ASIJ Elementary School Handbook 2010-11
ASIJ Elementary School Handbook 2010-11
ASIJ Elementary School Handbook 2010-11
handbook
Table of Contents
Welcome 2
2010-11 ES Faculty and Staff 3
General Program 5
Elementary School Learning Environment, Information at a Glance
Regular Classroom Program 6
Grade Level Information 11
Special Classes 15
Art, Computer Labs, Japanese Language and Culture Program, Library, Music,
Physical Education
Student Support 18
Counseling and Guidance, Learning Support and Speech and Language Services,
English Language Learners (ELL)
Special Programs and Activities 20
Performance Arts, Student Council, Peer Helpers, After-School Recreation Program, Elementary
Swim Team, Elementary School Yearbook, After-School Lessons
Student Responsibilities 21
Bullying, Safe Use of the Internet, ASIJ Policy on Substance Abuse, Procedures for Dealing
with Sexual Harassment, School Attendance, School Hours
Home/School Communication 25
Appointment of Guardian Forms, Parent Advisory Council (PAC)
Evaluation and Assessment 26
Homework
ASIJ Transportation 27
The Role of the Student, The Role of Parents, Frequently Asked Questions, Train Rules
Health and Safety 30
Odds and Ends 33
Holidays, Birthdays, Bookstore, Lost and Found, School Volunteers, School Visitation, Parent-
Teacher Association (PTA), Cafeteria, Dress/Appearance and Care of Belongings, Safety,
School Closure, Withdrawal Procedures, Class Placement, Cellular Phones
Getting to the ASIJ Chofu Campus 38
1
Welcome
Part of the magic and excitement of a new school year is the chance to start over, discover new things
and make new friends. Whether you are a new or returning family to the Elementary School, I hope
that you are excited about all the opportunities in the days ahead. As your principal I offer each of
you a cordial welcome. I am confident that you can have a great experience at ASIJ. That confidence
is based on the support of this school community and the caring and skillful teachers who do so
much to make each child successful as a learner. Your schoolmates are a special group and I can
promise you that you will have the chance to find good friends within this school. I am also quite
sure that there will be many interesting things for you to learn at ASIJ Elementary School.
I extend a sincere pledge of support to all families who are new to ASIJ this year. The teachers and
I are well aware that a new school, new people and, for many of you, a new country can bring
some major worries. I want to emphasize that we are here to listen, help and work hard to make
your transition to this school a smooth one. We know that helping children make a positive
school adjustment takes a family far down the road to happiness in a new home. Talk to us and
let us know how you feel. Help us get to know you better by sharing your ideas and interests with
us. Above all, please ask questions. I ask each child to be serious about his/her job as a learner and
friend. Listen, be considerate and try to do a bit better each day. Also, try hard to be the kind of
person that you would want for a friend yourself honest, kind, helpful and friendly. Greeting
people in a friendly way, volunteering to help others when they need it and welcoming new
people are small things each of us can do to make a big difference.
Learning and being at school should also be fun, so we hope to see your smile around here. Do we
expect you to make mistakes? Sure we do. Taking a chance, setting a goal and trying new things
means that youll get a bit confused or off track once in awhile. When that happens its time to look
back and fix your work. Errors give us the chance to learn and grow. Be a good citizen at school, on
the bus and within Japan, our amazing host country. Many Japanese people view the quality of our
school through the behavior, actions and contributions students make within their community. Be
considerate and make decisions that leave a positive impression of you and your school. It is truly a
privilege to learn in our beautiful buildings. Do your best to keep them well cared for and attractive.
I ask each parent to sustain a high level of interest and involvement in his/her childs learning. First,
and most importantly, I ask that you please make your childs teacher(s) your first contact with your
questions and concerns. You are going to have some of each please give him/her the first chance to
respond. Also, read the wealth of material that comes home and try to make some kind of volunteer
effort to become more informed about how your childs school operates. Finally, make sure your
child gets the rest and support he/she requires and be aware of the value of down-time for young
children who can find the pace of life in Tokyo quite demanding. I think that you will soon join me
in feeling very proud to be a part of the Elementary School at ASIJ. You will add something special
this year. I look forward to getting to know you and seeing you learn in this exciting place.
