assembly（1）Date: November 26th, 2012（Mon）5th & 6th Periods（2）Aim: To cultivate a wider perspective and knowledge of disaster response though discussion in groups
across grades and develop practical skills through simulation of actual scenes.
（3）Method: A Disaster Response Crossroads simulation gamea. What is Disaster Response Crossroads ?
Crossroads is an educational material for disaster response in the form of a card game, based on interviews
with staff from the city of Kobe who experienced and dealt with the Great Hanshin-Awaji Earthquake in 1995.
It was developed as a part of Special Project for Earthquake Disaster Mitigation in Urban Areas （MEXT）
by Associate Professor Katsuya Yamori（Disaster Prevention Research Institute, Kyoto Univ.）, Associate
Professor Keiko Yoshikawa（Faculty of Business and Commerce, Keio Univ.）, and Tsuyoshi Amishiro（Game
Designer）.（Extract from Disaster Management website of Cabinet Office）
b. Features of Disaster Response Crossroads
・Reflecting on disaster response as participants own problem, and sharing various opinions and values
among participants.
・Learning that there is not necessarily a correct solution in disaster response and past cases may notalways be the correct way, and acknowledging the importance of individual response upon thinking ingood faith. Also, realizing the importance of thinking before the disaster actually strikes.
・Deepening the understanding of information and preconditions required for making a decision, by using
difficult situations in decision-making for disaster response as a material.
62Current status of Center for Disaster Education & Recovery Assistance・Actively thinking about the disaster response as participants own problem through a card game, andrecognizing the existence of opinions and values different from their own.
c. How to playi. What you need: 6 Question cards, 7×2 Yes/No cards, Blue Cushion cards（no. of participants ×10）, Gold
Cushion cards（no. of participants）, Self-Evaluation sheets.
ii. Basic Rules:
・Pick the topmost Question card that is face down on the stack, and read out what it says.
・Think what you would do in that situation.
・Pick a Yes/No card, and open it simultaneously at the teacher s signal.
・Distribute Cushion（point）cards according to the ratio of Yes/No.
・Then discuss the dilemma among the group（4-5 minutes）.
・Teacher facilitates the sharing of opinions. Students recognize the existence of opinions and values
different from their own, and hear a minority opinion.
・Another participant picks the next Question cardiii. Distribution of Cushion Cards
・Participants with a majority opinion get a Blue Cushion card each（e.g. If 4 participants out of 6 had thesame opinion, they receive Blue Cushion cards）.
・If one participant has an opinion different from everyone else, they get a Golden Cushion card as a special
point（e.g. A participant out of 6 had an opinion different from the other 5 participants）. Others won t geta point.
・If opinions are divided equally or if everyone has the same opinion, Cushion cards won t be distributed as
it is a draw（e.g. 3 vs 3, or 6 participants out of 6 had the same opinion）.
* Formalize the spirit into a rule of cherishing the person who pays attention to the issues others fail tonotice and acknowledging that something most people overlook might still be important.
d. Instructions for Facilitator = Teacher
i. There is no correct answer in Crossroads .
・Realize that there are various opinions and a conclusion has to be drawn to proceed.
・Learn the process of drawing out the conclusion many can accept and putting it into effect.
ii. Learn how to respond to disaster through playing the game.
・Teacher facilitates discussion with a clear understanding of what students should learn through disaster
response education.
・Teacher explains necessary knowledge for disaster response, such as how to use a fire extinguisher, how
to receive alarms and warnings, and how to evacuate safely.
iii. Even if a past case is described as being the correct solution, it does not mean it is correct in every
situation.
・Acknowledge that there are times when past lessons can be applied, yet these past lessons may lead toa harmful result in disaster response.
・Do not try to seek a single correct answer.
iv. Let students think by drawing their attention to the difference between the game and the reality.
・Show the students that responses can often vary between the answer during the game and when the
problem actually happens.
・Different answers can be drawn by asking students what would you do if you were in that situation? andwhy did you think so? , or telling them the hidden meaning behind the question.

