Humour in Teaching.
If by any chance you are reading this outside the UK: "humour" has a "u" in it, in proper English!
Humour is an important spice to use in teaching—but like any spice, you don't want too much of it. Many teachers, like myself, will have found their jokes being solemnly repeated back to them in assignments and particularly in exams. There is something about the culture of dependence characteristic of the classroom group which diminishes the ability to discriminate between the serious and the humorous.
Nevertheless, gentle humour—never at the expense of anybody, except perhaps yourself (and then only occasionally and in an atmosphere of trust)—leavens the session wonderfully, and can rouse students from mid-lecture torpor. If it fails to do so, they are too far gone to be learning anything, either, so you might as well give up on that session.
Rules of Thumb
* The best kind of humour is not the discrete joke, but humour integrated into the main substance of the material, so that it is not merely a contribution to the maintenance needs of the group, but aids memory and understanding.
* Even when it is integrated, humour is an optional extra, and so there is no excuse for any kind of humour which is potentially offensive to anyone, whether represented within the group or not. See the pages on equal opportunities.
* If your jokes always fall flat in ordinary social conversation, they probably will in class. You may for some bizarre reason wish to acquire a reputation as a groan-monger rather than laughter-monger, but otherwise leave it to others.
* If you can't remember whether you have told this joke to this class before—don't tell it. If you have told it before, it also sends the message to the class that they are not that memorable to you, and therefore diminishes their importance, which is likely to inhibit that fragile frame of mind in which they can really learn.
A colleague of mind in my first job used to tick off the jokes he had used on his scheme of work.
Keep humorous interludes short, but identifiable. Classes are not places for one-liners: comedy requires a particular frame of mind, which is different from that for learning. Students need to be able to frame an utterance as a joke—or else they'll take it down in their notes (and possibly resent the wasted effort when the punch-line arrives).
* The exception is the humorous anecdote which nevertheless makes a teaching point.
Natural banter between the students and yourself is the best kind of humour in the classroom:
* It signals an appropriate, comfortable relationship—as long as you are comfortable with it, and you don't feel that they are “taking the mickey”.
* Take your cue from the students: banter which you initiate can be experienced as a put-down and an abuse of your power.
Beware of inter-student joking behaviour which is at the expense of a member of the group. It may be wise to be careful about sanctioning against it too heavily (unless it is clearly abusive), because there may also be an agenda about "winding you up", but make your disapproval clear, and do not collude with it, however seductive it may be. Ask yourself why they need to do this in this class—it could tell you something about the group.
Read more at http://www.learningandteaching.info/teaching/humour.htm
http://www.languagecorpsasia.com
Showing posts with label Culture. Show all posts
Showing posts with label Culture. Show all posts
Friday, August 17, 2012
Wednesday, June 20, 2012
What Does Education Mean?
What Does Education Mean?
Why fear has to be eradicated before real learning can begin EXCERPT FROM THIS MATTER OF CULTURE
I wonder if we have ever asked ourselves what education means. Why do we go to school, why do we learn various subjects, why do we pass examinations and compete with each other for better grades? What does this so-called education mean and what is it all about?
This is really a very important question, not only for the students, but also for the parents, for the teachers and for everyone who loves this Earth. Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life? Having a job and earning one's livelihood is necessary _ but is that all? Are we being educated only for that?
Surely, life is not merely a job, an occupation; life is something extraordinarily wide and profound, it is a great mystery, a vast realm in which we function as human beings.
If we merely prepare ourselves to earn a livelihood, we shall miss the whole point of life; and to understand life is much more important than merely to prepare for examinations and become very proficient in mathematics, physics, or what you will.
So, whether we are teachers or students, is it not important to ask ourselves why we are educating or being educated? And what does life mean? Is not life an extraordinary thing?
The birds, the flowers, the flourishing trees, the heavens, the stars, the rivers and the fish therein _ all this is life. Life is the poor and the rich; life is the constant battle between groups, races and nations; life is meditation; life is what we call religion, and it is also the subtle, hidden things of the mind _ the envies, the ambitions, the passions, the fears, fulfillments and anxieties. All this and much more is life.
But we generally prepare ourselves to understand only one small corner of it. We pass certain examinations, find a job, get married, have children, and then become more and more like machines. We remain fearful, anxious, frightened of life. So, is it the function of education to help us understand the whole process of life, or is it merely to prepare us for a vocation, for the best job we can get?
What is going to happen to all of us when we grow to be men and women? Have you ever asked yourselves what you are going to do when you grow up?
In all likelihood you will get married and, before you know where you are, you will be mothers and fathers; and you will then be tied to a job, or to the kitchen, in which you will gradually wither away. Is that all that your life is going to be? Have you ever asked yourselves this question? Should you not ask it? If your family is wealthy you may have a fairly good position already assured, your father may give you a comfortable job, or you may get richly married; but there also you will decay, deteriorate. Do you see?
Surely, education has no meaning unless it helps you to understand the vast expanse of life with all its subtleties, with its extraordinary beauty, its sorrows and joys. You may earn degrees, you may have a series of letters after your name and land a very good job; but then what? What is the point of it all if, in the process, your mind becomes dull, weary, stupid?
So, while you are young, must you not seek to find out what life is all about? And is it not the true function of education to cultivate in you the intelligence which will try to find the answer to all these problems?
Do you know what intelligence is? It is the capacity, surely, to think freely without fear, without a formula, so that you begin to discover for yourself what is real, what is true; but if you are frightened you will never be intelligent.
Any form of ambition, spiritual or mundane, breeds anxiety, fear; therefore ambition does not help to bring about a mind that is clear, simple, direct, and hence intelligent.
You know, it is really very important while you are young to live in an environment in which there is no fear. Most of us, as we grow older, become frightened; we are afraid of living, afraid of losing a job, afraid of tradition, afraid of what the neighbours, or what the wife or husband would say, afraid of death.
Most of us have fear in one form or another; and where there is fear there is no intelligence. And is it not possible for all of us, while we are young, to be in an environment where there is no fear but rather an atmosphere of freedom _ freedom, not just to do what we like, but to understand the whole process of living?
Life is really very beautiful, it is not this ugly thing that we have made of it; and you can appreciate its richness, its depth, its extraordinary loveliness only when you revolt against everything _ against organised religion, against tradition, against the present rotten society _ so that you as a human being find out for yourself what is true. Not to imitate but to discover _ that is education, is it not?
It is very easy to conform to what your society or your parents and teachers tell you. That is a safe and easy way of existing; but that is not living, because in it there is fear, decay, death. To live is to find out for yourself what is true, and you can do this only when there is freedom, when there is continuous revolution inwardly, within yourself.
But you are not encouraged to do this; no one tells you to question, to find out for yourself what God is, because if you were to rebel you would become a danger to all that is false. Your parents and society want you to live safely, and you also want to live safely. Living safely generally means living in imitation and therefore in fear. Surely, the function of education is to help each one of us to live freely and without fear, is it not? And to create an atmosphere in which there is no fear requires a great deal of thinking on your part as well as on the part of the teacher, the educator.
