I think giving the entire class a Japanese lesson would be a great idea! he could get involved here and feel appreciated and welcomed.

It might be helpful to make sharing a new Japanese word each day part of daily calendar activities. Keeping a record of these words would serve as an anchor chart for students and help them be able to communicate with the new student. It might also help him feel that the teacher and other students are interested in helping become acclimated to his new environment. Additionally, because he is the expert in this situation, it will help build his self-esteem. As the number of words on the chart grows, the other students will be better able to communicate with the new student.

I also agree that giving the class a Japanese lesson would make the student more comfortable. I also believe that if he could be paired with others to help him use the internet to translate those words into English, he would build friendships and gain confidence within himself to master the Standard American Language.

I love the idea of teaching the other children a Japanese "word of the day"! Not only could it help this student feel more welcomed, it will expose the students to another language. I know the schools near me don't offer language classes until at least the middle grades, but being multi-lingual is a valuable trait.

I like the idea of having the student teach the class some things about the Japanese culture. He could even spend some time teaching them some of the Japanese language. The other students, in turn, could teach him some of those words in English so that his English can improve as well.

I like the idea of sharing his culture with the rest of the class. Esp in second grade these students are learning to write letters and communicate effectively. They should engage in writing letters to his old school in Japan. This child could also teach others the words and how to write them in his language. :)

This is a great idea to go over some Japanese words and phrases with the class. This will benefit the new student and also be fun for the class.

I agree that giving the class a word of the day would make the Japanese student feel more welcomed and he may even get excited that his peers want to learn more about his language. It may be a double whammy, keeping the student from crying and giving the class a language/history lesson.

I agree with your ideas. Somehow incorporating Japanese words into the day might be fun!

Teaching a lesson about Japanese culture would be helpful in aiding the student in the task of making new friends. The teacher stated that he believes the crying is a result of something deeper. I think it could be the result of a fear of his academic standing dropping. The only thing that could help in this situation is an understanding with the parents.

I also like the idea of incorporating Japanese words and cultural practices into a class time. You could, around Christmas time, do a Christmas around the world and use the days to incorporate holiday traditions of various countries and cultures. I would do Japan one of those days and allow children to make comparisons and congrats to their culture. It would be neat to note the similarities in the two.

Many of the ideas that you shared are wonderful, but I wonder if some of them may be too abrupt to use immediately. I do love the idea about doing a study on Japan with the whole class, but I thin it may need to be approached in a little different manner. If a lot of attention is brought to him and his culture, it could make him become even more introverted than he already is. Maybe instead of just studying the Japanese culture, it would be a good idea to break the class into smaller groups, and have a few different cultures being studied and projects shared. This could also be a neat way for many different students to notice that there are actually some similarities among differing cultures that they were never aware of before.

Incorporating Japanese into lessons would not only benefit him but also the other students in your class. That's a really great idea.

I really like your idea of choosing a few friends to befriend him. Some people might find this to be impossible, but I am always amazed at the relationships my children can build across barriers. Last year, I taught a student who spoke no English. In a week, he had several friends, all of whom had created their own ways of communicating with him. It was as if they were just naturally attuned to him. They would use hand gestures and pointing to teach him rules to games, etc. And he picked up things so quickly!

Each of the ideas you presented in the solution are excellent. I believe that each of would help the student adapt to the classroom and decrease his crying. I particularly like your solution of providing Japanese symbols throughout the classroom and teaching a mini Japanese language lesson. Excellent solution.

Excellent solution. I like the idea of bringing something from home. My twin girls are in the second grade and they both have a silk blanket that they like to hold when they are stressed, sleepy, or don't feel good. I also think that its smart to translate English words into Japanese so you as a teacher will have a few words that you can memorize do make communication easier. Having at least 2 other students to be nice to him and try to comfort him will also help ease his stress of being away from his friends.

That is beautiful! I too suggested that the teacher learn some phrases and then teach some to the students. I really think this would create a welcoming environment to make the student feel more at ease. Thank you for your post!

I think it would be a great idea to start incorporating his language into the classroom. This is a great way to make him feel comfortable and respected in the classroom. Perhaps once he realizes he doesn't have to let go of his home and cultural beliefs, he will be more willing to interact with the other students and become an involved student in the classroom.

I agree that labeling objects in the class and around the school in English and Japanese would not only help the 2nd grade immigrant but also help the other students be able to learn words to start communicating in Japanese. The "word of the day" is an excellent idea. I think your ideas fall into the CAP system that Igoa spoke of in her book "The Inner World of the Immigrant Child". I like the idea of using drawings to help communicate. I think by incorporating languages of immigrant children and allowing them to continue using it while they learn English. This student reminds me of the student, Nicolai, in Igoa's classroom. The difference being he was missing his grandmother and her warmth. Like Igoa mentioned, her students mention that the teacher is their closest friend at first when they enter a new country and school.

I love your ideas. I think that setting aside class time for the student to teach the rest of the class pieces of his or her primary language would be very eye-opening for the students. Moreover, connecting these words to the English cognates would help both the new student as well as his or her classmates communicate. Bringing artifacts from home would help the student feel more comfortable. I think it could also facilitate discussions regarding the two cultures similarities and differences.

I like the idea about allowing the child to bring some personal items to class. I think this could help the student and may be necessary for other students as well. I would be cautious that this could make some other students jealous that this student is allowed to have "toys" in class and could be disruptive in that manner, however.

I really enjoyed your post. I love the idea of creating signs or motions that would be in both English and Japanese. The teacher could also pull the student aside and make individual "key signs" that could make the student feel special and important in the classroom.

I think it would be a great idea to teach some of the students words in Japanese and to also help the student with the words in English. This would be fun for all of the students and would begin making a connection between them. Maybe the students would begin to understand how hard it is for them to say Japanese words and would know that he is having a hard time learning English as well.

I love these suggestions. You should try to make him feel as at home as possible. Maybe have his family come in one day if they could and have them educate the class on the Japanese culture. Have the class do research projects on the Japanese and incorporate it as much as possible into your classroom. Make it an embracing of another culture not a roadblock. Most of these students may never have the exposure to another culture like this. And it would make your Japanese student feel more at home and that people don't completely misunderstand him.

I like the idea of having dependable students focus on making him feel comfortable. Sometimes the teacher can't do this alone and it can be more helpful to allow the students to help because some of them may have gone through a similar situation.

I love the idea of having a "Japanese word of the day." I think that would be a great idea. By having the word of the day, it will make the student feel like he is at home.

These are all excellent ideas. Allowing the student to bring something to school that reminds him of Japan or his friends in Japan might help comfort him. I also like the idea of studying Japanese words in class. This shows the student that the teacher and other students are willing to come to him, instead of him being the only person learning a new language. This can also give him something in common with the other kids. I also think it's a good idea to assign him a "buddy" to show him how to do things at school. Even though they might not speak the same language, body language and gestures are powerful.

Decorating the classroom with culture is a wonderful idea. I wouldn't stop at just the one culture though, as to not make it seem too obvious. Also, letting the student bring something of comfort from home is a very nurturing way to help him. He needs the support from as many people as possible, but I'm certain he doesn't want to be overwhelmed.

I think that giving the entire class a Japanese lesson is a great idea. All students should see how other cultures differ from ours and it would help them better understand the student.

I really like the idea of starting a Japanese and English word wall. I think this will allow the student to see himself in the classroom as well and maybe it won't feel like such a foreign place. I also like the idea of having the student bring something from home such as a teddy bear to keep with him in class. This may give the student some sense of security while he is in the classroom setting.

