3年级年级集会——思考“一个也不被落下”
今天，我们举行了初三年级集会。
老师首先提到，前些天来本校演讲的玉木幸則先生，在语文课上又一次被作为题材重新学习，并请全体初三同学写了感想作文。
随后，老师说：“这一次我自己也写了一篇作文”，并向同学们朗读了自己的文章。
不愧是语文老师，这篇文章恰好控制在三百字之内，思路严谨，同学们都认真地听了下来。
——以下是老师的作文原文：
我自己不喜欢“～してあげる”这种说法。
因为这种表达会把彼此立场的差异说得很清楚。
对处在困境中的人予以陪伴，本来就是作为“人”理所当然的事，其中不需要上下之分。
我希望初中生的大家，不是在“给别人”和“从别人那里得到”的关系中生活，而是能够自然地采取行动，让所有人都更容易生活。
同时，我也认为，自己必须成为这种想法的“示范案例”。
如果能像辻野那样思考、那样行动，就能成为那样的人，大概就是这样的感觉。
离那一步还有很长的路要走，不过，为了珍惜玉木先生的心意，我希望今后也能时刻意识到这些，一天天地去生活。
在这篇作文中，老师强调的不是“帮助别人、施予别人”的上对下关系，
而是彼此站在同一高度、理所当然地互相支撑的关系。
不是“我来给你做点好事”，而是“为了让大家都更好地生活，自然地去行动”——这样的愿望贯穿全文。
在此基础上，老师又重新提到了作文中出现的两句话：
「誰ひとり取り残さない」
「誰ひとり取り残されない」
并进一步解释了它们之间的差别。
“誰ひとり取り残さない”（不让任何一个人被落下），更多体现的是在“提供支持的一方”“制定政策的一方”的视角；
而“誰ひとり取り残されない”（没有任何一个人被落下），则更接近站在每一个人的立场上，
强调“无论是谁，都能安心地活在这里”的状态。
老师说：“关于这两句话之间的差异，我们还需要继续认真地思考下去。”
接着，年级委员长也向大家讲话。
距离许多私立高中的入学考试，只剩下大约60天。
委员长向同学们发出了有力的信息：“要好好制定学习计划，坚持不懈地努力下去。”
同时，天气也越来越冷了。
面对考试，不仅学习能力重要，体力和健康也是你们实力的一部分。
这次集会也让全体同学再次确认：要注意身体管理和作息节奏，学会珍惜自己。
作为初三学生一起度过的时间已经不多，
但这次年级集会成为一次重要的学习机会，
让大家共同思考“让任何一个人都不被落下”的社会应该是什么样子，
以及今后自己要怎样生活、怎样与他人相处。
关键词：初三、年级集会、玉木幸則、“誰ひとり取り残されない”、“誰ひとり取り残さない”、升学考试、自我管理
本网站刊登的所有照片，均由学校配备的相机拍摄，经有线方式导入教师用电脑后，再从安全管理的环境中上传至主页。
3rd-Year Grade Assembly – Reflecting on “Leaving No One Behind”
Today, we held a grade assembly for the third-year students.
The teacher began by referring to the recent lecture given at our school by Mr. Yukinori Tamaki, which had been revisited in Japanese class as a topic for further study.
All third-year students were asked to write a composition based on his talk.
The teacher then said, “This time, I also wrote a composition myself,” and read it aloud to the students.
As one would expect from a Japanese-language teacher, the reflection was crafted to be exactly 300 characters long, and the students listened with full attention.
— The teacher’s composition is as follows:
I personally dislike the expression “~shite ageru” (“do something for someone”).
This is because it clearly marks a difference in position between people.
Standing by someone who is in difficulty ought to be natural for us as human beings, and there is no need for a hierarchy there.
I hope that all of you junior high school students will not live only within a relationship of “giving” and “receiving,” but will instead become people who can naturally take action so that everyone can live more comfortably.
I also believe that I myself must become a “model case” of this way of thinking.
My feeling is that, if you think the same way as Tsujino and act in the same way, you, too, can become that kind of person.
I am still far from that goal, but in order to honor Mr. Tamaki’s wishes, I want to keep these ideas in mind as I go about my daily life.
In this composition, the teacher emphasized not a top-down relationship in which one “does something for” someone in need,
but rather the importance of standing on the same level and supporting one another as a matter of course.
The message was not “I will do a good deed for you,” but “I want to be someone who naturally takes action so that everyone can live more easily.”
Building on this, the teacher returned to the two phrases mentioned in the composition:
“dare hitori torinokosanai” (“leave no one behind”)
and
“dare hitori torinokosarenai” (“no one is left behind”),
and explained the difference between them.
“Leave no one behind” tends to highlight the viewpoint of those who provide support or implement policies.
In contrast, “no one is left behind” focuses more on the perspective of each individual,
emphasizing a state in which everyone can live with a sense of security and belonging.
The teacher commented, “We need to keep thinking seriously about the difference between these two expressions.”
The grade representative then addressed the students.
There are now only about 60 days left until many of the private high school entrance examinations.
The representative delivered a strong message: “Let’s make solid study plans and continue to work hard.”
The weather is also getting colder.
As you prepare for entrance exams, not only academic ability but also physical strength and health are important parts of your overall capability.
This assembly was also a chance for the whole grade to reaffirm the importance of taking care of yourselves, managing your health, and maintaining a good daily rhythm.
Although the time left to spend as third-year students is limited,
this grade assembly became a valuable opportunity to think about
what kind of society truly “leaves no one behind,”
and what kind of life each of us wants to lead.
Keywords: 3rd-year students, grade assembly, Yukinori Tamaki, “no one left behind,” “leave no one behind,” entrance exams, self-management
All photos posted on this website are taken with school-owned cameras, transferred via cable to teachers’ PCs, and uploaded from a securely managed environment.
