Yokohama boasts team strength.

At schools in Yokohama, teachers who have played various roles, such as homeroom teachers, grade chiefs, teachers dedicated to elementary school studenｔ support, full-time guidance teachers, nursing teachers, and special support education coordinators, cooperate with each other.

A teacher who does not teach the classroom and is dedicated to the support and guidance of elementary school studenｔ students. elementary school studenｔ has played a central role in the school to prevent problems, detect early, and resolve them at an early stage. He also serves as a "Special Support Education Coordinator" at elementary school.

Teachers who play a central role in enhancing special support education at each school. It serves as a consultation desk for parents, and works with teachers, parents, special needs schools, welfare and medical institutions, and other related parties to establish a support system.

A.When I go to and from school, I meet elementary school studenｔ at the school gate to see changes in the state of the day. You can provide the necessary support by being involved on a regular basis. Through many conversations with faculty and staff, I always share information about elementary school studenｔ. There is a limit to what we can do alone, so we are thinking of solving problems and providing support with the help of various people.

A.I also work with elementary school studenｔ outside of the health room so as not to miss small changes. I am aware of it because I know what I am in everyday situations, and I tell my homeroom teachers, teachers dedicated to elementary school studenｔ support, managers, and so on. It is also important to exchange information with school counselors. Above all, I make sure that I am a nursing teacher, is fine!

A.The grade chief has the consciousness of being a leader working in a team, and believes that it is a role to cooperate with each other. In addition, we adjust learning progress and coordinate events between classes and grades. As the grade chief of the school year, I am conscious of sharing awareness of issues and issues, and strive to create an atmosphere where teachers can exchange opinions with each other.

A.Through the subject sharing system, we have established a system in which children can be watched by three or four years of homeroom teachers and specialized supervisors. The team shares the state of the child seen by multiple faculty members, and with the cooperation of various people, work together to solve the child's worries immediately. I'm working hard to treat anyone gently with a smile at any time so that I can talk about any trivial matter.

※Block chief…Coordinator for multiple grades.

A.It is a site that is said to be "don't worry alone", but it was good that there was a system that allows teams to consult. I feel very encouraging because I can take approaches from various perspectives and perspectives, such as dealing with elementary school studenｔ and parents.

At schools in Yokohama, teachers with little experience and a little senior faculty members gather voluntarily to form a “mentor team”. Teachers are learning from each other, discussing each other's worries and discussing solutions to issues, and growing together. The activities of the mentor team are diverse, and they can easily consult and teach each other, not only about classes, but also how to proceed with the related activities, how to earn grades, and how to build relationships with parents and communities.

At Makita Junior High School, teachers from the first year to the fifth year of recruitment are gathered in the mentor team.

A.We aim to be a place where teachers with less years of experience can easily talk about worries, anxiety, and questions that cannot be solved in their daily work. We also create opportunities to share the questions and opinions that have arisen in the mentors team and use them in school life, and also create opportunities to receive advice from senior teachers. Our school has many teachers who have less than 5 years of experience, so we would like to interact with teachers who have gained experience.

A.It is to create an environment where each person's anxiety can be removed, and an atmosphere where it is easy to express opinions and ideas. When exchanging opinions, I try to listen to not only negative things such as anxiety, but also positive episodes such as good things and happy events. In addition, the topics raised by the mentor team are shared with senior teachers and managers, and we are conscious of creating an environment where the entire school can nurture teachers.

Having a mentor team, I was able to consult and resolve any concerns and concerns within me. Until now, teachers' work tends to be a lot of personal work, so there was a problem that other teachers do not know what to do or who to consult. It's really encouraging that the people who can consult are clear when it is difficult to solve such problems alone. Also, I feel that it is a good thing about the mentor team that I have more opportunities to talk with teachers of other grades who had few contact points, so that they can share their ideas with each other.
In the future, I want to deepen my learning with the mentor team, and now I want to be able to convey my learning to my juniors.