I like the idea of putting posters up with bo English and Japanese words on them to relate simple every day items. This will be a great way for all of the students to learn a new language! I also agree that having a Japanese culture day would be a great show to the student that you are trying to be supportive of him and make him feel comfortable and wanted in the class.

If I were in this situation, I would exactly do this.

I liked the idea of bringing a safe item to school. I think that this would help create a more comforting environment for him and I would hope that it would help reduce the crying.

This is a very sensitive issue, but I do agree that you should put yourself in his shoes to try and understand how he feels. I like that you said to try and find ways to make the classroom more like his in Japan, and to research different things about Japan to try and help make him feel comfortable in his new school.

Safe items are always a plus in the classroom. I would also allow him to bring in items to show his friends. Maybe use the translation website while he is presenting. Let him get involved in the teaching process if willing. I would not push to hard though. He is already sensitive and having him the focus might not be a comfort to him.

Find a good trustworthy student in the class who will take up time with the student. Bringing things to remind the student of home is a great idea but he needs to make new friends here. The language barrier might make things harder for a while but someone taking up time with the student will make a huge difference.

I like the idea of making the classroom seem more inviting by adding some Japanese words and signs to the classroom. From what I have seen, when a new student arrives there are usually a few students who attempt to make them feel comfortable right away. Seeing as how this student does not speak English though, the students might be a little more reluctant to approach him. If this was the case, I would as a responsible student to become his buddy and look out for him as he gets acclimated to the classroom.

I have seen this technique in a lot of post and I think it is a very great way to get the student to open up and learn a little better.

I really think it is so important, as you said, to put yourself in the student's shoes. I felt for him so strongly just reading the scenario. I cannot imagine being in second grade and moved to a strange new school in a new country where no talked like me. Plus, the trauma of leaving behind friends and family! It would be a lot to ask even a well-adjusted, capable adult to deal with, much less a young boy. Your suggestion of using Japanese signage, I think, is a small but important strategy. It is a small token of respect and inclusion that could make a world of difference for this young boy. Plus, it would be a great learning tool for the other students.

I really like the idea of making the classroom feel like home. I couldn't imagine being that far away from home without knowing much of the language or having any friends. Bringing in items that remind him of home would make the student much more comfortable with his surroundings and able him to open up more as well.

You make a wonderful suggestion about making the environment more like home. The idea of bringing in familiar items to decorate the classroom or make him feel comfortable is a very sensitive way to bond with a student. Thank you for your post!

Pictionary would be a great game to use as an ice breaker activity for this new student. Having all of the students bring in artifacts that exemplify them and that they find meaningful could also help develop each student's intra- and interpersonal skills.

I know time in limited with a full class of students but maybe taking some time by asking for assistance with the class for a few days could lead to some type of communication between teacher and student. This is a sensitive situation no doubt. I believe seeking help from other teachers or colleagues would be beneficial.

It would be nice for him to get to bring some things from home into the classroom. Maybe this would make him feel more comfortable. That is a big step when it comes to helping a student open up.

I like the idea of bringing items from home to make him feel better about his new classroom. I also think putting up Japanese signs would really help him feel more at home. I cant imagine being in a place where I had no idea what people were saying around me!

I agree that it could be beneficial to allow the student to bring something from home to make him feel more at ease with his new surroundings. Researching Japanese culture would also show the student that his new teachers and classmates are willing to learn about his home to make him feel more comfortable and accepted.

I think these are great suggestions to help the little boy out. Signs in both languages will not only help the student, but will also teach the rest of the class about a new culture. Also, kids at this age can usually be very nice and will help others that are different from them.

I like the idea of having the child bring something from home that will help him transition into the classroom as well as having signs in Japanese and talking with the student using Pictionary. The bringing something from home to school to me seems like that would be more for elementary children then middle and high school, but the Pictionary game could be for all age groups.

I like the pic-tionary idea. Because the student does not speak English, pic-tionary is a great way for you and the student to communicate with each other. It is also a good way to make the student feel more comfortable around you.

I agree that working with the counselor is a great idea! The counselor would be the most helpful person in helping the teacher find the resources he/she needs to learn to communicate with the child. If the child spent time with the counselor if may help him feel that he has a person at the school he can trust, which will hopefully help him feel safe and not feel the urge to cry so often.

Counselors are usually great in these situations. Utilizing the counselor and the parents could only help the situation and help the student to become more open.

School counselors and the ESOL teacher will be instrumental in helping this child adapt to his new lifestyle. By encouraging other students to be friendly and helping him I think he will have an easier time adjusting to his new school.

School counselor is a great idea to involve. They are trained to handle these situations and could better assist the teacher as well on how to make that student feel more comfortable within the classroom.

School Counselors are great resources when dealing with issues like this. The counselor may know someone in the community who speaks Japanese that would help translate. The counselor also has more time to sit with the student and make them feel comfortable with their surroundings. Sometimes a walk around the building or outside for a few minutes can calm a child and change their whole attitude for the day.

Meeting with a counselor and translator who can talk with the student about how he feels may be the first step that should occur. I think also the teacher should make time for a few minutes a day to spend with the student one-on-one.

The school counselor may have some one they could speak with as far as creating some bridge of communication with the child. It is terrifying for adults so I can't imagine how bad it is for a child.

The school counselor would be a great liaison in this situation.

Yes, I think that labeling items would be a great start. I believe that there may be an iPad / iPod app that translates verbally. Just the ability to talk to those around him would probably make a big difference.

That is a great suggestion to bring some Japanese into class.

Bring the culture to the class as much as possible would be great and a great learning experience.

I also use iTranslate on the iPad for students who do not speak English. I think this is a great way for students to express themselves. Maybe he could meet with your school counselor using this app so that he or she can give him coping skills for this huge transition. Also, if his parents allow, maybe he can Skype or communicate at designated times with his old classmates. It is probably the feeling of being so far away and completely cut off from them that is causing him the distress and this could help him see that there are still ways to "see" them and communicate even far away.

I love the idea of labeling everything in the classroom. We need to make this child feel comfortable in his surroundings. This will also help him pick up a some of our language. Use it as a teaching tool. I could not imagine going to a school and not understanding anything.

I like your idea of implementing a Japanese/English translator program within the classroom. This would provide a great tool for everyone in the class. As others have suggested, I like the idea of incorporating Japanese symbols in the classroom for the student to feel more comfortable. As you noted, compassion and patience are both vital to make this transition easier for the student.

I highly agree with the patience component. That truly could be the factor that makes him feel welcome in the classroom.

Labeling the items in both languages is an excellent idea. This provides an educational experience for all the students. This can help open up elements for communication for all the students as well, and bring all the students closer together.

There are two ideas here that I like. I think writing letters is a good idea, and that establishing a connection with the student's former teacher could establish pen pals for both classes. This is very interesting and I think would be beneficial. I also think labeling classroom items in two languages is a good idea. This will help the student learn to recognize the English words and will be educational for the other students as well.

Like you I also think that labeling things in both languages would be a great idea. While the students are working on something that does not require your full attention, you could walk around the room with the student and help him pronounce different items. While doing this you would be able to learn some Japanese while the student learns English. Its a win-win situation.

I really like your idea of labeling items in the classroom. I think that will help him transition better.