Read more at http://www.bangkokpost.com/feature/people/294500/what-does-education-mean
http://www.languagecorpsasia.com
Why fear has to be eradicated before real learning can begin EXCERPT FROM THIS MATTER OF CULTURE
I wonder if we have ever asked ourselves what education means. Why do we go to school, why do we learn various subjects, why do we pass examinations and compete with each other for better grades? What does this so-called education mean and what is it all about?
This is really a very important question, not only for the students, but also for the parents, for the teachers and for everyone who loves this Earth. Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life? Having a job and earning one's livelihood is necessary _ but is that all? Are we being educated only for that?
Surely, life is not merely a job, an occupation; life is something extraordinarily wide and profound, it is a great mystery, a vast realm in which we function as human beings.
If we merely prepare ourselves to earn a livelihood, we shall miss the whole point of life; and to understand life is much more important than merely to prepare for examinations and become very proficient in mathematics, physics, or what you will.
So, whether we are teachers or students, is it not important to ask ourselves why we are educating or being educated? And what does life mean? Is not life an extraordinary thing?
The birds, the flowers, the flourishing trees, the heavens, the stars, the rivers and the fish therein _ all this is life. Life is the poor and the rich; life is the constant battle between groups, races and nations; life is meditation; life is what we call religion, and it is also the subtle, hidden things of the mind _ the envies, the ambitions, the passions, the fears, fulfillments and anxieties. All this and much more is life.
But we generally prepare ourselves to understand only one small corner of it. We pass certain examinations, find a job, get married, have children, and then become more and more like machines. We remain fearful, anxious, frightened of life. So, is it the function of education to help us understand the whole process of life, or is it merely to prepare us for a vocation, for the best job we can get?
What is going to happen to all of us when we grow to be men and women? Have you ever asked yourselves what you are going to do when you grow up?
In all likelihood you will get married and, before you know where you are, you will be mothers and fathers; and you will then be tied to a job, or to the kitchen, in which you will gradually wither away. Is that all that your life is going to be? Have you ever asked yourselves this question? Should you not ask it? If your family is wealthy you may have a fairly good position already assured, your father may give you a comfortable job, or you may get richly married; but there also you will decay, deteriorate. Do you see?
Surely, education has no meaning unless it helps you to understand the vast expanse of life with all its subtleties, with its extraordinary beauty, its sorrows and joys. You may earn degrees, you may have a series of letters after your name and land a very good job; but then what? What is the point of it all if, in the process, your mind becomes dull, weary, stupid?
So, while you are young, must you not seek to find out what life is all about? And is it not the true function of education to cultivate in you the intelligence which will try to find the answer to all these problems?
Do you know what intelligence is? It is the capacity, surely, to think freely without fear, without a formula, so that you begin to discover for yourself what is real, what is true; but if you are frightened you will never be intelligent.
Any form of ambition, spiritual or mundane, breeds anxiety, fear; therefore ambition does not help to bring about a mind that is clear, simple, direct, and hence intelligent.
You know, it is really very important while you are young to live in an environment in which there is no fear. Most of us, as we grow older, become frightened; we are afraid of living, afraid of losing a job, afraid of tradition, afraid of what the neighbours, or what the wife or husband would say, afraid of death.
Most of us have fear in one form or another; and where there is fear there is no intelligence. And is it not possible for all of us, while we are young, to be in an environment where there is no fear but rather an atmosphere of freedom _ freedom, not just to do what we like, but to understand the whole process of living?
Life is really very beautiful, it is not this ugly thing that we have made of it; and you can appreciate its richness, its depth, its extraordinary loveliness only when you revolt against everything _ against organised religion, against tradition, against the present rotten society _ so that you as a human being find out for yourself what is true. Not to imitate but to discover _ that is education, is it not?
It is very easy to conform to what your society or your parents and teachers tell you. That is a safe and easy way of existing; but that is not living, because in it there is fear, decay, death. To live is to find out for yourself what is true, and you can do this only when there is freedom, when there is continuous revolution inwardly, within yourself.
But you are not encouraged to do this; no one tells you to question, to find out for yourself what God is, because if you were to rebel you would become a danger to all that is false. Your parents and society want you to live safely, and you also want to live safely. Living safely generally means living in imitation and therefore in fear. Surely, the function of education is to help each one of us to live freely and without fear, is it not? And to create an atmosphere in which there is no fear requires a great deal of thinking on your part as well as on the part of the teacher, the educator.
Read more at http://www.bangkokpost.com/feature/people/294500/what-does-education-mean
http://www.languagecorpsasia.com
Tuesday, June 19, 2012
Project Learning Teaching Strategies Can Also Improve Your Everyday Classroom Experience
Project Learning Teaching Strategies Can Also Improve Your Everyday Classroom Experience.
As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously.
Now, as I travel the country coaching teachers on how to successfully use project learning, my goal remains the same. And I try to teach educators the strategies they need to achieve this goal in their own classrooms.
A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree. When 90 to 100 percent of my students are excitedly engaged in their tasks and asking deep and interesting questions, I experience joy, and joy is a lot less tiring than the frustration that comes with student apathy.
Project-based classrooms with an active-learning environment make such in-the-flow moments more common. Yet these same classrooms require many teacher and student skills to work well. As teachers, we can feel overwhelmed when we try something new and experience chaos instead of flow.
The good news is that the strategies for creating and managing high-quality project-learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. Here are ten ideas that you can start practicing in your classroom today to help you create more moments of flow.
Create an Emotionally Safe Classroom
Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. Consider having a rule such as "We do not put others downs, tell others to shut up, or laugh at people." Apply it to yourself as well as your students. This is the foundation of a supportive, collaborative learning environment. To learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment.
Create an Intellectually Safe Classroom
Begin every activity with a task that 95 percent of the class can do without your help. Get your students used to the fact that when you say, "Please begin," they should pick up a pencil and start working successfully. This gets everyone on the bus. Then make sure your students know that these initial easy tasks will always be followed by increasingly challenging ones. Create rich and complex tasks so that various students have a chance to excel and take on the role of helping others.
Cultivate Your Engagement Meter
Be acutely aware of when your students are paying strong attention or are deeply engaged in their tasks. Master teachers create an active-learning environment in which students are on task in their thinking and speaking or are collaboratively working close to 100 percent of the time. Such teachers notice and measure not only when students are on task but also the quality of their engagement.
Although it may take years to develop the repertoire of skills and lessons that enable you to permanently create this active-learning environment, you can begin by discerning which activities truly engage your students. The more brutally honest you are with yourself, the faster you will get there.
Create Appropriate Intermediate Steps
The first question I ask educators when I coach them on project learning is how many of their students say, "We can't wait to do another project," versus "Oh, no! Not another project." Teachers tend to get the first response when they scaffold challenging tasks so that all students are successful.
