I want to be a teacher!

University student who stutters challenges class February 28th 20:13

A handwritten letter was delivered to NHK.

It was from a university student who stutters and wants to become a teacher.

``We are holding a class event where you can challenge your dream of becoming a teacher.I want to gain confidence in becoming a teacher.Would you please come and support me?''The name of the

event was ``Classrooms that take a long time to give commands.''

We interviewed university students who are challenging their dreams of becoming teachers.

*In this article, we have expressed the actual way of speaking based on the person's wishes.

(Osaka Broadcasting Station reporter Shinya Fujishima / Kushiro Broadcasting station reporter Asuka Nakayama)

Classrooms where it takes time to give commands

The ``classroom that takes time to give commands'' was held in Daito City, Osaka last December.

The venue is a facility that utilizes the building of a closed school.

Three university students who stutter and aspire to become teachers took to the podium.

The student roles are played by ordinary people who have applied to take the class.

Some of them were current teachers, university students, and people who stutter.

One person who played the role of a teacher was Mio Fujiwara, a third-year university student.

She is the student who sent me the letter.

At the class, which she held in hopes that many people would understand about stuttering, Ms. Fujiwara will begin by explaining about her stuttering.

Mio Fujiwara:

``Today, I would like to teach a class on stuttering because we are talking about ``classrooms where commands take a long time,'' but I would like to think about what stuttering is in the first place.What is stuttering? What do you think when you hear that? Do you say it?”

What is stuttering?

Stuttering is a speech disorder in which spoken words may not come out smoothly, and it is said that there are more than 1 million people in Japan.

It is said that stuttering often begins in childhood, between the ages of 2 and 5, but it can also develop in adolescence due to brain disease or psychological stress.

There are three types of stuttering: ``repeat'', in which the first note is repeated over and over; ``extended'', in which the first note is prolonged; and ``difficult stutter'', in which the first note gets stuck.

People around them tend to give advice such as ``speak slowly'' or ``calm down,'' but people who stutter aren't in a hurry, so they feel like they're being told that ``you can't speak that way.'' , pressure can make it more difficult to speak.

The important thing is to "listen slowly".

Mr. Fujiwara explains how to interact with people who stutter in class.

Mio Fujiwara

: ``When talking to someone who stutters, there is no need to give advice such as ``relax'', and it is said that it is better to listen with a relaxed posture. There used to be a belief that it was better not to touch upon stuttering, but this can strengthen the feeling of isolation among people who stutter and the idea that stuttering is bad, so now we are trying to accept the stutter's feelings. It becomes important to show empathy.”

I was scolded and told to read quickly.

Mr. Fujiwara first developed symptoms of stuttering when he was in junior high school.

Until he was in elementary school, he was good at speaking in front of people, but after junior high school, he started having trouble reading set texts, such as when reading aloud in Japanese class.

Mr. Fujiwara aspired to be a middle school and high school teacher, and entered the university's Faculty of Education with the aim of becoming an English teacher.

However, during a lecture when he was in his first year, he stuttered and was unable to give a good presentation.

Then, he says, his teacher scolded him, saying, ``He's only going to read what's written, so he should read quickly.''

During the lecture, he was unable to speak at all.

The teacher in charge told him that he should reconsider aiming to become a teacher.

Mio Fujiwara

: ``It's been traumatic, and at university, there are often mock classes and presentations, and when it's about to be my turn, I can't help but relive those scenes.'' Even though I haven't guessed yet, there were times when I burst into tears.At university, we sometimes have to respond to attendance requests, but I couldn't even say the two words "yes." And I'd be like, ``Mr. Fujiwara isn't here,'' so it was really hard for me to not even be able to respond.''

I often have a hard time at school.

So to the teacher

However, Ms. Fujiwara decided to become a teacher after participating in an event where she could interact with people who stutter.

It was an event where people who stutter served as cafe staff.

This is because while talking to people who also stutter, I realized that many people have had difficult experiences at school.