I like the idea of the parents coming in to share things with the class about Japan and Japanese culture. This could be an opportunity for other students to learn about their son, since he does not verbally communicate with the other students.

Putting yourself into a child's shoes should be a solution for many problems teachers face. Understanding a student's perspective can give us insight that will help us be patient and find solutions that will benefit an individual child's situation.

It has always been said that the best way to incorporate someone into feeling at ease and to make them feel welcomed is to bring food, a card, or a gift. Having the class make a card(s) for the student will give the student time to take each one home and read to see that he/she is loved. It is also a good idea to incorporate the food because this allows the student to be able to do something that no one else can do or know about making the student feel comfortable. This way classmates can ask the parents questions about the cooking process and the food so they can relay the messages to the student so the student will know that classmates really care and want to know. This will open up many conversations and eventually show the new student that they are not alone in not knowing everything. All students have a void that needs filling.

I love the idea of having the parents come in a read or do activities with the class. Even though the parents do work, I am sure they can take off a day to help their child feel more comfortable with his surroundings. I think it would also be neat if his parents could teach the class a few words in Japanese. This way the students could communicate with him some. Maybe teach some of his favorite things.

A translator would be very helpful, and I think there should be some kind of communication with the parents. I think the best thing that the teacher could do in this situation is find a way to relate to the student. Since they cannot communicate verbally, music and art would be the best ways to go about doing this. The teacher needs to research the different cultural values of the student, and while the teacher should not have to learn an entire language, he or she could learn a few Japanese words and phrases that could reach out and comfort this student. This would require working with him on a daily basis, but it would definitely produce more positive results in the long run.

I agree with you diagnosis of loneliness. A young student who feels isolated and totally apart from what is going on in the classroom is very sad. I cannot imagine being that lonely with so many people around; especially when I can remember a place where I felt the exact opposite not so long ago.

In addition to having a meeting with the parents and a translator, I would also have the student sit in on the meeting. Then, all the adults and the student can discuss what they can possibly do to make the child more comfortable. Maybe the parents can bring some things from home to show the teacher and the teacher can share them with the class. I am sure the student has some common interests with some of the other students in the class...they need to just figure out what they are.

I agree with your solution. I think some kind of game or activity can help open the door to finding new friends. Having a conference with the parents and a translator may also be helpful. I did not consider getting the advise of an ELL teacher either-- great ideas!

Yes, additional support is the essential thing that is needed. It takes a village to raise a child. lol

I agree with your post and solution! I think that there are other issues as to why the student is crying and I do think that it has to do with that he does miss friends but I also think that it has to a lot with being in a new setting and not knowing anyone. I love how you talked about that Japanese is not spoken a lot throughout the ELL community and with ELL teachers. I am all for students playing ice breakers! This gets the students engaged and hopefully the new student will open up. If not then at least he will start to at least feel comfortable around the other students and then eventually he will open up and I think he will start participating with the class.

I agree with you. I think most of the crying is stemming from loneliness and lack of friendships. One idea that could help to alleviate his loneliness is to set up a pen pal with and one of his former classmates in Japan. Also, it would be a great idea for me as the teacher to study up on the Japanese culture and their educational system, and try to begin to incorporate some those things into our everyday routine. If I can make his surroundings feel a little more "like home," then maybe he will begin to feel a sense of security where he can begin to let his guard down.

I totally agree with meeting with the parents. Often, immigrant students come over and have some things in their past that may negatively affect them in the United States (things like seeing war). Also, it might be necessary to just talk to the student and find something in which the teacher has in common. Right now, this student is missing home (friends, country, and culture).

Carol, I agree that the administration should be brought in to help the student. In that way, there are multiple ideas and perspectives on how to help the student feel comfortable in the classroom. The administration could also help communicate with the parents when they are available.

I also agree that the administration should be involved. Clearly there are some serious issues with emotions at play, and the teacher is in need of professional support and assistance form the school in order to accommodate the student's transition and adaption. THis should not be something the teacher should be trying to spearhead on their own.

I agree. Bringing his culture into the classroom is a great idea. I feel as if the teacher should introduce a new culture each week just so he or she isn't specifically pointing his culture out. Learning about others never hurt anyone, and I feel as if this is the best way to make the child feel warm, safe, and comfortable.

I think if the teacher would send the student to the counselors office or to a place that calms him down it would no distract the other students with his crying. Sometimes having a grown up who he can just go sit with to calm down will help.

I completely agree with your plan of action. Bringing in a ELL co-teacher and/or help from the school counselor could expedite student success for building relationships.

I am glad you chose to present a strategy that is not geared more around his feelings, but about what he deserves. First, I think meeting with the parents as much as possible is a great idea. They need to know his daily progress in order to help him feel more connected. They can even explain to him at home the situation and the strategies that you, as the teacher, are doing in class to help him. They can reach him in ways that no one else can. The second thing I would do, is talk to my administration. As a student, he is entitled to an equal education. How can he achieve this if he does not understand your English and you do not understand his Japanese. Where is the ELL teacher?! Have your administration also help you formulate a plan to help best educate this student.

I like your idea of meeting with the parents, but since they are working full time, I don't know if they will be able to stop his crying. I think a better idea would be to have him attend what we call a "lunch bunch" at our school. A small group of students brings their lunch and eats with the guidance counselor. During this time, the students talk about feelings or other social skills. Perhaps getting to know some go his classmates in a smaller setting would allow him to feel more at home.

Your idea about bringing in an item from home should help to calm the student and take his mind off being sad. I also like your idea for using pictures to learn the English language and to help him to relate to what he already knows and is familiar with.

I like your solution, because I believe they are both great ideas for an elementary school student. By having the student bring in a "comfort" item should help the student and as long as its not a huge item, it will more than like go mainly unnoticed by other students. Your solution about using images in the classroom is a great beginning step to helping the student get more comfortable academically.

Great idea to have the parents teach the teacher a few basic phrases to help with instruction and communication. I also think that involving the guidance counselor is a good idea since there is obviously a lot going on with the child's emotions.

I would love to watch the film- thanks for the recommendation! I have been in other countries in which I didn't speak the language, but in all circumstances there was at least one person in my group that could communicate. I cannot imagine how overwhelming it would be to not be able to communicate at all.

I like your idea of hand signals or gestures because sign language can be universal. I think it is great that you are also asking the parents to teach you important phrases in Japanese. When the students sees you trying to learn his culture it will make him feel more comfortable in your classroom.

Those were some really great ideas. I think that the signals and gestures would be very helpful in the situation, and I also think that getting the class involved in making the student feel welcomed and empathizing with this student would really help.

I like the idea you shared of watching the video that portrays an immigrant's first day in a new school in a new country. That would be of great help for everyone.

I couldn't imagine sending my child, or myself, into a school where they didn't know the language. I would probably be crying most every day too! I like the idea you have about pairing the Japanese student up with a peer to help guide them through school. I think that having the teacher become more knowledge about the Japanese student's likes, dislikes, passions, etc. would be extremely helpful in trying to get him to engage in the classroom. Overall I really like all of your suggestions and think that they would work well.

I agree with your solution. The teacher can also adjust some of the material through google translate to help translate directions into Japanese for the child. This may help the child ease into the workload.

I like your idea about explaining to the student that the students and teacher in the classroom can act as his family. I'm sure he feels so lonely being that his parents work a lot too. He probably does feel scared and by making him feel a sense of belonging and that people in the classroom care about him should make him feel a little better. I also think your suggestion of finding out what he likes to do would also help out a lot.