For example, take the typical task of interviewing an adult outside the classroom. Some teachers assign the task on Monday and expect it to be done the following Monday, confident that by including the weekend, they are providing sufficient support. Other teachers realize that finding, cold calling, and interviewing an adult are challenging tasks for most young people, so they create intermediate steps -- such as brainstorming, searching online for phone numbers, crafting high-quality interview questions, and role-playing the interview -- that train all students for success.
Practice Journal or Blog Writing to Communicate with Students
Japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting. A nice way to change the pace of your class is to have students write regular reflections on the work they have done. Encourage and focus their writing with a prompt, such as "The Muddiest Point and the Clearest Point: What was most confusing about the work you did today, and what new thing was the most clear?" Use this approach to guide future lessons and activities. Consider writing responses to student journal entries in order to carry on a conversation with students about their work.
Create a Culture of Explanation Instead of a Culture of the Right Answer
You know you have created a rich learning event when all students are engaged in arguing about the best approach to the assignment. When you use questions and problems that allow for multiple strategies to reach a successful outcome, you give students the opportunity to make choices and then compare their approaches. This strategy challenges them to operate at a higher level of thinking than when they can share only the "correct" answer. Avidly collect problems and tasks that have multiple paths to a solution. As a math teacher, I create problems that have a lot of numbers instead of the usual two. For example, I can present this problem:
5 + 13 + 24 - 8 + 47 - 12 + 59 - 31 - 5 + 9 - 46 - 23 + 32 - 60
Then I can say, "There are at least three fundamentally different strategies for doing the following problem. Can you find them all?"
Teach Self-Awareness About Knowledge
All subjects build on prior knowledge and increase in complexity at each successive level of mastery. Effective learning requires that certain skills and processes be available for quick recall. Many students let too much of their knowledge float in a sea of confusion and develop a habit of guessing, sometimes without even knowing that they are guessing.
Credit: Courtesy of Tristan de Frondeville
To help students break this habit, paste the graphic at right next to each question on your assessments. After the students answer a question, have them place an X on the line to represent how sure they are that their answer is correct. This approach encourages them to check their answer and reflect on their confidence level. It is informative when they get it wrong but marked "for sure" or when they do the opposite and mark "confused" yet get the answer right.
Use Questioning Strategies That Make All Students Think and Answer
Pay a visit to many classrooms and you'll see a familiar scene: The teacher asks questions and, always, the same reliable hands raise up. This pattern lends itself to student inattention. Every day, include some questions you require every student to answer. Find a question you know everyone can answer simply, and have the class respond all at once.
You can ask students to put a finger up when they're ready to answer, and once they all do, ask them to whisper the answer at the count of three. They can answer yes, no, or maybe with a thumbs-up, thumbs-down, or thumbs-sideways gesture. That also works for "I agree," "I disagree," or "I'm not sure."
Numerical answers under ten are easy to show with fingers, but don't limit yourself to math questions. For instance, if you're teaching time management, have students let you know what their progress is halfway through the class by putting up one or more fingers to show whether they are one-, two-, or three-quarters done with the assignment, or finished. Do these exercises at least two or three times per class.
Practice Using the Design Process to Increase the Quality of Work
Students in school get used to doing work at a consistent level of quality. Unfortunately, low-performing students get used to doing poor-quality work. To help them break the habit, use a draft-and-revision process.
Many professionals use such a design process to increase the quality of their work. Engineers build prototypes, respond to critical feedback, and refine their design before going into production. Artists make sketches of big works and revise their ideas before creating their final piece. Use the design process to drive your students to produce higher-quality work than they are used to doing when they create only a first effort. Include peer evaluation as part of the feedback they receive.
Market Your Projects
When your students ask, "Why do we need to know this?" you must be ready with the best answer possible. Great projects incorporate authentic tasks that will help students in their lives, jobs, or relationships. Engage students by developing an inventory of big ideas to help you make the connections between your assignments and important life skills, expertise, high-quality work, and craftsmanship. The Partnership for 21st Century Skills provides a good starter list.
Also, search out the powerful processes and ideas experts in your own subject use repeatedly. (In math, for instance, my list includes generalizing and parts and wholes.) Keep a journal of the big ideas you've discovered simply by teaching your subject. By continually referring to these big ideas, you will encourage students to think and act like subject-matter experts and develop skills they will use throughout their lives.
Read more at http://www.edutopia.org/project-learning-teaching-strategies
http://www.languagecorpsasia.com
As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously.
Now, as I travel the country coaching teachers on how to successfully use project learning, my goal remains the same. And I try to teach educators the strategies they need to achieve this goal in their own classrooms.
A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree. When 90 to 100 percent of my students are excitedly engaged in their tasks and asking deep and interesting questions, I experience joy, and joy is a lot less tiring than the frustration that comes with student apathy.
Project-based classrooms with an active-learning environment make such in-the-flow moments more common. Yet these same classrooms require many teacher and student skills to work well. As teachers, we can feel overwhelmed when we try something new and experience chaos instead of flow.
The good news is that the strategies for creating and managing high-quality project-learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. Here are ten ideas that you can start practicing in your classroom today to help you create more moments of flow.
Create an Emotionally Safe Classroom
Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. Consider having a rule such as "We do not put others downs, tell others to shut up, or laugh at people." Apply it to yourself as well as your students. This is the foundation of a supportive, collaborative learning environment. To learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment.
Create an Intellectually Safe Classroom
Begin every activity with a task that 95 percent of the class can do without your help. Get your students used to the fact that when you say, "Please begin," they should pick up a pencil and start working successfully. This gets everyone on the bus. Then make sure your students know that these initial easy tasks will always be followed by increasingly challenging ones. Create rich and complex tasks so that various students have a chance to excel and take on the role of helping others.
Cultivate Your Engagement Meter
Be acutely aware of when your students are paying strong attention or are deeply engaged in their tasks. Master teachers create an active-learning environment in which students are on task in their thinking and speaking or are collaboratively working close to 100 percent of the time. Such teachers notice and measure not only when students are on task but also the quality of their engagement.
Although it may take years to develop the repertoire of skills and lessons that enable you to permanently create this active-learning environment, you can begin by discerning which activities truly engage your students. The more brutally honest you are with yourself, the faster you will get there.
Create Appropriate Intermediate Steps
The first question I ask educators when I coach them on project learning is how many of their students say, "We can't wait to do another project," versus "Oh, no! Not another project." Teachers tend to get the first response when they scaffold challenging tasks so that all students are successful.
For example, take the typical task of interviewing an adult outside the classroom. Some teachers assign the task on Monday and expect it to be done the following Monday, confident that by including the weekend, they are providing sufficient support. Other teachers realize that finding, cold calling, and interviewing an adult are challenging tasks for most young people, so they create intermediate steps -- such as brainstorming, searching online for phone numbers, crafting high-quality interview questions, and role-playing the interview -- that train all students for success.