Mio Fujiwara

: ``Even though the teacher doesn't understand stuttering and can't answer it, it's really better for me to get scolded and say, ``Why can't you answer such a simple question?'' or to tell me that you had a difficult time at school. At most.For people who stutter, there are still many difficult things to do in today's schools, such as reading aloud in Japanese class.By becoming a teacher, I can help children who stutter and children with disabilities other than stuttering. I want to become a teacher who can create an environment where children feel at least a little bit at ease."

“Confirming attendance” is a pain though

In fact, teachers who stutter are already working in schools across the country.

Fumitaka Hosono is in his fourth year as a music teacher at a junior high school in Nakashibetsu, Hokkaido.

For Mr. Hosono, who stutters, having to read out students' names to confirm attendance puts a lot of pressure on him.

"...Sato" "...Takeda"

I'm especially bad at Sa and Ta lines.

I call each person's name one by one, even though my lips are trembling and my voice is choked up.

In her first class, Hosono explains to her students that she stutters.

He tells her, ``I want you to wait until he finishes speaking,'' and ``I want you to not laugh even if his lips tremble or he suddenly goes silent.''

I also practice repeatedly at home.

For the Sa and Ta lines, which I am not good at, I try to make them as smooth as possible by moving my hands and creating a rhythm.

Fumitaka Hosono

: ``I want to say the name smoothly without hesitation, and I think the students also want to be called.Well, it's kind of painful.Sometimes I just find it painful.''

In addition to checking attendance, there are other tasks at school that students are not good at.

For example, a phone call to parents.

We spent a long time figuring out the order and detailed phrasing to make it easier to say the common phrase, ``This is Hosono from Nakashibetsu Town Koryo Junior High School. Thank you for your help.''

We also try to prepare manuscripts in advance.

Seeing Mr. Hosono like this is a great learning experience for the students as well.

Student

: ``The fact that he continues to try to convey his message to the students even if he gets stuck once shows that he is trying to overcome his own obstacles.''

Mr. Hosono works as a teacher, gaining the understanding of those around him while also working on his own ideas.

I would like to send encouragement to the young people who will come after me, and I hope that the environment in educational settings will change as well.

Fumitaka Hosono: ``

I was worried about whether my stuttering would be accepted, whether I would be a nuisance, whether I would be made fun of, etc., but I am glad that I became a teacher. I think it's really hard to practice, but I really want people to become like me.I want them to be like me, too.I want them to be like me, too.I think it's hard to stutter and have trouble breathing, and I want them to be like me. If reasonable accommodations can be made, for example, having someone else handle some of the phone calls, or having a pre-recorded voice played during roll calls, etc. I think it’s good.”

(In addition to Professor Hosono, we were also able to speak with current teachers and people with experience in the educational field. Their stories are also included at the end of the article.)

“I want it this way” differs from person to person.

A class held in Osaka by Mr. Fujiwara, who aims to become a teacher.

After learning about stuttering, the participants discussed what their friends and teachers should do if a child who stutters is teased for the way they speak.

Participant

: ``I think it's okay to say, ``Let's stop it!'' right then and there, but I think you should warn them later.If you warn them right then and there, it might create a conflict. I wonder if it will become even more intense.”

Female participant: ``

I think it's fundamentally important to know about stuttering.''Afterwards, I told the student who was teasing me, ``You shouldn't say things like that because of this reason.''I don't tell them why it's wrong.'' I guess I should.”

At the end of the 50-minute class, Mr. Fujiwara spoke about what he wanted to convey most.

Mio Fujiwara: ``

The feelings that people who stutter, um, want things to be, um, are different from person to person, so it's necessary to respond in a way that is tailored to the person.

This is, uh, my wish, uh, to make this world a uh, uh, easier place for all people to uh, understand stuttering a little bit. I would be happy if you could.”

This time, three university students played the roles of teachers in the ``classroom where commands take a long time.''

A high school student with a stutter who participated with his mother said, ``It gave me hope.''

