Case studies
Case studies of 20,000 children nationwide taking Tamaishiki
Here are some examples of actual implementations
in tutoring schools, after-school child care institutions, elementary schools, and kindergartens.
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Tutoring schools
This system has been adopted by tutoring schools all over Japan for junior high school entrance exams, improving academic performance of students and all other general use of teaching methods.
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Kindergartens and Elementary Schools
An increasing number of schools are incorporating Tamaishiki's instruction into their classes and implementing a curriculum that gives the students the ability to visualize ideas.
To those who are considering TamaishikiA Message from Tamaishiki
Tammaishiki values the "Triad of Education", the best teaching materials, the best teachers and the parents watching over their children with good care.
When students reach high school, they will be able to study on their own. But when they are still young, it is important to have support from their teachers and enjoy learning through the materials. No matter how good the material is, they always need good supports from enthusiastic teachers.
In Tamaishiki, we associate the relationship between the materials and the teacher as how you would with a food's relationship to its chef. No matter how good the ingredients are, if they were burnt, they will not be nutritious. But if they were cooked nicely, then they will be much more delicious and nutritious for the children.
For giving the opportunities to fully understand our materials, we provide teachers the training sessions at the time of introduction as well as repeated training sessions afterward.
FAQ about introdicomg Tamaishiki
The students seem to be concentrating in a class while watching the video, but what about during the text reading?
That's not a problem. The content of the text reading has the continued story from the video, or an extra chapter of the video, students concentrate on reading because they really into the story by then.
Children seem to be only interested in the story, but are they really learning something?
If the students watched the video for fun without details, they won't be able to answer to the questions that provided in the handouts. They must focus on not only watching video but also understanding the details such as numbers and scripts in the story. Being able to answer to the questions properly means their strengths of understanding story are built up well.