Practice Journal or Blog Writing to Communicate with Students
Japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting. A nice way to change the pace of your class is to have students write regular reflections on the work they have done. Encourage and focus their writing with a prompt, such as "The Muddiest Point and the Clearest Point: What was most confusing about the work you did today, and what new thing was the most clear?" Use this approach to guide future lessons and activities. Consider writing responses to student journal entries in order to carry on a conversation with students about their work.
Create a Culture of Explanation Instead of a Culture of the Right Answer
You know you have created a rich learning event when all students are engaged in arguing about the best approach to the assignment. When you use questions and problems that allow for multiple strategies to reach a successful outcome, you give students the opportunity to make choices and then compare their approaches. This strategy challenges them to operate at a higher level of thinking than when they can share only the "correct" answer. Avidly collect problems and tasks that have multiple paths to a solution. As a math teacher, I create problems that have a lot of numbers instead of the usual two. For example, I can present this problem:
5 + 13 + 24 - 8 + 47 - 12 + 59 - 31 - 5 + 9 - 46 - 23 + 32 - 60
Then I can say, "There are at least three fundamentally different strategies for doing the following problem. Can you find them all?"
Teach Self-Awareness About Knowledge
All subjects build on prior knowledge and increase in complexity at each successive level of mastery. Effective learning requires that certain skills and processes be available for quick recall. Many students let too much of their knowledge float in a sea of confusion and develop a habit of guessing, sometimes without even knowing that they are guessing.
Credit: Courtesy of Tristan de Frondeville
To help students break this habit, paste the graphic at right next to each question on your assessments. After the students answer a question, have them place an X on the line to represent how sure they are that their answer is correct. This approach encourages them to check their answer and reflect on their confidence level. It is informative when they get it wrong but marked "for sure" or when they do the opposite and mark "confused" yet get the answer right.
Use Questioning Strategies That Make All Students Think and Answer
Pay a visit to many classrooms and you'll see a familiar scene: The teacher asks questions and, always, the same reliable hands raise up. This pattern lends itself to student inattention. Every day, include some questions you require every student to answer. Find a question you know everyone can answer simply, and have the class respond all at once.
You can ask students to put a finger up when they're ready to answer, and once they all do, ask them to whisper the answer at the count of three. They can answer yes, no, or maybe with a thumbs-up, thumbs-down, or thumbs-sideways gesture. That also works for "I agree," "I disagree," or "I'm not sure."
Numerical answers under ten are easy to show with fingers, but don't limit yourself to math questions. For instance, if you're teaching time management, have students let you know what their progress is halfway through the class by putting up one or more fingers to show whether they are one-, two-, or three-quarters done with the assignment, or finished. Do these exercises at least two or three times per class.
Practice Using the Design Process to Increase the Quality of Work
Students in school get used to doing work at a consistent level of quality. Unfortunately, low-performing students get used to doing poor-quality work. To help them break the habit, use a draft-and-revision process.
Many professionals use such a design process to increase the quality of their work. Engineers build prototypes, respond to critical feedback, and refine their design before going into production. Artists make sketches of big works and revise their ideas before creating their final piece. Use the design process to drive your students to produce higher-quality work than they are used to doing when they create only a first effort. Include peer evaluation as part of the feedback they receive.
Market Your Projects
When your students ask, "Why do we need to know this?" you must be ready with the best answer possible. Great projects incorporate authentic tasks that will help students in their lives, jobs, or relationships. Engage students by developing an inventory of big ideas to help you make the connections between your assignments and important life skills, expertise, high-quality work, and craftsmanship. The Partnership for 21st Century Skills provides a good starter list.
Also, search out the powerful processes and ideas experts in your own subject use repeatedly. (In math, for instance, my list includes generalizing and parts and wholes.) Keep a journal of the big ideas you've discovered simply by teaching your subject. By continually referring to these big ideas, you will encourage students to think and act like subject-matter experts and develop skills they will use throughout their lives.
Read more at http://www.edutopia.org/project-learning-teaching-strategies
http://www.languagecorpsasia.com
Sunday, June 17, 2012
How Can Teachers Create a Learner Centered Environment?
How Can Teachers Create a Learner Centered Environment?
As a classroom teacher, does the idea of a learner centered environment sound new to you?
The Alliance for Excellent Education recently released Culture Shift: Teaching in a Learner-Centered Environment Powered By Digital Learning.
The report advocates that a culture shift to a learner centered classroom environment is needed to prepare students to meet the challenges and demands of a global economy, that:
1) Learning needs to be rigorous and based on college and career-ready expectations.
2) Learning is personalized.
3) Learning is collaborative, relevant, and applied.
4) Learning is flexible, taking place anytime, anywhere.
This insightful report confirms and expands on what many teachers know are challenges in classrooms. I was fortunate to be part of an Alliance for Excellent Education panel that discussed the transformations needed in teaching in order to create this culture shift.
Then, a few days later at the Content in Context conference, presented by the Association of Educational Publishers and Association of American Publishers School Division, I had the opportunity to join a panel of publishers as an educator representative to discuss Organizing for the Future: Making the Learner the Focus of Your Business where we talked about the importance and challenges of creating products to support a learner-centered future.
From an educator perspective, we all welcome the emerging discussions on how publishers can support teachers in creating learner-centered classrooms.
And, if it involves meaningful integration of technology, so much the better!
Here are my take-aways from both events:
1) Effective teachers have always created a learner centered environment.
How do you survive teaching a group of students with learning disabilities and others with emotional disabilities? Hint: Know them as individuals, understand their strengths, needs, and learning styles, and be able to differentiate the ways they learn grade level content.
Create this learner-centered environment, one builds a learning community and manages behaviors of the class.
Fail to do so......watch the chaos unfold!!!
In other words, effective teachers with students with diverse socio-cultural and learning needs have always been learner centered.
Perhaps, the concept of learner centered environment actually originated in the one-room school house- where the teachers had students of different ages learning different content.
On the other hand, when discussing a culture shift, more is needed to scale this philosophy....
2) We need meaningful publisher and teacher collaboration
With the wide availability of multimedia and other resources on the Internet, the focus on the textbook as the sole source for information is decreasing. Many teachers supplement the textbook with additional resources to meet the needs of students.
In the emerging era of flipped classrooms, Khan Academy, iTunes U, You Tube, and other on-demand Internet resources that empower students to learn outside of the classroom, publishers will need to collaborate more with teachers to be able to create more relevant and meaningful products to support teachers.
This collaboration is essential in meeting the needs of an ever-increasing student diversity within the context of classrooms with higher and more rigorous standards.
At the same time, publishers have also experienced challenges with providing resources for teachers due to differences in state standards and the thousands of school districts, each with their own procurement timelines and adoption cycles.
Hopefully, the adoption of the Common Core Standards will facilitate the development of closer publisher and teacher collaboration to create more meaningful and relevant resources for students.
3) Learner centered environments will require technology.
How can a paper based textbook compete with dynamic, interactive, and on-demand digital resources?
It can't.