Participating high school student

: ``Aki, aki, I thought, ``I thought, ``I thought, ``Don't give up, and it's okay to make your dreams come true''''''

Mio Fujiwara

: ``Somehow, I was able to do it, so I think it gave me some confidence.If you don't know about the existence of stuttering, it's a little bit sad for people who stutter.'' I think there are times when people react to things like this, so I would like people to first know that stuttering exists."

Know about stuttering

The ``classroom where commands take a long time'' had a very calm atmosphere where the participants listened carefully to each person's story.

``When we talk about diversity, the focus is on the students, but if there was diversity among the teachers as well, I think more students would be saved.'' I was taken aback by his words.

On the other hand, when we spoke to multiple teachers who stutter, we found that there are some things they are not good at in common, such as ``taking attendance (roll call),'' ``calling parents,'' and ``facilitating morning assembly.''

Of course, we value the feelings of those who want to do it themselves until the end, but if we create a system in which teachers can do things in other ways or have someone else do it for them, teachers who stutter can be more active. I would like to see more.

(Broadcast on “Hotto Kansai” on February 15th)

Voices of teachers who stutter

In this interview, we also spoke to other teachers who stutter.

I would like to introduce the contents.

``After revealing that I stutter, I have had cases in which people have revealed that they are suffering from other disabilities, and I am happy that there are children that only I can help.People with handicaps can also become teachers.'' I would like to see more diversity in this field.I am not good on the phone, so I explained to the children, ``If you receive a call that you cannot say hello to, please think of it as a teacher.''I would like to encourage people with poor eyesight to wear glasses. No one thinks it's weird. Similarly, I think it's important for teachers who stutter to be able to avoid being called by their name at the graduation ceremony or being called over the phone." (Male, Tokyo)

"I'm not good at paying attention to my students because sometimes I can't speak the words smoothly. I haven't been able to muster up the courage to do it yet, so I haven't told my students that I stutter, but I'm thinking of telling them in the future." I think that this can motivate students.'' (Female, Okinawa Prefecture)

``Stuttering was often misunderstood as ``because you're nervous'' or ``because you're mentally weak.'' There were cases where when I stuttered, my supervisor's teacher asked me, ``Have you practiced?'' Morning meeting There are certain phrases that must be said in situations such as conducting a ceremony, giving commands and lining up, but it is difficult to say phrases that are difficult to say.In class, there are also situations where it is necessary to read aloud as a model for the children. However, no matter how many times I practiced, sometimes things didn't work out in real life.Since stuttering is not well known, there are some aspects that are not understood, so it is necessary to have people who are already teachers understand. I think it's important to consult and plan strategies.'' (Male, Tokyo)

"When I speak in front of a large group of people, I write down notes on sticky notes. I feel better after realizing that my stuttering is not my fault. I am also a teacher who stutters, so I am not able to speak well. Don't give up on your dreams because of this. Instead of seeing it as a negative aspect, it might be a good idea to think of it as a habit of speaking.I think the problem is not that you can't speak, but that the environment makes it difficult to speak.'' (Male, Tokyo)

"I'm not good at scolding students. I sometimes get stuck when I'm conscious of important situations, so I try to read slowly and add emotion into my intonation.For those who want to become teachers, I want to say, ``Don't worry, there will always be someone who will help you.'' In my case, when I was struggling to say something, a student would come to my rescue and say, ``Let's be quiet!'' There are also children who speak for me. I think it's important to rely on those around you and to be kind to them." (Female, Aichi Prefecture)

Osaka Broadcasting Station Reporter

Shinya Fujishima Joined

the station in 2009

After working in the Morioka Bureau, Social Affairs Department, and Network News Department, he currently

works as a student while aiming to become a teacher and did teaching training at his alma mater.

Kushiro Broadcasting Station Reporter

Asuka Nakayama

Joined the station in 2021 After working at the Sapporo station, since August last year, the Kushiro station

has been interested in medical care and daily life in the area.I

studied sign language when I was a student.