Sincerely,
Dan Bender
Elementary School Principal
Information at a Glance
The program and curriculum at the Elementary School feature many materials and
approaches to instruction found in quality stateside elementary schools. This allows smooth
transitions for students entering ASIJ or returning to the United States or other international
schools similarly featuring an American-style program. Surveys of parents whose children
attended the ES indicates that their childrens education has been well-served during their
tenure at ASIJ.
Reading
Instruction emphasizes the development of the skills required to be a successful reader as
well as the exposure to appropriate texts that motivate children to read for enjoyment and
learning. Particular attention is paid to establishing the language skills in kindergarten and
first grade that research indicates equip children to be successful readers. Students learn
both through direct instruction and repeated exposure and practice in reading a variety of
high quality, interesting and developmentally appropriate literature and non-fiction. They
read trade books by well-known writers and have many choices about their own reading.
Students share personal responses to books with other children to help promote a richer
understanding and critical thinking. Students learn new vocabulary within the context of
their own reading. Students are read to regularly from high quality literature.
Writing
Students use the writing process, including pre-writing, drafting, responding, revising,
editing and publishing. They write with a purpose and for a variety of audiences and
have regular opportunities to use technology in shaping their messages. Students use of
developmental spelling in early grades is encouraged as a means to promote fluency. More
regular use of standard spelling is progressively emphasized and attained as students advance
through the grade levels. A formal spelling/word study program provides structure to this
development. Students learn the mechanics of language (grammar, phonics, conventions) in
order to be effective communicators. Such learning is most often, although not exclusively,
accomplished within the context of the students own writing. The process used in writing a
piece is valued as well as the end product. Our students view themselves as writers.
Speaking/Listening
Students express thoughts orally in both formal and informal speaking situations. They have
frequent opportunities to make presentations before an audience. Students are expected to
share their ideas with peers in small groups and to listen to the varied views of other students.
They respond to ideas and concepts expressed in print and oral language. Language learning
is an ongoing, social, active process and students are given many opportunities to interact.
ASIJ aims to help children develop into competent, knowledgeable and self-confident
language users. Our students learn about language; they learn how to listen, speak, read and
write and they learn why language and literacy are central to their lives.
Mathematics
We consider it essential that students gain understanding, skill and pleasure from their
early quantitative explorations. Such accomplishments support the fundamental goal
that mathematical learning be seen as a means of solving and understanding everyday
problems in students lives. The Elementary School uses the Everyday Math Program, the
elementary component of the University of Chicago School Mathematics Project, as a base
for instruction. This curriculum establishes a framework for dialogue about mathematics
Social Studies
The elementary social studies curriculum is based upon the ASIJ Student Learning Outcomes.
The curriculum is designed to accomplish the major goals detailed in the school-wide Social
Studies Philosophy. Some of these goals include understanding universal human needs,
power and authority in human society, societies and civilizations both past and present, the
interdependent nature of global society, geography and its impact on human choices, civic
responsibility and acquiring the skills and developing perspectives to question the world and
to seek find and evaluate the answers to those questions.
Starting in kindergarten students begin to address these goals through developmentally
appropriate and integrated social studies units. As students progress through the grades the
breadth, depth, and complexity increases allowing students the opportunity to master the
Science
A childs inquisitive nature and natural curiosity about the world form the basis of the
Elementary School science program. In Kindergarten through grade 5, students actively
engage in an inquiry science program. Children build their own understandings of concepts
and vocabulary through the application of process science. They focus on the steps of
scientific experimentation throughout investigations, develop the ability to ask scientific
questions, discover aspects of the world around them, and use their observations and
collected data to construct reasonable explanations for questions posed. Guided by teachers,
students continually develop their science knowledge and learn, through the inquiry process,
how to communicate about their own and their peers investigations and explanations.