When I taught high school English literature at an elite private high school, the (general education) students did fine with the grade level textbook. But, in my 8th grade public school (special education) classroom where the reading levels of students ranged from 3rd to 6th grade, trying to learn 8th grade content with a textbook that had a reading level ranging from 8th to 9th grade was challenging.
My students needed, what the National Board for Professional Teaching Standards describes as, multiple paths to knowledge- being able to have a variety of resources that meets the learning needs of each student in order to access the grade level content.
As I shared at the panel, what we need is a "device" that can present the grade level content, but has features that can change the reading level of the text as appropriate for the student, integrate video and other appropriate multimedia content, and interactive simulations. The content should be updated regularly and have assessment features.
Soon, there will be Apps for that.
Paper doesn't cut it. A learner centered environment requires technology.
4) New roles are needed for the teacher profession.
The Alliance for Excellent Education report highlighted new professional responsibilities and roles for teachers:
a) Teachers as Facilitator of Learning
b) User of Data and Assessments
c) Collaborator, Contributor, and Coach with Peers
d) Curriculum Adapter and Designer
The teaching profession will also need to adapt in order to sustain these transformations. Since these roles require additional skills and knowledge, the teaching profession will need to better understand how to develop and support these differentiated roles to establish a professional culture with multiple levels of expertise and skill sets.
5) Transparency in classrooms will drive the change.
Will the public demand this cultural shift in teaching and learning?
During the Alliance panel discussion, Peggy Brookins, a National Board Certified Teacher and Director of the Engineering and Management Institute of Technology of Forest High School in Florida, and Erin Frew, Principal of New Tech West High School in Ohio showed videos of student activities that exemplify the potential of a learner centered environment.
Videos of student activities and projects in learner centered classrooms need to become viral. The public should demand that their children do similar activities at their school.
Schools should feature the types of learning that goes on in classrooms. Transparency can restore a healthy balance of relevant instruction and meaningful assessment, to "turn around" the narrowing of curriculum and learning associated with the test prep era.
Then ALL teachers, publishers, and other stakeholders can make that culture wide shift to create that learner centered environment that prepares All students for the future.
Read more at http://blogs.edweek.org/teachers/leading_from_the_classroom/2012/06/how_can_teachers_create_a_learner_centered_environment.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+LeadingFromTheClassroom+%28Leading+From+the+Classroom%29
http://www.languagecorpsasia.com
As a classroom teacher, does the idea of a learner centered environment sound new to you?
The Alliance for Excellent Education recently released Culture Shift: Teaching in a Learner-Centered Environment Powered By Digital Learning.
The report advocates that a culture shift to a learner centered classroom environment is needed to prepare students to meet the challenges and demands of a global economy, that:
1) Learning needs to be rigorous and based on college and career-ready expectations.
2) Learning is personalized.
3) Learning is collaborative, relevant, and applied.
4) Learning is flexible, taking place anytime, anywhere.
This insightful report confirms and expands on what many teachers know are challenges in classrooms. I was fortunate to be part of an Alliance for Excellent Education panel that discussed the transformations needed in teaching in order to create this culture shift.
Then, a few days later at the Content in Context conference, presented by the Association of Educational Publishers and Association of American Publishers School Division, I had the opportunity to join a panel of publishers as an educator representative to discuss Organizing for the Future: Making the Learner the Focus of Your Business where we talked about the importance and challenges of creating products to support a learner-centered future.
From an educator perspective, we all welcome the emerging discussions on how publishers can support teachers in creating learner-centered classrooms.
And, if it involves meaningful integration of technology, so much the better!
Here are my take-aways from both events:
1) Effective teachers have always created a learner centered environment.
How do you survive teaching a group of students with learning disabilities and others with emotional disabilities? Hint: Know them as individuals, understand their strengths, needs, and learning styles, and be able to differentiate the ways they learn grade level content.
Create this learner-centered environment, one builds a learning community and manages behaviors of the class.
Fail to do so......watch the chaos unfold!!!
In other words, effective teachers with students with diverse socio-cultural and learning needs have always been learner centered.
Perhaps, the concept of learner centered environment actually originated in the one-room school house- where the teachers had students of different ages learning different content.
On the other hand, when discussing a culture shift, more is needed to scale this philosophy....
2) We need meaningful publisher and teacher collaboration
With the wide availability of multimedia and other resources on the Internet, the focus on the textbook as the sole source for information is decreasing. Many teachers supplement the textbook with additional resources to meet the needs of students.
In the emerging era of flipped classrooms, Khan Academy, iTunes U, You Tube, and other on-demand Internet resources that empower students to learn outside of the classroom, publishers will need to collaborate more with teachers to be able to create more relevant and meaningful products to support teachers.
This collaboration is essential in meeting the needs of an ever-increasing student diversity within the context of classrooms with higher and more rigorous standards.
At the same time, publishers have also experienced challenges with providing resources for teachers due to differences in state standards and the thousands of school districts, each with their own procurement timelines and adoption cycles.
Hopefully, the adoption of the Common Core Standards will facilitate the development of closer publisher and teacher collaboration to create more meaningful and relevant resources for students.
3) Learner centered environments will require technology.
How can a paper based textbook compete with dynamic, interactive, and on-demand digital resources?
It can't.
When I taught high school English literature at an elite private high school, the (general education) students did fine with the grade level textbook. But, in my 8th grade public school (special education) classroom where the reading levels of students ranged from 3rd to 6th grade, trying to learn 8th grade content with a textbook that had a reading level ranging from 8th to 9th grade was challenging.
My students needed, what the National Board for Professional Teaching Standards describes as, multiple paths to knowledge- being able to have a variety of resources that meets the learning needs of each student in order to access the grade level content.
As I shared at the panel, what we need is a "device" that can present the grade level content, but has features that can change the reading level of the text as appropriate for the student, integrate video and other appropriate multimedia content, and interactive simulations. The content should be updated regularly and have assessment features.
Soon, there will be Apps for that.
Paper doesn't cut it. A learner centered environment requires technology.
4) New roles are needed for the teacher profession.
The Alliance for Excellent Education report highlighted new professional responsibilities and roles for teachers:
a) Teachers as Facilitator of Learning
b) User of Data and Assessments
c) Collaborator, Contributor, and Coach with Peers
d) Curriculum Adapter and Designer
The teaching profession will also need to adapt in order to sustain these transformations. Since these roles require additional skills and knowledge, the teaching profession will need to better understand how to develop and support these differentiated roles to establish a professional culture with multiple levels of expertise and skill sets.
5) Transparency in classrooms will drive the change.
Will the public demand this cultural shift in teaching and learning?
During the Alliance panel discussion, Peggy Brookins, a National Board Certified Teacher and Director of the Engineering and Management Institute of Technology of Forest High School in Florida, and Erin Frew, Principal of New Tech West High School in Ohio showed videos of student activities that exemplify the potential of a learner centered environment.
Videos of student activities and projects in learner centered classrooms need to become viral. The public should demand that their children do similar activities at their school.
