Seen from the Europe, Asian classrooms tend to be perceived as relatively disciplined. However, the problem of "Class Disruption" has been subject of much discussion since the end of 1990s in Japan."Class Disruption" refers to a situation in which a class is not functioning successfully - group education fails and children behave disruptively in ignorance of teacher's instructions(MESSC, 1999).

Manabu Sato (2000) argues that the concept of "class" is imported to Japan from the West, but the meaning attached to the Japanese word "class" is different from the original. It is not bounded to curriculum and teaching unit as the original but focuses more on the group of children taught by a classroom teacher. According to Sato, "Class Disruption" reflects the dilemma of teachers and students, teaching and learning in Japanese classrooms which failed to change its role in this changing society, unlike other countries' classrooms (Sato, 2000). Researching on the phenomenon of "Class Disruption" can shed light on the characteristics and challenges of Japanese schools and classrooms in an international perspective.

There are several researches on "Class Disruption"; some focus on lack of teachers' management capacity and some attempt to categorize "Class Disruption" in different types. However, there are few researches which focus on what is going on in these classes: children's behaviors and teacher's attitude.

This research aims to describe how children and teachers experience the phenomenon of "Class Disruption" by observing a classroom. Through this discription, the characteristics and challenges of Japanese schools/classrooms will be analysed.

M. Sato, 2000, "School as an installation - the formation and disruption of the 'Classroom Kingdom'". In A. Kurihara, Y. Komori, M. Sato & S. Yoshimi, Cross-border Wisdom 4, The University of Tokyo Press. (in Japanese) M. Fukuda, 2011, "The Reconsideration of the Teacher-Student Relation Based on Polin's Moral Philosophy: by Examining the Advancing of Learning in the 'Collapse of Classroom Order'", The Japanese Journal of Humanistic Psychology, Vol.28, No.2, pp151-163. (in Japanese)