I agree that the teacher should build on an interest the student has. Even if it is making time to draw with the student for five minutes a day a relationship is being built. I think if the student begins to feel more comfortable he will open up about how he is feeling.

Kimberly, I like your team approach, involving the ESOL teacher, counselor, and the child's parents in the problem solving. Great way to introduce a group effort. I believe the student will be able to recognize your efforts to comfort him, despite the language battle, as much of this can be conveyed by actions and body language. One thing to keep in mind, as far as communicating with the boys parents, is to communicate on the positive aspects not just the negative ones. I'm sure his parents would be thrilled to hear about the positive strides towards adjustment that he makes/is making. Though they are a valuable tool for helping to alleviate the child's discomfort, like any parent, I imagine that want to also be involved when things start running more smoothly.

I think it is a great idea for the teacher to nurture the student and create an "at home" atmosphere for the student! This process would help the student open up and begin to communicate with his/her teacher. I think it would also be a great idea to get the students to involve the new student in many activities.

Kimberly, you have some great ideas! Working as a collaborative team with the ESOL teacher and the guidance teacher are fantastic ideas. The three of you will be able to come up with an effective plan to help the student adapt to the classroom. I also like the idea of creating a classroom environment that was similar to the students environment in Japan. Perhaps the family could provide pictures or other decorative items from home to help the student. I also suggest that you get the student involved in creating his "Japanese classroom" by drawing pictures or selecting music that could be played. You could even find out what type of fragrances remind the student of home for example apple pie reminds me of my Grandma's house so I have a scented candle that smells like apple pie that I light when I need a pick me up. Seeing, smelling and touching things that are comforting to the student will make him feel more at home at school.

I think it is important to show him love. I also said that I would get the school counselor involved. However, I think you will have to have a translator/parent to be in the meeting with the counselor. I like your idea about interacting with other ESL students, however, I think that putting him with any student that you trust would be a good idea.

I like this idea! When students write and draw they are expressing their inner-most thoughts and I think this would help this child tremendously. The teacher and peers could have conversations with him about what he writes and his illustrations he draws. This would help them make connections to what he is thinking and things that are important to him.

I agree with your tactic of incorporating the Japanese language into the daily classroom routine. This will help, not only the new student to feel more "at home", it will also broaden the horizons of all of the students and help them become more "worldly." With this in mind, the teacher could use this opportunity to apply a multitude of second grade objectives to allow leaning more about Japan and the Japanese culture, etc.

I like your idea about the journal of feelings and I think this could really be effective; you could even use this as a place for the student to practice his English writing skills (not rushing him of course). I defiantly think you are correct in your statement that you should not make the student feel as though he is in trouble when he cries, you should let him know that it is ok to be upset sometimes.

I agree that the teacher should not make the student fell as if he is in trouble when he cries and that it is a good opportunity to teach the rest of the class that it is okay to get upset sometimes.

I love the idea of the pen-pal activity! Aside from trying to incorporate Japanese culture into the classroom, this would be a great way to help him stay encouraged. I think that having the teacher work with the student individually would also be a big help once the teacher is more aware of Japanese cultural practices.

I really love the idea of a pen-pal activity. It would teach students about other cultures and a chance to practice writing skills learned in class. Also, it'd be great for the Japanese students to share with his friends in Japan what he's learning. It would definitely help boost his confidence and motivate him.

Great idea! In his pen-pal correspondence he can include new words or traditions he has learned from his peers. He can also share words and traditions with his classmates.

Wow! Great idea about the pen-pal activity for the student to help him adjust, I never thought out that solution. I am sure it would help the student coop and it would give him something to look forward to at school and at home. I also strongly agree that the counselor should be involved, because this is a for sure part of their job. Thanks for the post!

I would definitely ask the parents to have a meeting with me. It is important to work together to fix the problem. It also would be a good idea to incorporate the administrations opinion on how to handle the situation.

I also feel that it would be a great idea to include the counselor and the adminstraters in on the situation. I would try to find out what services we could offer to the kid or programs available. I would then set up a parent-teacher conference to discuss the problems. I also thought that you could have resources in the classroom that our about Japan to make him feel a little more included.

Yes I think that a conference with the parents would be a great way to begin to understand the student. Some emotional behavior is expected! I mean he is in second grade and moved to a new country where he knows no one. I think that reading the book and also incorporating some of his culture into the classroom is a way to work toward him feeling more comfortable.

Incorporating parents in the process whether through telephone or notes is a great idea. They may be able to provide some hints or tips to help relax him in the classroom. They may also be able to give you insight to some thing they may hear at home from him which could better help you at school.

I agree with you. His parents need to be as involved as they possibly can;however, it is going to be up to the teacher and the school to help him make the adjustment at school. I believe that if the teacher is nurturing and shows him tht she cares, he will eventually feel safe in his new environment,.

I love your ideas. I think it is a great idea to allow the student to bring in pictures of his friends and look at them when he is feeling down. I also think it is a great idea to teach the students (and yourself) some Japanese words to use with the students. Simple "greeting" expressions in Japanese would be great. I think the student would feel better if he/she had a little piece of home with him at school. It is all about being compassionate and understanding.

Continuing to talk to the parents is an excellent suggestion. Make sure you make it clear that you are doing this to help their child, not out of disappointment or anger. Even this gesture will probably help the parents feel more welcomed. I think allowing him to bring pictures in is a good idea. This could be comforting, as well as an outlet for language practice. You could bring in pictures of your family, too, and you could sit down to talk about them, pointing to similarities in each one.

I love incorporating home into the classroom. And maybe you could have him write letters to a middle or high school student in the cluster from Japan so that he would have a US connection but they understand what he is feeling. You could also use this as his writing assignments to adapt the curriculum for his understanding during this transition.

I agree Kimberly. The crying that doesn't cease is the child's form of expression. He is obviously upset or uncomfortable during instructional time. I like the idea of offering a peer tutor. I feel that this is just what the child needs, a friend.

I can't imagine what this child would be feeling, but I would recommend the same thing. I would speak with the counselor, ESOL teacher, and the parents to form a plan to comfort him and help him assimilate. I like your idea of hand gestures because I think this would be easy for him to learn.

I think assigning him a "buddy" or two could be very useful, especially if they are chosen specifically for their desire and ability to be helpful. Feeling some sort of connection with his classmates would help him feel less like an outsider. I also really like the idea of journaling. He could free write in his native language and try some English words as well.

I like that you pointed out that his crying is him communicating. I did not think of that. Hopefully he will get more comfortable soon and will start to communicate in alternative ways.

You make an interesting point to include crying as a form of communication. Certainly the boy is out of his comfort zone and may not feel as if there is another or better way to communicate his feelings. Also, as a second grader, he may not be aware of any better way to communicate those feelings of uneasiness in the new classroom and culture. Your ideas of creating situations where language is not needed (math or play) seem like would work well to help include the student and hopefully make him feel more comfortable with his classmates and his classmates with him.

I agree with you. The parents need to become involved because the teacher and the rest of the faculty need help with this situation. The parent's know what is best for the students so to make interventions for the student without the input of the parents would possibly be detrimental to the student's progress.

You make some valid points. Another suggestion may be you, as the teacher, doing some research about school life in Japan; that way, he may feel more comfortable or you may understand better why he is upset. Additionally, I don't think it would be a bad idea to contact the counselor. There needs to be someone in the building who this child can talk with, which may mean getting a a translator or something.