Schools should feature the types of learning that goes on in classrooms. Transparency can restore a healthy balance of relevant instruction and meaningful assessment, to "turn around" the narrowing of curriculum and learning associated with the test prep era.
Then ALL teachers, publishers, and other stakeholders can make that culture wide shift to create that learner centered environment that prepares All students for the future.
Read more at http://blogs.edweek.org/teachers/leading_from_the_classroom/2012/06/how_can_teachers_create_a_learner_centered_environment.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+LeadingFromTheClassroom+%28Leading+From+the+Classroom%29
http://www.languagecorpsasia.com
Monday, April 30, 2012
Culture Shock For A Westerner Living in China
Culture Shock For A Westerner Living in China.
I first came to China in 2005. I flew in via Hong Kong to Shenzhen and was completely blown away by this city. I didn't know quite what to expect but it certainly exceeded any expectations I might have had. Thirty years ago Shenzhen was just a small fishing village across the river from Hong Kong but with an idea of creating a model city to rival Hong Kong, the then leader Deng Xiaoping set out his vision for this super-city. In my opinion Shenzhen is an amazing modern city with futurist tall buildings, well designed family friendly apartment blocks, wide tree lined avenues, lush vegetation, relaxing parks and a vibrant economy to compete with any western city. Wow! I thought - this is communist China!
It wasn't however until 2007 when I came to live in Zunyi, a 'small' city in Guizhou province did I come to discover the real China. The fact is you never really know a country until you live there and for me, it was a real culture shock! Make no mistake about it, life in the west is so very different from life in China.
Population: As we all know, China has a huge population - 1.3 billion people, a figure which is difficult to comprehend. Zunyi is considered to be a small city in China but has a population bigger than England's second biggest city - Birmingham. And because everyone lives in apartment blocks, the inhabitants are more crammed in than English cities. Only the mountain right in the middle of the Zunyi creates a refuge from the noise and busyness of the city but most cities here don't have mountains in the middle of them. The bigger cities like Shanghai, Beijing and Chongqing seem to places of endless habitation but fortunately the city planners have thought about this and there are always either beautiful parks or historic sites to escape too. Because of the size of the population it is difficult to get away from people in China; even the countryside where agriculture is labour intensive, it can be difficult to be totally alone. Having said that, I have been fortunate enough to be taken to some stunning countryside away from the city where all you can hear is the birdsong and only occasionally meet another person.
Cultural differences: It is quite difficult to define Chinese culture so simply because like western culture, it is changing. There is the old traditional culture which underpins society and there is the new modern culture imported from the West, Japan and Korea. Although China has one of the oldest civilisations, it is actually one of the newest countries. Sixty years ago was the Cultural Revolution lead by Mao Zedong which swept away thousands of years of dynastic rule by emperors and freed the great majority of people from impoverished living. China reinvented itself in 1949 and became a truly communist country but that was sixty years ago and there can be no comparison between now and then. Only long held traditions and values remain and some of these are under threat from modern day life. Today young people in the cities have high aspirations and want all the modern day fashion and technology they can get their hands on.
So, on the surface in the modern cities all can appear the same as in the West. The men and women wear the same stylish clothes, the girls wear skimpy clothes to reveal their figure and the boys wear fashion to imitate their pop idols; business people drive expensive saloons and 4 x 4s (often black) and high-heeled ladies shop in expensive boutiques. Look up at the skyline and you'll see amazing high rise blocks of futuristic design which equal or even better western skylines. Under the modern exterior however, most people are very traditional and it is best to be aware of these traditional values if you want to live, work and do business here.
Family: In China, the family unit is a very strong one and there is generally great respect afforded by children to parents and to grandparents. That doesn't mean that everything is perfect in family life but family is the refuge and the security here. When people need help they turn to family, if they need financial backing for a business venture they turn to family and if they need advice, they do the same. It is not only in life that respect is given but in death also. Every year in April there is ceremony called Tomb Sweeping Day and on this day families will visit the graves of their relatives to clean the graves, say prayers and burn paper money for the dead. This creates a strong connection between the living and their ancestors, and gives an underlying message to the living that they won't be forgotten, even in death.
Today in China there is still the one child policy, although this does not apply in the countryside where there is a need for labour. This means that the family is small and often the children are cosseted. Most often both parents will go out to work and therefore the grandparents are frequently called upon to assist with the child's care. Sometimes the child will live with the grandparents if the father and mother have to work away. Many people have to work in other cities and commuting is impossible and so can only visit their family once or twice a year. This makes festivals like Spring Festival so important to the family. At Spring Festival most workers get a week's holiday and this is a big time for family reunions. This can be the only real holiday a lot of people get in the year.
Marriage: In China, marriage is still considered the only way for a couple to live together and there is strong pressure for young people to get married before they are 30, especially for the girls. The idea of a woman seeking a career above marriage is almost unheard of and equally of not wanting children. If a woman doesn't want children, she will be considered to be not normal. A lot of young people have an idealised view of marriage despite the divorce rate being high here; they always believe they can make the successful marriage. What's more there is still a notion for a lot of young women that they should be virgins when they get married, although this idea doesn't really hold in the big cities. Also, a lot of men want to marry virgins, especially in the countryside where old attitudes prevail and it is sometimes expected for a girl to produce a certificate from a doctor to say she is a virgin.
Youth culture: Young people now wear the latest fashion from Japan, Korea and the West but this can give the wrong impression as to their attitudes about love and sex which are still old fashioned. They may look like any young person from a permissive western society but they don't sleep around, they don't expect to have sex by the time they are eighteen and they wouldn't dare to bring a baby into the world without being married; what's more they're not into drugs either. High school students are discouraged by their parents from forming relationships until after they have graduated at the age of eighteen. Young girls may look stunning in the tight clothes and ultra short skirts but unlike many of their western counterparts, they are not party animals and don't go out on the town to get drunk; in fact a lot of them don't even drink alcohol at all and they certainly don't expect to be chatted up by strangers. Yes, attitudes are more westernised in the big cities but there is still a strong recognition of what it is to be Chinese and young people are very proud of this. The Chinese people are conservative by nature and this should be understood by western visitors, so as not to offend.
Work: There is a very strong work ethic in China and people are not afraid of work here. The fact is that if people don't work, they get no support from the state, not that they would expect it. Most people will do any work to earn a little money and don't feel a sense of shame if they have menial jobs. It is quite quite humbling to see the types of work that people will do to earn a small amount of money. People here take a great sense of pride in having a secure job and will do nothing to threaten that security. This can mean that some employees are exploited by their bosses who know their staff will not cause trouble if there are difficulties at work. Another fact is that there are too many workers for the jobs available and so people are always grateful to have work. Chinese people will work long hours doing the most tedious jobs without complaint but of course many do aspire to better themselves but competition for jobs is great and the greatest fear for a student at school or college is not to have a job after graduation. This is why students are prepared to begin their school day at 7 a.m. and finish their last class at 9.30 p.m. and will go to school on Saturday and then attend private classes on Sunday with little complaint. They get tired and worried about the never ending round of exams but they do it because they want to work and not just want work but want to have a good job. Many students today aspire to being rich and why shouldn't they, when their country is heading towards becoming the strongest economy in the world.