The program outcomes at each grade level are based on the National Science Education
Standards. In any two-year cycle, elementary students complete units that focus on each of
the major areas of life, physical, and earth/environmental sciences.
Beyond developing within the learner more accurate concepts, science education seeks to
help students:
develop their powers of observation and critical thought.
ask questions and find answers by conducting simple experiments.
record and communicate the results of their work.
see applications of their learning in the real world.
A very special day in the school year is the Elementary Science Fair, which is held in the spring.
This optional activity is open to every student in the school. More than half participate.
Students investigate an area of interest to them and conduct simple experiments or prepare a
research report/demonstration, which is shared with the entire school.
First Grade
The developmental needs of the six- and seven-year-olds for active learning and concrete
experiences are considered in the transition from kindergarten to first grade. The consistency
and sense of belonging critical to the young learner are provided by classrooms that are self-
contained for most of the day.
Second Grade
The second grade program continues to build a strong foundation in the basic skills with an
emphasis on the enjoyment of learning. The growing sophistication of basic skills and the
desire of the second-grade child for greater responsibility allow for more cooperative group
work and several independent projects.
Teachers continue to emphasize the students own responsibility for his/her learning beyond
the regular school day. The students are given approximately 30 minutes of homework each
day and are expected to be responsible for daily assignments.
Fourth Grade
Continued refinement of basic skills in the fourth grade is highlighted by greater emphasis
on independent study including frequent use of available resources for assignments and
regular long-term projects and presentations.
Fifth Grade
Fifth-grade students are expected to assume leadership positions and serve as role models for
the rest of the student body. They are encouraged to take an active role as problem solvers and
to develop a sense of ownership in school life through personal involvement. Special features
of the fifth-grade program include a variety of cooperative learning opportunities which
build group skills and offer leadership experiences. Throughout the year there is widespread
use of technology for accessing, organizing and presenting information. A significant area
of focus for fifth grade students is the development of independence in learning and self
organization.
Special Classes
Art
The goals of the Elementary Art Program are to help students:
Develop, express and evaluate ideas.
Instill a desire and ability to create
Produce, read and interpret visual images and objects.
Recognize and understand artistic achievement in society.
In the first through fifth grades, art classes meet once a cycle for 42 minutes throughout the
year. The Elementary Art Program exposes children to a variety of media, building skills
in sequentially more complex projects throughout the grades. In addition to studio art,
students are also taught art history, art criticism and aesthetics. Extra art periods are available
for interdisciplinary instruction related to topics under study in the homerooms. Classroom
teachers and the art instructor collaborate on the content and outcomes of such lessons.
The school year culminates with a fine arts festival in which student artwork from all the
divisions of the school is displayed. The art room is staffed with one certified art educator,
one part-time art educator and an art assistant.
Computer Labs
The Elementary School provides students a technology enhanced learning environment.
Classroom teachers work together with a technology specialist to enhance learning
opportunities for students. A technology support assistant maintains the infrastructure for
the faculty as well as supports various integration activities. Students engage in a variety
of integrated activities that develop skills, allow them to research information, and help to
communicate ideas and understandings. Students create multimedia projects and web pages
integrating skills that tie into their class topics.
Students access information technology in their daily lessons and unit studies using a variety
of productivity software plus a selection of educational software linked with the grade level
curriculum. ASIJ has adopted the National Education Technology Standards (NETS) to
provide guidelines for student achievement using information technology.
The ES has two computer labs for K-5 classes and three wireless laptop mobile labs for
grades three, four and five. Each homeroom group is scheduled to come to a lab for a lesson
Music
Music classes meet twice a cycle for 42 minutes each. The basic curriculum draws upon
the Orff, Kodaly, and Dalcroze approaches that aim to educate the whole child through
song, movement, rhythm, speech, dance and quality listening experiences. Children are
also instructed in a wide variety of instruments: xylophones, metallophones, glockenspiels,
rhythm instruments, and in the case of intermediate students, guitars, recorders and
handbells. The program also exposes children to a variety of musical styles including folk,
classical, world music and jazz. Units of integrated study are offered at various grade levels
linking musical concepts and skills to other curricular areas.