Providing a comfortable and positive environment is key. Incorporating some Japanese culture into lessons or learning more about the culture could help you to better understand this student. Maybe allowing the student to share/teach his classmates may also be a way to help him open up.

The comfortable safe environment is key. But not being able to communicate with the other students will not allow for a presentation of his own culture but bringing in bits and pieces from his culture info the classroom is a great way to increase comfort.

I think bringing in Japanese culture is a good idea. Maybe even decorate a part of the room may help the child feel a little more at home in this scary new place.

I also agree. I moved a lot as a kid and it can cause you to feel very alone and sad. I imagine this student is coping with these feelings and it is also amplified by being isolated due to a language barrier. Last year I had a student in my class who spoke no English. I asked him (with help from an interpreter) about putting up labels in his language and in English to help him learn the language as was suggested in the post. I imagine this may help your student and may facilitate his language acquisition. I liked the idea of incorporating a project that would allow the Japanese student to bring some of his culture into the classroom. It might also be a good opportunity for other kids to learn and show an appreciation and really welcome the new student to the class. While I do agree the student deserves ELL services I recognize that these may not appear in a timely manner and that it is important to try and help the student in the mean time.

This is a good idea assigning him a buddy. That way, he will feel safe at all times, even when he starts to cry. He will know that if he feels uncomfortable, he can always go to his buddy.

This is a great idea that I would not have thought of. Assigning the students a buddy would help the student out greatly. Even if they cannot understand each other, the buddy can explain by showing instead of talking. Assigning the student task in the classroom will also keep his mind off of being away from his friends.

I love these suggestions. It is an excellent idea to have a buddy for him. And getting him involved could help him have a sense of belonging. I agree that phone calls to parents are not sufficient. A conference needs to be scheduled, and a counselor needs to be consulted.

I thought you had wonderful suggestions for this situation. I like the idea if having the student a buddy/partner to give him someone throughout the day to make him feel a little more at ease. The idea of giving him a task is great for involvement in the classroom and make him feel included.

The student is definitely going through a culture shock and transitional period, so the best idea is to get the student help within the school. Also, get his parents involved with getting help as soon as possible. Talking to the counselor would be a great idea as well as having a peer buddy in the classroom. Trial and error will help the teacher truly understand what the child needs and how he will cope with this transition.

I love the idea of letting the student bring a familiar object of comfort. I also think that learning some familiar words and phrases to speak to the child would be helpful and having him help with pronunciation would let him know that what he thinks is important. I think knowing someone cares enough about him to make him feel comfortable would be great for helping him to stop crying as much.

I think by learning words in his language you are showing him how much you want to help him. I think it is also a great idea to inform the parents on ways that you are working with the student so maybe they can discuss this with him. -Kayla Mullins

I like how you suggested to learn some phrases in Japanese to help the student earn your trust. That is a great idea. Students need to understand that as educators we are here to help them and it is important to make a connection with them.

I like your idea of having the student getting involved. These are the people that will go along with him in his school journey. In most situations the teachers are only get students for a year and then pass them on. Therefore, getting the other students involved is a great idea.

I agree that the child is most likely missing Japan and his sense of security. I also thought that having kids befriend him on the playground and in class would be a great way to get him to 'warm up' to the new situation. I like your idea of drawing the picture, and this could be something that is easily communicated to the child.

You came up with some great strategies to help this student. There is not going to be a one step solution and the teacher is going to have to take some extra time, but you solutions could work. I like the idea of translating he work. I think it should be presented in both languages so that he can start getting the hang of English, but he needs to be able t understand something and the translation would help. I also like the idea of sitting down with the parent; I too would have suggested that. The school and teacher need to know as much as they can about the student and his background. Igoa focused on that safe environment and that is the same focus that needs to happen in this situation.

I agree that catering to the student would be a great idea in helping him become accommodated with his new school and learning environment. The teacher will need to look into his culture and possibly give a lesson about Japan and his language. Making the student feel welcome in the class will be hard, but will be a great step in helping the student. Also, I would recommend that the teacher make a home visit to meet the parents and see the student in his own environment. The teacher may learn more about the student and find out his interests. (They may be able to be integrated into the classroom)

I think that asking some of your students to sit next to him and try to befriend him is a really good idea! I think back to some of my readings for my cultural issues class and one author (Igoa, 1995) mentions that when she talked to some of her students that they said when they had friends in school that it made it easier and more enjoyable. These students will hopefully start to make the child more comfortable in his new surroundings.

I think a peer buddy would be a great idea to get the student adjusted to the changes at the new school. That way, the student has someone to rely on in the classroom and can help him through the day. Also- an adult advisor would not be a bad idea either. Since the teacher is busy teaching her students, maybe another adult in the building could be his accountability partner and come check on him every so often. THis would make him feel more comfortable and eventually stop crying.

I like your idea of making the classroom as bilingual as possible this would be more important for the other students than the immigrant student because it would help those students learn words that they can use to create a communication bridge to this student.

I think it is a great idea to make as many connections with the student as possible so that they feel "at home" in your classroom. I love the idea of labeling things in the room with both languages. The process of helping this student assimilate into the American culture will be very difficult and time consuming however, it will be so rewarding to know that you helped this student transition smoothly.

I think that the parent's lack of involvement is defiantly a hindrance as well but I agree with you that it shouldn't completely stop you. I do think that using the website you suggested would be a very effective tool, not only does it allow the student to use technology that he is probably familiar with but allows him to use it in a fun and constructive way. I do suggest also that this student may need a more substantial way of communicating at least temporarily. But I really like your idea it is very original and I think would be very helpful.

Just put yourself in the child's shoes. What would you want? Me personally, I would want to know that I am not alone. I would want someone to talk to. Someone to show me around. I would want some friends. We were all strangers to a class at one point in time. Perhaps it was the first day of school. Just remember back to that time and how you felt and use that feeling to guide your decision making for this student.

The teacher needs to insure the student that the classroom in a positive learning environment and that everyone there works together as a family. The teacher also need think about setting the student up with a peer that can help him around the school, with his assignments, and help make other new friends. The teacher also needs to dig deep and find out what the student enjoys doing. It might be reading, drawing, playing a musical instrument, or playing a sport. If the student has something positive to look forward to each day at school, this can reduce this ability to continually cry.

I like the idea of having a peer buddy. This of course would not solve the root cause of why this young man is crying at school. However, a buddy will like you stated, give this student something positive to look forward to at school each day.

The idea of the students sharing their cultures with their classmates would definitely be a way to feel a part of the group. This young boy is feeling alone without his friends. Allowing the students to share what is important to them with the group will certainly build relationships. By building these relationships he will be able to begin new friendships. Although there may be other underlying reasons for his crying, an activity like this will certainly occupy his time and help to focus his emotions on something productive.

I agree that he is probably crying for his friends. If so, he must understand that learning the language is important but he has to learn to communicate in his new home. He can write his friends once he gets home or completes and assignment. Using the letter writing as a positive behavior strategy will help to alleviate the crying. Once he understands that he may not master the assignments until he learns the language better but he must try them and succeeding comes only through trial and error. Being the teacher, you have to find ways to help the student to reach out and want to learn. Finding ways to incorporate learning for him will make him understand that he is not the only one struggling. As a teacher you are also and you are attempting to complete the struggle and so must he.