National pride: Chinese people are immensely proud of their country and their country's achievements and this was strongly reinforced during the 2008 Olympic Games and the 2008 earthquake in Sichuan when the entire country rallied to help the stricken area and its people. China is made up of many ethnic groups, each with their own traditions and dialect but is united under one flag and one leadership. There has been descent in some parts but on the whole, the country is as one. The Chinese people also have very strong feelings about Tibet and also Taiwan and I suggest that until you research the history about these areas, you don't get into a debate with Chinese people about them. There has been a lot of misinformation spread around about these, especially about Tibet by people who don't fully understand the history of China. It is a good idea to read some good books about China's history before coming to live in China; it will help you understand its people.
Manners: This may be one of the most difficult things to come to terms with in China because the Chinese people don't adopt the same manners as we are used to in the UK or US. It has sometimes been my opinion that Chinese people don't have manners at all but this is an over generalisation. Chinese people don't like to queue or wait to be served; if you are in shop being served, expect someone to barge in front of you but of course you don't have to put up with it. You have to learn to be quick and in some cases assert your ground. Also if you are in conversation with another, don't expect people to wait until you have finished your conversation before another will charge right on in to say their point. This will be much more so in the smaller cities where people have not become so educated and not so 'westernised.'
The thing to remember is that this is their way and there is little point in trying to change it because you won't. I believe however that you should maintain your own manners and civility but not try to thrust your beliefs onto others. When I first came to China, I found that no one ever smiled at me and no shop keeper ever thanked me for my custom. I thought the Chinese to be a very cold race but once I got to know people, I found them to be very warm, friendly and generous, even if they have little to give. My suggestion is that you smile first and let people know that you are friendly toward them, and that way they will soon begin to respond to you. The Chinese people in general are shy people and this explains a lot of their reticence to smile.
Big city, small city: If you live in one of the major cities like Shanghai or Beijing you will pretty much be invisible as you go about your daily business but if you choose to live in a smaller city or even a town, you will be source of much interest. In Zunyi I am one of a dozen or so foreigners and so I am often starred at and always in demand by students to talk English with me. I get lots of invites out to have a meal or go on trips; it certainly compensates for the isolation I have often felt. And while on the subject of being invited out for a meal. It is customary for the person doing the inviting to do the paying, so don't be concerned about others paying for you but out of politeness, you should return the invite and pay for them.
There times when you can feel completely frustrated by living in China, with the constant noise and smells, the apparent rudeness and disregard for others; it can really get to you but you have to accept it and try not to get angry. Chinese are far more tolerant in this respect; they have to be more tolerant of each other because there are so many people living in such close proximity to each other here. They are not fazed by air-horns, motorcycles on the footpath and people pushing in or cars cutting them up. It is important to remember that you are the foreigner here and this is not your country.
If you want to come and work here, I suggest you embrace the differences and don't try to resist them. I have gained so many friends here in China and it will be a very sad day when I finally return to the U.K. At times China has driven me mad with frustration but on the other hand, China has given me so much.
Read more at http://ezinearticles.com/?Culture-Shock---A-Westerner-Living-in-China&id=4240261
http://www.languagecorpsasia.com
I first came to China in 2005. I flew in via Hong Kong to Shenzhen and was completely blown away by this city. I didn't know quite what to expect but it certainly exceeded any expectations I might have had. Thirty years ago Shenzhen was just a small fishing village across the river from Hong Kong but with an idea of creating a model city to rival Hong Kong, the then leader Deng Xiaoping set out his vision for this super-city. In my opinion Shenzhen is an amazing modern city with futurist tall buildings, well designed family friendly apartment blocks, wide tree lined avenues, lush vegetation, relaxing parks and a vibrant economy to compete with any western city. Wow! I thought - this is communist China!
It wasn't however until 2007 when I came to live in Zunyi, a 'small' city in Guizhou province did I come to discover the real China. The fact is you never really know a country until you live there and for me, it was a real culture shock! Make no mistake about it, life in the west is so very different from life in China.
Population: As we all know, China has a huge population - 1.3 billion people, a figure which is difficult to comprehend. Zunyi is considered to be a small city in China but has a population bigger than England's second biggest city - Birmingham. And because everyone lives in apartment blocks, the inhabitants are more crammed in than English cities. Only the mountain right in the middle of the Zunyi creates a refuge from the noise and busyness of the city but most cities here don't have mountains in the middle of them. The bigger cities like Shanghai, Beijing and Chongqing seem to places of endless habitation but fortunately the city planners have thought about this and there are always either beautiful parks or historic sites to escape too. Because of the size of the population it is difficult to get away from people in China; even the countryside where agriculture is labour intensive, it can be difficult to be totally alone. Having said that, I have been fortunate enough to be taken to some stunning countryside away from the city where all you can hear is the birdsong and only occasionally meet another person.
Cultural differences: It is quite difficult to define Chinese culture so simply because like western culture, it is changing. There is the old traditional culture which underpins society and there is the new modern culture imported from the West, Japan and Korea. Although China has one of the oldest civilisations, it is actually one of the newest countries. Sixty years ago was the Cultural Revolution lead by Mao Zedong which swept away thousands of years of dynastic rule by emperors and freed the great majority of people from impoverished living. China reinvented itself in 1949 and became a truly communist country but that was sixty years ago and there can be no comparison between now and then. Only long held traditions and values remain and some of these are under threat from modern day life. Today young people in the cities have high aspirations and want all the modern day fashion and technology they can get their hands on.
So, on the surface in the modern cities all can appear the same as in the West. The men and women wear the same stylish clothes, the girls wear skimpy clothes to reveal their figure and the boys wear fashion to imitate their pop idols; business people drive expensive saloons and 4 x 4s (often black) and high-heeled ladies shop in expensive boutiques. Look up at the skyline and you'll see amazing high rise blocks of futuristic design which equal or even better western skylines. Under the modern exterior however, most people are very traditional and it is best to be aware of these traditional values if you want to live, work and do business here.
Family: In China, the family unit is a very strong one and there is generally great respect afforded by children to parents and to grandparents. That doesn't mean that everything is perfect in family life but family is the refuge and the security here. When people need help they turn to family, if they need financial backing for a business venture they turn to family and if they need advice, they do the same. It is not only in life that respect is given but in death also. Every year in April there is ceremony called Tomb Sweeping Day and on this day families will visit the graves of their relatives to clean the graves, say prayers and burn paper money for the dead. This creates a strong connection between the living and their ancestors, and gives an underlying message to the living that they won't be forgotten, even in death.
Today in China there is still the one child policy, although this does not apply in the countryside where there is a need for labour. This means that the family is small and often the children are cosseted. Most often both parents will go out to work and therefore the grandparents are frequently called upon to assist with the child's care. Sometimes the child will live with the grandparents if the father and mother have to work away. Many people have to work in other cities and commuting is impossible and so can only visit their family once or twice a year. This makes festivals like Spring Festival so important to the family. At Spring Festival most workers get a week's holiday and this is a big time for family reunions. This can be the only real holiday a lot of people get in the year.