Student Support
Counseling and Guidance
In an international setting where cultural sensitivity, transition issues and family support are
of particular importance, the ASIJ K-12 counseling and guidance program provides services,
support, and resources for students, parents, faculty/ staff and administrators which facilitate
the development of students academic, personal, and social skills.
Elementary guidance and counseling at ASIJ is made up of three major components:
Classroom Guidance: A childs social and emotional growth is explored with students
participating in discussions, role-plays, group activities, read alouds and games. Students
build personal skills and assets with a focus on making healthy choices. This year Ms.
Kikuchi provides guidance lessons to grades1, 3 and 5, and Mr. Hisler provides lessons for
kindergarten and grades 2 and 4.
Parent Education and Support: Parents play a vital role in supporting the emotional health
and well-being of their child. Counselors look forward to working with parents closely and
encourage parents to make individual appointments with a counselor for additional support.
Counselors and administration sometimes work with the Parent Focus Group to develop
and present parent workshops.
Individual and Small Group Counseling: Students may be referred to a counselor by
parents, teachers, administrators and through self-referral. Friendships and transition/
adjustment issues make up a majority of the referrals at the elementary level. Parents will
be contacted if it is felt a student needs the support of regular meetings with the counselor.
Student Council
This group is an active and visible organization in the Elementary School. Each semester two
representatives are selected from each homeroom in third, fourth and fifth grade. The Student
Council, under the supervision of faculty advisors, plans fund-raising activities, spirit days and
all-school and community service projects. Proceeds from fundraisers go toward worthy causes
helping people, animals and the environment. Some examples of these causes are providing
socks/razors to homeless in Tokyo, rice drives, building water wells in Cambodia, and donations
such as earthquake/tsunami relief, sponsoring an endangered animal, providing funds toward the
building of a Cambodian school and purchasing acres of rain forest. Regular meetings of this
group are held twice a month during the lunch period.
After-School Lessons
Instruction in piano, ballet, tap and jazz dance, handbells, traditional Japanese dance, Japanese
taiko drumming and tennis is available. Sign-up information is shared through Mustangs Online
and notes sent home from the Elementary School Office.
Student Responsibilities
All students have the right to a safe, orderly and positive school atmosphere. Learning, friendship
and trust prosper in such an environment. Every day students must make thoughtful decisions
about their behavior to contribute positively to their school community. The elementary school
emphasizes respect and tolerance as the basic values that support a positive and safe learning
environment. ES faculty and students actively explore the meaning of respect and tolerance in
lessons, gatherings, and daily interactions with each other. We discuss the importance of self-
respect and how that translates into fair treatment for all. We acknowledge that we live in a
community of people with different backgrounds, nationalities, and ways of thinking. Accepting
and living with such differences comes naturally to young people and we seek to enhance this
natural sense of tolerance as our ES students grow. As well, we talk about how we can each do
our part by behaving and contributing to our community through good decisions about safety,
helping others, and respecting property and our environment. We have developed the following
school statement that we take time to explore and understand early in the year.
I will treat others with respect and tolerance.
I will be responsible for what I do and say.
I will honor the value of others.
Bullying
ASIJ believes that every child has the right to learn without fear in an atmosphere of mutual trust
and respect. Every student is expected to be responsible for his/her own behavior, to exercise
self-discipline, and to refrain from behavior which interferes with other students right to learn or
endangers the health or well-being of others. ASIJ will not tolerate bullying.
Bullying is a form of harassment. It is improper behavior by one or more students which is
directed at another student and is offensive and interferes with their well-being. It may include
teasing, name-calling, threats, unwanted physical contact or violence, often on a repeated basis,
which demeans, belittles, humiliates, or frightens the other student. It can take place in and out of
the classroom, online or even outside school.