I agree that this child is definitely crying for more than just missing his friends. He is completely out of his comfort zone and has no one to communicate this with. I like the idea of the teacher researching about the boy's culture and bringing this into the classroom. This will be very difficult, and may require some extra creativity but I think it could be done.

Contacting the counselor is a great solution. Maybe when the student starts to cry he can go visit the counselor so he does not distract the other students. The counselor would have ways to help soothe the student. Yet if the crying continues, some of the other solutions would have to take place because he would start to miss too much class time.

I agree that the counselor should be contacted. She would have time to spend with him and find other resources for the teacher. I also agree that the teacher should research the student's culture in order to understand him better.

I had not even thought about contacting the counselor. I think this a great idea and would really be beneficial to this student.

I like that you mentioned finding a buddy. I hadn't thought of that. Even if they don't communicate well, this will send a message to the student that he is welcome.

I also agree that it is sad that this student does not know how to communicate with others. How challenging it must be to not know what anyone is saying. I would cry too if I couldn't talk to any of my friends at school. That was a nice idea to set aside some time for the child to be in a smaller setting as opposed to being in a massive class all day. I enjoyed reading your post.

I also like the idea of giving him time in a smaller group of students. This could help make friendships with students and as he feels more apart of the school the small group could be weened out.

As a part of the student's academic program, he should be allowed to attend ESOL classes within the school on a daily basis. To help the student become more adjusted to the school environment, I think this would help greatly. Even though there are not any individuals at the school that speak Japanese, there are most likely students that attend the school whose second language is English. Seeing other students in the ESOL classes may allow the student to become aware that he is not the only person attempting to learn a new language. This may help him to feel hopeful that he can learn English as well.

I agree. I think that this child should be accommodated and placed in small groups. This will help him to be more comfortable. I can imagine my own self being scared at his age if I was in his shoes. He is still very young and he needs comfort and familiarity.

I agree, he should get to spend time in a smaller environment where he is less intimidated. ESOL class is the perfect way to provide that environment along with other children who are also ELL's. They can set an example so that the new student won't feel isolated as the only non-English speaker in the school. I would also try to ask the school guidance counselor to include the student in small group counseling. The counselor may be able to help him understand his feelings of fear and provide strategies to help him with alternative to crying to alleviate those fears.

I like the idea of allowing him the flexibility to express himself non-verbally. Since language is a barrier, allowing him to complete work using other media may help him to express his emotions other than through tears. Who knows, if he enjoys drawing, a class project such as a collage may be a way to help him feel a part of the group.

I enjoyed reading your response. Particularly finding him a buddy and giving him some "alone" time. How scary it must be to go to a new school in a new country and not be able to communicate. It must be quite a sensory overload. Having some time to just sit and think -- look at a book, draw a picture, play a computer game, etc. may help the student stop his frequent crying.

I think Skype is a fantastic idea. In this day and age where technology allows us to connect with anyone at anytime, this resource should be used to make this new student feel more comfortable and less alone. I also think that the parents need to be made aware of the seriousness of the child's excessive crying and assist the school with figuring out why the child is doing it.

I agree, I love the idea of skype I also thought maybe if he could communicate with his friends from Japan it may make the transition easier. There definitely needs to be more in the class that he can identify with as well.

I think that using Skype is a great idea! I would also look into, if this teacher had an iPad, downloading various apps that translate from Japanese to English, and vice versa, along with Japanese games, etc. These, I believe, would help all involved feel more connected and would provide a tool to help in the communication process. It's truly AMAZING what technology can do these days!

There is so much technology available to teachers and students today and I definitely think that should be utilized in this situation. What a great idea to find a program that can translate worksheets for the student. One of my coworkers came from a district with a large Korean population and she would use a similar program to translate worksheets and notes for her Korean students.

I like the idea of using pictures. Though the student may not speak the same language, pictures may be easier to understand. The student may have a better idea of what is going on and may be less scared or alleviate whatever issue was causing the crying.

Having pictures of the student's family and friends around the classroom is a very comforting idea. I wonder if you would have a hard time communicating this to the parents. This type of activity and thoughtfulness would be very appreciated by anyone who was going through a change in everything they knew to be familiar!

I agree with you. I think that the student does feel overwhelmed with the "new" all around him and he probably does miss his friends and "things he knows". I would also find the connection that works with the student. If there was not a translator available, I would let the student listen to stories in his language to show that I am trying to help him and make him feel comfortable as you stated. Drawings would be a great way of communication as well. He could do this in response to stories or feelings.

Susan, I smiled reading about your limited use of Spanish. I agree that the student may be comforted by hearing your speak Japanese, no matter how limited or incorrectly pronounced. I believe he will recognize your efforts as a comfort offering. I also LOVE you idea of giving the student a quiet, safe space to go to when the new environment becomes too much. I have seen children "walking the hallway" or working in the hallway, many times in order to be removed from an overwhelming, overstimulating environment. Great strategy idea!

I agree the classroom climate is so important when working with ELL students. All students need a secure learning environment to work it, and this is especially true of studetns who are immigrants. I understand how it feels to be in a country and not be able to speak or understand the language. It is difficult to communicate. People who are caring are so helpful in situations where you don't understand the language being spoken. Teachers play such an important role when they work with immigrant students and help them learn language and become part of the classroom community.

I think walking through the school is a great idea. Of course, ask if he wants to and if he wants to bring someone with him. But doing this may help him become familiar with the school and therefore more comfortable. Also, showing that you care enough to speak his language is probably incredibly helpful! I also think that the quiet place in the room is a great idea. This way, he may can have a peaceful and calming place which he can go to without completely removing himself from the classroom.

Communication is so important even if it is simply hand signals. Human beings need to communicate with each other and that is why many immigrants struggle and go through a silent period. They are struggling to communicate in a world that doesn't understand them. I think making connections as soon as possible is important for the success of immigrant students.

I agree that there was probably a whole lot going on in the student's life that contributed to his crying, not just missing his friends. Also, the application to the culture shock stage of immigration is a good notion to consider. The student is in a new place that is completely different from anything he has experienced. As you pointed out in the story about your student, helping the boy feel comfortable and welcomed via relationships and friendships will go a long way in helping him to move beyond the culture shock stage.

I agree with your post 100%. Let the students comfort him. His needs someone who will open up to him and help ease him through the process of immigration. He needs someone who cares. Allowing the student to learn phrase in Japanese will show him that he will not be judged or made fun of and that they are happy that he is in the class. It is also a great opportunity for the students to learn compassion.

Pen Pals is a great idea--one that I would have never brainstormed! not only is this a good connection for the student, but it could also help him work on his writing skills. This is an excellent idea.

I also thought that pen pals would be a great idea. I didn't even think about doing it through FaceTime. This is a awesome idea! It is great for the new student but it is also showing the class about the Japanese culture. They can see how things are similar and different.

I also agree that is important to have someone that can come in that can translate. I don't believe it is fair that he cannot speak up for himself. I would be feeling upset to if I was in the child's situation, however, I think he is young enough to make a change. I like the idea about him drawing a picture. I would ensure that I would learn about his culture that I could help engage him.

I think setting him up with a peer would be a great idea. It would allow him to be able to create relationships in the classroom that may make him feel more at home. This is a really great idea.

I think you have some great suggestions. I think helping the student to feel that he belongs in the classroom would help to take his mind off of the culture shock he is going through. Although he might not be able to communicate directly with a "buddy," he can easily see what the buddy is doing and imitate him. I think having a buddy helps students to start fitting in and gives them someone to stick with and hopefully start forming friendships with.