63

Junior HighSchool Edition■ New School-Based Education For Disaster Prevention（4）Implementationa. Play Crossroads with groups of 6-7 students from all 3 grades by dividing all classes vertically.
b. A group consists of 2-3 students from each grade.
c. Approximately 5 groups gather and play Crossroads in a classroom. Use 15 classrooms.
d. The third grade students（14/15 years old）act as chairs/mediators of discussions in each group.
e. Students who attended the leader workshops（held during 2011 and 2012 school years）administerclassrooms and share common topics. Contact corresponding students separately and hold a workshop（November 3rd week）.
f. Students who attended the first leader workshop in the 2012 school year give a presentation using Disaster
Response Karuta they made by themselves. Contact corresponding students separately and hold a workshop（November 3rd week）.
<<Why Think-Act , not just Act ?>>・It literally means to Think and Act.
・Crossroads originally means crossway,

intersection and junction. Here, it means a point where one

has to decide on one s course of action.
・The most significant feature of the game is that there is no correct answer . It is important to have risk
communication, which is to think together by expressing opinions, or, to put it differently, to think fromvarious perspectives.
・Tell others your opinion with self-confidence, be it the same opinion as others or a minority opinion.
・After sharing thoughts, start acting based on the concept of self-, mutual, and public help , which arosefrom the lessons of the Great Hanshin-Awaji Earthquake（5）The outcome and problems of Think-Act Assembly
For emotional education and disaster mitigation, we adopted Crossroads, the educational card gamefor disaster response, and held discussion on topics provided, creating small groups of 6-7 students each by
dividing all classes and grades vertically. From the perspective of emotional education, we aimed at drawingout students current thoughts a year after the disaster, and making them think it was important to step forward
through looking back at the disaster. From the perspective of disaster mitigation, we aimed at thinking about
disaster response as participants own problem, and sharing various opinions and values among participants.
Furthermore, students were intended to learn that there is not necessarily a correct solution in disaster
response and past cases are not necessarily applicable to different situations; to realize that it is important tothink and act individually in good faith about each scene of disaster response though playing Crossroads ,and to do so, to start thinking before a disaster strikes.
It appeared to be easy for students to tackle the task as it was presented in a game style using cards.
Students were able to express their thoughts and opinions despite certain nervousness in a group of different
ages, sharing ideas built on the memories and experience of the disaster. As we had intentionally avoided
bringing up the disaster as a topic for discussion so far, students were doing their best to tell their experience
to others. Many students had avoided speaking about the disaster because they did not want to look back at
the time of disaster or when families, local area, or school had not regained stability, but it felt as though thetime had come when students wished to talk to others and share their experience as time passes.
It is important for teachers to facilitate discussion with sufficient understanding of what students should
learn from the activity. We prepared for the day with study meetings on Crossroads aimed at improving
teachers skills. Students need to have the minimum information and knowledge about conditions to makea difficult decision at the time of disaster from the perspective of disaster mitigation. Facilitators must equip
students with basic knowledge while letting them share ideas by drawing out various opinions and values andlistening to minority opinions. Such basic knowledge includes the difference between evacuation advisory andorder and the amount of drinking water necessary for humans in a day. Through learning new knowledge,
thoughts and opinions advanced and production discussion developed.
64Current status of Center for Disaster Education & Recovery Assistance

A problem emerged as there were cases in which most of the students in a group were from Arahama
district, which suffered greatly or in which brothers/sisters gathered in the same group, due to 500 students
from the entire school being automatically divided into small groups of 6-7 students. Also, we should havetaken the composition of group members and other factors into consideration, though we made arrangements
for students who require special care. This time, teachers themselves prepared all the questions, but there
could have been deeper discussion if we had included questions based on students research and ideas.
According to questionnaires filled out by teachers, some had difficulty in facilitating sharing of ideas and theburden on teachers was too heavy. Improvements should be sought to further enrich workshops for teachersand share roles among teachers, though teachers worked in pairs this time.
Our school was designated as a model school for new school-based education for disaster prevention by
the city of Sendai this school year, and we started planning Think-Act Assembly this school year. On the day,various issues that require improvement surfaced, such as teacher training including preparation before theday. We realized that we should continue tackling this project as a part of next year s educational program, as
we believe that we can cultivate necessary skills in students through continuous effort.

65

Miyagi University of Education

Center for Disaster Education & Recovery Assistance
149, Aoba, Aramaki, Aoba, Sendai, Miyagi, 980-0845 JAPAN +81-22-214-3296

E-Mail : fukkou@adm.miyakyo-u.ac.jp