All incidences of bullying will be reported and investigated. In cases that are substantiated, the
schools actions will be reported to the parents of all the students involved, including the victims.
The school will offer a proactive, sympathetic and supportive response to students that have
been victimized that could include, but is not limited to, counseling, mediation, or assertiveness
training. The bully too will receive the understanding needed to change their behavior. All actions
will be documented as a means of tracking both the conduct of the students involved and to assess
the effectiveness of the schools interventions.
Bullying of an ASIJ student by a student or group of students is considered a serious violation of
school rules, and will result in disciplinary consequences.
The School shall organize regular programs for teachers, administrators, students, and parents
about the detection and prevention of bullying.
School Attendance
The following procedures and policies about school attendance are very important. Please
read them carefully.
School Hours
All of us need to work hard to be on time every day. The school day at ASIJ Elementary is
from 8:30 a.m. to 3:07 p.m. Walkers, bikers and car riders are welcome to arrive from 8:20
onward. ASIJ buses depart from school at 3:15 p.m. All Elementary students are expected
to be off campus after school dismissal unless involved in activities scheduled especially for
Home/School Communication
Parent involvement and encouragement are vital to a childs success in school. Students are
quick to realize when there is a shortage of teamwork between parents and educators and
the price for its absence is usually borne by the child. The responsibility for trust, open
communication and conflict management rests with us all. We want to help and we need
you to help as well. Please be an active participant in the tradition of parent involvement in
the ASIJ program. Our biggest priority is that you make your initial inquiry on a question or
concern directly to the person most informed typically your childs teacher(s).
The experience of our children is much different today from when we attended elementary
schools. There are reasons for these changes and we feel it is our responsibility to provide parents
with the information they need to understand and support the ASIJ program. We also want
to create with you an openness of dialogue wherever children are concerned. Issues constantly
appear on the horizon of each individual childs world. We have good radar for some of those
changes. You, in turn, are more aware of others and can offer critical and useful insights to us.
We feel it is particularly important for families new to ASIJ and Tokyo to be in close contact
with the teaching staff about the adjustment of their children early in the school year.
Many are the times we will agree. If we dont, may we extend to each other the greatest
respect for our individual viewpoints and strive to disagree agreeably. The best interests
of our children rely on our capacity to keep foremost our many areas of mutual agreement.
These are some specific ways you can keep in touch with school programs and activities and
maintain open communication:
Contact your childs teachers promptly and directly if you have a question or a concern
about your childs progress.
Carefully read and review schoolwork brought home by your child, and web pages, and
notes from the Elementary principal.
Attend parent-teacher conferences, back-to-school day, and school performances.
ASIJ Transportation
For a fee, bus transportation is available to ASIJ students from many areas of Tokyo. For
students involved in after-school activities, modified late bus routes are available at 5:00
p.m. High school students, under the supervision of the Director of Transportation, serve as
bus monitors. They are responsible for the emotional and physical safety of their bus riders.
Monitors are trained in behavior management techniques, first aid and CPR, discipline
procedures, and disaster preparedness.
Safety is our top priority at ASIJ Transportation and we firmly believe that each and every
passenger has the right to safe and pleasant bus rides. Bus safety is an ASIJ community
team effort. The team includes bus drivers, bus monitors, bus riders, parents, and ASIJ
administration, faculty, and staff. Each and every team member must be aware of their roles
and responsibilities and do their part to successfully carry out our safety priority. Listed
below are the roles and responsibilities of bus riders and parents.
Train Rules
Many of our students travel by public transportation to and from school. In order to observe
common courtesy, ensure safe travel and respect Japanese laws and customs, ASIJ Elementary
students are expected to comply with the following:
I. ASIJ Position ASIJ cannot guarantee a peanut/nut free environment either with school
prepared and sold food items or with items brought to school by students and parents. ASIJ
will however, attempt to minimize the use of peanuts/nuts in school prepared and sold items
and request that students and parents not bring peanut/nut items to school.