John, I like your idea about having materials that are in both Japanese and English. This could also help the student feel more "at home" while in the classroom. I know that when I have visited other countries in the past, I would immediately feel more at ease when I saw a sign or book in English.

I agree that the child is most likely completely and utterly horrified and out of place. I like your idea of finding resources/tools to help make the Japanese to English transition easier on the child. With so many online tools and apps available I'm certain that there are tools that can be used to help the child adjust to his new surroundings.

That's a good idea to include reading materials and any other resources in his native language.

This could be good but it also may make him feel isolated because he has different work from the other students. I do like the idea of learning the basics of his language to help him out but that may become overwhelming for the teacher if you have lots of students that do not speak English.

I agree that moving is a tough experience for young children and those feelings are likely compounded by moving to a country with a different culture and language you do not understand. You make a great point that Asian families place a lot of emphasis upon education. The stress of not being able to understand the lessons in addition to the feeling that you are not going to do well in something that is so important to you can be extremely overwhelming. As an adult, I would cry too.

You make a good point about him not feeling successful in school also being a contribution to his crying. The teacher should probably find some type of supplemental Japanese/English resources to use so that he is still able to learn and feels that he is apart of the class.

I agree that it may be culture shock for him because he is so young and that is an extremely huge adjustment to make. I also like your comment about his communication and his view on education. I never thought of that, but that is a very good point. I also like your suggestion about ESOL to help him find somewhere that he can understand what is going on.

I think that your point about not being able to understand or do well with the school work may be adding to his crying and that this should be taken into consideration. There should be someway to break through this cultural barrier with technology. Great post!

I didn't think about the value his family likely places on education and that he could be worried about not doing well in school. I also found it interesting that you mentioned a "ESOL school" and I guess different school systems handle ESOL students in different ways. I'm sure it has a lot to do with the size of the district and the number of ESOL students. The county we live in is not highly populated so the school systems are relatively small and the number of ESOL student is very, very low. So there are no "ESOL schools." The school district my kids go to actually on has 4 schools in the system (PreK-2, 3-5, 6-8, 9-12).

I totally agree. When I don't understand something still as an adult, it makes me sad. It's worse on the student because he can't speak English. The thing is he may have the desire to learn, but he doesn't understand.

You make a good point when you suggest that he probably feels an additional element of stress because of a cultural expectation that he try his best in school. However, it is unfortunate but common that many English Language Learners do not receive the help they are entitled to from any ESOL infrastructure. In a small school district it is unlikely that there will be an ESOL school or class. If you are lucky they may have an ESOL support teacher. Even then it may be a while before the student is supported by that teacher. Often there is a huge delay in the official identification of these students so that the district can get funds to support them or the district has so few ESOL support teachers that no one who regularly come to your school or class to help you support the student. When possible collaboration with an ESOL teacher is great but it is important that you as a teacher try to provide an immediate intervention for the student. One of the first interventions that Ioga (1995) cites as being helpful for an immigrant student is to provide a place of reprieve for a child where they can take in the culture of their new surroundings while still having a sense of attachment to things that are familiar. Try and touch base with the parents and seek a solution as a team as soon as possible so that this student can begin to learn within your class. Outside help may not arrive so you have responsibility to try and be that help.

Even thought there may not be an ESOL class. Surely there will be resources available to bridge the language gap. If language isn't a good way to communicate, there are other ways as well to show that he is welcome where he is. Gifts, a culture study, even a game where he is involved can communicate that he is with people who care.

I like the fact that you mentioned Asian's value on education. I did not even think that he could be feeling overwhelmed and frustrated because he knows how important school is to his family. The teacher needs to pull from anything and everything they can to try and communicate even a little bit with this student.

You make an excellent point about him not understanding the material and the value that the Asian culture puts on education. This could definitely be making him cry!

I really like the secret signal idea. It's a great idea for any child who may feel overwhelmed no matter what the circumstances.

I have seen teachers use this very effectively in a variety of situations. We can empower students to take control of a stressful situation by doing something as simple as making arrangements for them to go to another teacher's room or giving them permission to excuse themselves to make a trip to the water fountain.

I really like the idea of using a secret signal to help him let you know when he is becoming too upset or overwhelmed. This way, he can leave the situation as necessary to collect himself without drawing attention that he likely does not want and also without disrupting the rest of the students in the class.

I too really like the idea of a secret signal! This would not only help this student, but any student.

I agree that finding a way to communicate with him is crucial! By doing this, you would be able to reassure him and make him feel more welcome. Also, allow him to bring something with him from home that reminds him of Japan, this may help comfort him during this time.

I agree. A "buddy" system might be adequate for this situation. Kind people and helpful people make life easier, and the child is missing the warmth and protection of this friends. It's necessary for the teacher to take an active role in establishing a buddy for the child and also contacting the parents as well.

I really love your ideas! Taking care of a class pet or having some really important job in the classroom would probably really help! I also think having pen pals will really help him connect his "new" life to his "old" life. Taking pictures with his new class and sending them to Japan with his letters...fun pictures, for example goofy pics, scary pics, ninja pics, etc. If the teacher has the capability, maybe the student can eventually Skype or video chat with his classmates from Japan. I agree with your statement that explains it might not take one solution, but a combination of solutions. It will also take time...Rome wasn't built in a day. :)

Great idea! I think the class pet would be an awesome way for the child to have responsibility and feel self worth in a classroom full of people he is unsure about. I agree with how you would feel scared too- I can't imagine moving across the world and not know the language.

I never thought about assigning him a buddy. That would an excellent way to help him adapt and feel more comfortable here. Even if the buddy doesn't understand his language non- verbal communication would help him as well.

I agree that using pictures is a great way to help both the teacher and student communicate with each other. Having no form of communication in a new school would be terrifying especially for a young child. Helping him learn to communicate will help the teacher find what is wrong, and hopefully help him stop crying.

I also agree that using picture cues could be very helpful for this student. Does he receive any ELL services? Maybe as he begins getting comfortable with the English language, he will become more comfortable in the classroom.

I had a similar idea. I think communicating through pictures would be an effective solution.

A PECS communication system would be a fabulous idea initially. I would hope that the school system would provide her with ELL services, but who knows. I also would suggest labeling things around the room in his native language as well as in English so that he can begin to see how it is written in English. I have had the opportunity to have two Japanese exchange students live with me and it was quite a culture shock for them. The way we live, our customs, and beliefs are quite different from theirs. They both attended school six days a week and did not get home from school until 4:30 PM. They had to participate in an after school activity like Tennis, Football, or Track (They did not have a choice). They also were expected to make A's and B's and if they made anything less than that then they would have shamed their family. It was quite different for them. I would also suggest having some assignments and activities written in their native language. That way they would feel like the school was making an effort towards accommodating their needs. This goes a long way in making someone feel wanted. I would also suggest maybe opening up some lines of communication with his friends back home (via Skype, email, or written letters) so he can keep up with how they are doing back home. There are many great ideas posted and these are just a few that I have.

A picture or story board could help the student become familiar with the classroom routines and procedures. Pictures could also be beneficial in helping to increase the student's vocabulary. Also labeling items in the classroom with both English and Japanese text could help the student transition to speaking and writing in English more smoothly.

I agree that teaching the other students common greetings in Japanese would help the student feel more comfortable and involved in the class. It is important that every students' individualities are accommodated and nurtured.