II. ASIJ Request to All Students and Parents Regarding Peanut/Nut Allergies
1. At the ELC, parents and students are requested not to send or take peanuts or other types
of nuts, peanut butter, or any product with nuts or peanuts to campus. Please read labels on
packaged food carefully.
2. For ASIJ buses, parents and students are requested not to carry any peanuts/nuts, peanut
butter, or any product with nuts or peanuts on a bus. This includes packed lunches that go
on buses. Please read labels on packaged food carefully.
3. On the Chofu campus, items for all bake sales, birthday treats, activities, etc., are requested
to be free of peanuts/nuts and peanut/nut products.
Birthdays
Childrens birthdays are celebrated at school. See your childs teacher regarding procedures. We ask
that you not bring party bags to school to distribute to children. To avoid hurt feelings, birthday
party invitations must be distributed outside of school unless the whole class is invited. It is not
an expectation that every child be invited to a birthday party. If you choose to do so, please make
appropriate supervision arrangements for this large group of children. A good rule of thumb for
young children is to invite the number of children that corresponds with the childs age.
Bookstore
Most school supplies needed by students can be found at the bookstore located in the middle
school on the ground floor. Elementary students may visit the bookstore with a teachers
permission.
School Volunteers
Parents who are able to help in the classroom, chaperone field trips or help with special events
during the year are enthusiastically encouraged to become Elementary School volunteers. Please
look for information coming home about volunteer sign-ups or contact the Elementary School
Office. We appreciate and need your vital help!
School Visitation
You are welcome to visit any class in which your child is involved. As a basic courtesy, please set
up any school visitation time with your childs teachers in advance. If you have other visitation
requests, please call the principal.
Cafeteria
Good nutrition is an important contributor to a childs growth and learning. ASIJ offers a varied
and healthy food service that includes set lunch and a la carte choices for ES students in grades one
through five. Kindergarten students are offered the set lunch only. The set lunch price includes a
full balanced meal and a drink of juice, milk, or water. Set lunch menus are provided one month
in advance and posted on the ES MOL page. Tickets for the set lunch may be purchased at school
either daily or in larger quantities. If your child chooses to bring lunch, a drink can be purchased
in the cafeteria. Please do not send carbonated drinks with your child in their lunch.
We also ask that students not bring dehydrated cup noodle or other such meals from home.
These hold a large quantity of hot water in a fairly flimsy container, and we have had many
children burned when they have spilled. Occasionally students forget their lunch money. In that
case they can be extended a loan at the Elementary School Office to cover the cost of lunch. Please
communicate with your child regularly to insure that any obligations are immediately cleared in
the Elementary School Office.
Safety
Please develop contingencies for the care and safety of your child in the event that you cannot meet
School Closure
In the unusual event of a school closure due to a typhoon, snow, etc., we will attempt to notify you
early (from 6 a.m.) via public service radio announcements on AFN (Armed Forces Network) AM
810 and InterFM 76.1, by email and on MOL. Additionally, taped messages will be placed on the
schools answering machine indicating that classes are canceled. At times, inclement weather may
develop during the school day and an early dismissal or cancellation of after-school activities may
be required in order to safely return students to their homes. In such cases, we will try to have all
our youngest students (kindergarten, grades 1-2) call home in order to share information about
these changes in the usual routine. We will also try to have any older student call home who feels a
need to do so. In some instances however, there may be insufficient time to contact homes prior to
the time buses must depart from school. As you observe deteriorating weather conditions, please
contact the school for information and return home as quickly as possible. It will benefit you and
your child to have clearly established procedures so that they can go to a neighbors home or have
a key to get into your house if you are not able to be at home when they arrive.
At the beginning of the school year, we will construct and distribute a list of telephone numbers
for each homeroom. This may be used for more routine communication between the parents
whose children are in the class.