I love having the idea of incorporating Japanese into the classroom. This way, the student can have some kind of a connection to the classroom, and he will not feel totally alone when he enters. Great thought!

I really like your suggestion of consulting the student's former teacher. This would be a great insight into the student's needs in a way that the student's parents might not be able to express in education terms.

Yes I think it would be great to talk to his past teacher. She could even send him weekly emails from her or her class to keep in touch! Maybe the student contact with all his other friends will encourage him to want to share fun and new things he gets to do at his new school!

Videos and computer communication would be great. This can help build confidence with the student to feel comfortable enough to share.

I like the suggestion of having them sketch out what has them bothered. Hopefully through this representation, you will be able to gain a grasp of what the problem is. Another suggestion might be to allow him to use the internet to find images of what is causing him angst and what can be done to make him happier.

Drawing pictures is a great solution. The students could be placed in the area by himself. His drawings may even let the teacher know how he is feeling.

Allowing the student to draw about his his home and friend in Japan is a great idea, however because the student speaks no English the teacher would have to learn Japanese in order to communicate this idea. Just handing the student paper and markers will may not convey that he can draw about his friends and family to ease his pain. Getting in contact with his previous teacher is also a great idea however it maybe difficult to pull off and if you do pull it off may make him even more sad. Learning simple comforting phrases in Japanese, such as "We are glad you are here" and "Please don't cry", may get him to stop crying, especially if you envelope the students.It is hard to adjust to a new place especially if no one speaks your language.

Using technology is a wonderful idea to not only make your student feel comfortable but as a learning experience for all of your students. You can not only talk to the teacher from his former school, but possibly use this as a starting point for a class pen pall experience. This is a great idea and one that would be worth exploring and expanding!

I know that we use former teacher's input often when we get new students from different schools. THeir insight is always very helpful. I had not considered it in this situation, and I suppose it is just because of the language barrier that would potentially exist. However, with technology and translations, I believe it could be done. I agree that allowing the child to share about life in Japan is very beneficial and helpful!

Crying is filling a void because the student feels all alone. The teacher could ask the parents to send in a small picture of the family to place on the student's desk. This may help fill the void (at least until the student becomes acclimated to his new surroundings).

I liked your idea about learning some words and phrases to make him feel more comfortable. I also like the idea about assigning a mentor to this student. I think that if the mentor learned about the students culture and tried to communicate some with the student it would help.

I would not jump to any conclusion too quickly. It maybe wise to lessen the number of new faces in the classroom to avoid overwhelming the student further. The key right now is parent involvement. The teacher must rely on information from the parents to meet the student's needs.

I agree that jumping to conclusions will not help the situation, and I also agree that listening to the parents is imperative to make sure all important information is used to ensure the student is comfortable.

Nice advice. I also agree that all resources should be used--including paraprofessionals and school counselors. After all, that's what they are there for. Finding the root of the problem is the key. I enjoyed reading your post.

I think the counselor could definitely help; unfortunately, I feel like this would be an issue the administration would expect the teacher to deal with. What could you do in the meantime to keep the student from crying in class every day while waiting for the guidance office to come up with a solution to the problem? Perhaps you could find class material about Japan so that he has something familiar while you are still teaching all students.

This is mind blowing having to deal with this on a daily basis and when neither one of you can understand each other. I agree that you have to get administration and counselors involved. By doing so you can get help and exposure to valuable resources that may help the student.

Administration and counselor are definitely needed in this situation. As I suggested in a solution, they need to discuss an English tutor or a translator until he is comfortable with communicating in the classroom. This needs to be done immediately or he will fall behind.

I agree that the child suffers from isolation, loneliness, and confusion. Creating a community of learners in the classroom is key. I found your solution/suggestion for the parents to conduct a presentation on their native country to allow other students in the class the opportunity to ask questions and gain knowledge of the student's background. This activity addresses the differences and provides the students with a multicultural experience.

I can relate to the importance of nurturing a community of learners to help eventually get this student on a more joyous path conducive to learning. I was interested to see if anyone knew of a good way to have a video conference call that could somehow address the time difference between the United States and Japan. From a previous comment, I saw the use of vocabulary lists was important to building such a learning community, so maybe a recording could be done each day in which both groups of students go over their respective languages' version of a word, and then share with each other as sort of a pre-recorded video conference call.

I love the idea of visiting the student in his home. I would think this would be a great way to show him you truly care about him and how he is doing. It may also help him to relax a little with you so that as he learns English he will be more willing to open up to you.

I completely agree that the child feel lonely and out of place. The best solution would be for him to share his experiences back home with his classmates and being to make new friends and new experiences.

I would also see if there's an older student in the school whose native language is Japanese that I can use as a peer buddy for my student. The peer buddy can be used as a source of comfort and a communication tool between the student and I.

That is a very neat way to help the student become comfortable in the class. By showing him you care about his culture and want to learn more it will inspire him to learn the language quicker so that he can express things to you.

I definitely agree with you on this being a possible solution to the problem. I think that the student feels like he is unable to communicate with anyone, therefore he is unable to have any type of meaningful relationship with anyone. He feels like he is on the outside looking in. If I were the teacher, I would find a few responsible students that would work with me in making him feel more at home. I would find out from his parents what his interests were and any other pertinent information that might help these students begin to form a bond with him. I would have the students try to learn some Japanese so that they can show him that they want to communicate with him and that they want to help him. They would be sort of like ambassadors to our classroom. They would make sure that he knows where everything is and would be who he would go to if he needs help. If they cannot help him, then they would come to the teacher. These ambassadors could help the teacher label objects around the classroom in both Japanese and English so that he becomes better acclimated to his environment. I believe that this would go a long way in making him feel more at home. Great post!

I think the idea of an ambassador is great! This child is probably feeling like he is not safe and can't communicate with anyone. There needs to be some type of plan put into place regarding his language barriers and get him to where he feels like he understands what is going on in the classroom.

I agree that listening to the parents is a wise decision. Not only do they know the student the best, he is also able to communicate with them. If they say that he misses his friends and obviously has no way of interacting with his classmates then I believe helping him build friendships would solve the crying issue.

I like your idea of having two other students from the class get to know the new student. My suggestions were all things that the teacher should do, but I like your idea of assigning students to try and help.

I love the idea of using dual labels on things around the classroom. I had not thought of that as part of my solution. It would definitely help the student be able to communicate his needs while his classmates learn a bit of another language.

I think nonverbal communication is key in this situation. If he can feel connected to you, as the teacher, through a picture or drawing or doing something together, he is likely to feel more comfortable in your classroom. Also, if you can begin to group your students accordingly so that everyone may participate in this nonverbal activity, whatever it may be, the more likely he will begin to feel like he belongs to the group. I truly believe part of his sensitivity is the fact that he feels the barrier between him and his other classmates. He is in a completely new environment and one where he feels he doesn't belong.

I think that the buddy strategy is an excellent choice to this situation. An "Around the World" project might be helpful too.

You have a great action plan. I love the idea of composing a personal letter to give to the student. I would imagine this would make him feel like you genuinely care about his presence in your classroom. I also think the student needs to express his feelings to someone at the school and a counselor may be the right person to do that with if the language barrier can be sorted out.

I really like this idea of an "assigned buddy." It does seem as though kids at this age are very eager to learn more about others and see if they can help. They are innately curious and sometimes mostly eager to please. I like the idea of switching of buddies too, because one student may be able to help in different areas than the previous student.