Withdrawal Procedures
Routine Withdrawal: Families who receive notice of job transfers and relocation of assignments
need to inform the Elementary School of a students withdrawal from ASIJ. Please direct in
writing a notice to the ES Office that indicates your childs last day of attendance. This should
arrive no later than two weeks prior to departure to insure that records and report cards can be
properly prepared and provided to families upon their departure. Student records may also be
mailed if a forwarding address is provided.
Students withdrawing permanently prior to the end of the year will receive grades-in-progress.
Students who withdraw during the school year are invited to leave their forwarding address and
pay postage to cover the mailing of their copy of the ES yearbook. Such requests are to be directed
to the ES Office.
Withdrawal for Academic or Behavioral Reasons: ASIJ offers a challenging learning
environment matched to the strong academic capabilities and interests of its students. The
program requires students to apply themselves and contribute to this learning environment. As
indicated in admissions documents, ASIJs program is designed for students who are able to be
largely successful in the regular classroom instructional setting and who do not require major
Class Placement
Students are assigned to homeroom classes after a careful process of information gathering and
review. Perspective on the needs and strengths of current students is provided by their teachers in
the spring. Elementary administrators and the guidance counselors seek to create classes that are
balanced with respect to academic abilities, gender, language background, social and behavioral
needs, and the mix of new and returning students. Upon the placement of incoming students
in the late summer, class assignments are finalized prior to the Elementary Orientation Day and
from that point are not subject to change.
While they should not consider it necessary, parents can contribute information to this process in
the form of a letter to the principal. This letter should describe from the parents viewpoint, what
specific learning needs/factors they hope to have considered in their childs placement. Such letters
should not describe or name a specific teacher.
Cellular Phones
Elementary students are encouraged not to carry cellular phones to school. Students who need
to contact their parents during school hours are requested to come to the ES Office to use the
telephone. Parents wanting to get a message to their students during the school day are asked to
contact the ES Office, which in turn will relay the message to your students teacher. Students
who do carry a cell phone need to be sure the phones are turned off and kept in their backpacks
during school hours.
The following are some safety guidelines for parents to be mindful of when supplying their
children with a cell phone:
Communicate with your student regarding your expectations for appropriate use of the cell
phone.
Make students mindful of sharing their own or their friends cell
phone numbers.
Monitor your students cell phone use regularly and carefully, much in the way you would
monitor your students home computer use. Types of things to monitor include:
Outgoing and incoming calls
Outgoing and incoming text messages
Use of extra features including cameras and internet.
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By Car Take Shuto No. 4, which merges into the Chuo Expressway, to the Chofu
Interchange, Exit No. 3. Exit toward Fuchu onto Koshu Kaido (Route 20). Turn right
at the Ajinomoto Stadium intersection. Follow the map above.
By Train From Tokyo or Shinjuku Station, take an orange JR Chuo Line train bound for
Tachikawa or Takao to Musashi-Sakai Station. (Please note that only rapid trains [] stop
at this station.) Get off and exit the JR Station and transfer to the Seibu Tamagawa Line. Take
the yellow Tamagawa train two stops to Tama Station. Get off and follow the map above.
By Bus From Mitaka Stations south exit, bus stop No. 8, take bus No. 52 for Asahicho
3-chome [] or Kurumagaeshi-Danchi [] to Tama
Station. From Tobitakyu Stations north exit, take bus No. 01 [] to Tama Station.
By Taxi From Musashi-Sakai Station, take a taxi from the south exit. From Tama
Station, turn left after exiting the station. Go straight, then turn left and go downstairs. Walk
through the tunnel under the tracks to the roundabout on east side of the station. Take a taxi
from the roundabout.
Chofu Campus:
1-1-1 Nomizu, Chofu-shi, Tokyo 182-0031
Tel: 0422-34-5300, Fax: 0422-34-5303
Early Learning Center:
6-16-5 Roppongi, Minato-ku, Tokyo 106-0032
Tel: 03-5771-4344, Fax: 03-5771-4341
Email: <info@asij ac.jp> Web: <www.asij.ac.jp>