Marriage: In China, marriage is still considered the only way for a couple to live together and there is strong pressure for young people to get married before they are 30, especially for the girls. The idea of a woman seeking a career above marriage is almost unheard of and equally of not wanting children. If a woman doesn't want children, she will be considered to be not normal. A lot of young people have an idealised view of marriage despite the divorce rate being high here; they always believe they can make the successful marriage. What's more there is still a notion for a lot of young women that they should be virgins when they get married, although this idea doesn't really hold in the big cities. Also, a lot of men want to marry virgins, especially in the countryside where old attitudes prevail and it is sometimes expected for a girl to produce a certificate from a doctor to say she is a virgin.
Youth culture: Young people now wear the latest fashion from Japan, Korea and the West but this can give the wrong impression as to their attitudes about love and sex which are still old fashioned. They may look like any young person from a permissive western society but they don't sleep around, they don't expect to have sex by the time they are eighteen and they wouldn't dare to bring a baby into the world without being married; what's more they're not into drugs either. High school students are discouraged by their parents from forming relationships until after they have graduated at the age of eighteen. Young girls may look stunning in the tight clothes and ultra short skirts but unlike many of their western counterparts, they are not party animals and don't go out on the town to get drunk; in fact a lot of them don't even drink alcohol at all and they certainly don't expect to be chatted up by strangers. Yes, attitudes are more westernised in the big cities but there is still a strong recognition of what it is to be Chinese and young people are very proud of this. The Chinese people are conservative by nature and this should be understood by western visitors, so as not to offend.
Work: There is a very strong work ethic in China and people are not afraid of work here. The fact is that if people don't work, they get no support from the state, not that they would expect it. Most people will do any work to earn a little money and don't feel a sense of shame if they have menial jobs. It is quite quite humbling to see the types of work that people will do to earn a small amount of money. People here take a great sense of pride in having a secure job and will do nothing to threaten that security. This can mean that some employees are exploited by their bosses who know their staff will not cause trouble if there are difficulties at work. Another fact is that there are too many workers for the jobs available and so people are always grateful to have work. Chinese people will work long hours doing the most tedious jobs without complaint but of course many do aspire to better themselves but competition for jobs is great and the greatest fear for a student at school or college is not to have a job after graduation. This is why students are prepared to begin their school day at 7 a.m. and finish their last class at 9.30 p.m. and will go to school on Saturday and then attend private classes on Sunday with little complaint. They get tired and worried about the never ending round of exams but they do it because they want to work and not just want work but want to have a good job. Many students today aspire to being rich and why shouldn't they, when their country is heading towards becoming the strongest economy in the world.
National pride: Chinese people are immensely proud of their country and their country's achievements and this was strongly reinforced during the 2008 Olympic Games and the 2008 earthquake in Sichuan when the entire country rallied to help the stricken area and its people. China is made up of many ethnic groups, each with their own traditions and dialect but is united under one flag and one leadership. There has been descent in some parts but on the whole, the country is as one. The Chinese people also have very strong feelings about Tibet and also Taiwan and I suggest that until you research the history about these areas, you don't get into a debate with Chinese people about them. There has been a lot of misinformation spread around about these, especially about Tibet by people who don't fully understand the history of China. It is a good idea to read some good books about China's history before coming to live in China; it will help you understand its people.
Manners: This may be one of the most difficult things to come to terms with in China because the Chinese people don't adopt the same manners as we are used to in the UK or US. It has sometimes been my opinion that Chinese people don't have manners at all but this is an over generalisation. Chinese people don't like to queue or wait to be served; if you are in shop being served, expect someone to barge in front of you but of course you don't have to put up with it. You have to learn to be quick and in some cases assert your ground. Also if you are in conversation with another, don't expect people to wait until you have finished your conversation before another will charge right on in to say their point. This will be much more so in the smaller cities where people have not become so educated and not so 'westernised.'
The thing to remember is that this is their way and there is little point in trying to change it because you won't. I believe however that you should maintain your own manners and civility but not try to thrust your beliefs onto others. When I first came to China, I found that no one ever smiled at me and no shop keeper ever thanked me for my custom. I thought the Chinese to be a very cold race but once I got to know people, I found them to be very warm, friendly and generous, even if they have little to give. My suggestion is that you smile first and let people know that you are friendly toward them, and that way they will soon begin to respond to you. The Chinese people in general are shy people and this explains a lot of their reticence to smile.
Big city, small city: If you live in one of the major cities like Shanghai or Beijing you will pretty much be invisible as you go about your daily business but if you choose to live in a smaller city or even a town, you will be source of much interest. In Zunyi I am one of a dozen or so foreigners and so I am often starred at and always in demand by students to talk English with me. I get lots of invites out to have a meal or go on trips; it certainly compensates for the isolation I have often felt. And while on the subject of being invited out for a meal. It is customary for the person doing the inviting to do the paying, so don't be concerned about others paying for you but out of politeness, you should return the invite and pay for them.
There times when you can feel completely frustrated by living in China, with the constant noise and smells, the apparent rudeness and disregard for others; it can really get to you but you have to accept it and try not to get angry. Chinese are far more tolerant in this respect; they have to be more tolerant of each other because there are so many people living in such close proximity to each other here. They are not fazed by air-horns, motorcycles on the footpath and people pushing in or cars cutting them up. It is important to remember that you are the foreigner here and this is not your country.
If you want to come and work here, I suggest you embrace the differences and don't try to resist them. I have gained so many friends here in China and it will be a very sad day when I finally return to the U.K. At times China has driven me mad with frustration but on the other hand, China has given me so much.
Read more at http://ezinearticles.com/?Culture-Shock---A-Westerner-Living-in-China&id=4240261
http://www.languagecorpsasia.com
Saturday, December 31, 2011
Living, Working And Learning About A New Culture
Interested in living in, working in, and learning about a new culture?
LanguageCorps helps you create a personal adventure in teaching English abroad. Our programs allow you to learn and apply new skills while developing a wider, first-person perspective about the diversity of cultures and populations around the world — all with the security of intensive on-site training and TESOL certification, a guaranteed paid job, a highly organized system, and a supportive community. To learn more or apply online www.languagecorpsasia.com
TESOL Certification also offered in Spain, Italy, and other European and North African locations; volunteer programs in Cambodia and Sri Lanka; shorter-term programs available; program fees and pay vary by country.
Our Flagship Program combines TESOL / TEFL training...
Read more at http://languagecorps.bizbuzzweekly.com/2010/10/25/interested-in-living-in-working-in-and-learning-about-a-new-culture/
http://www.languagecorpsasia.com
LanguageCorps helps you create a personal adventure in teaching English abroad. Our programs allow you to learn and apply new skills while developing a wider, first-person perspective about the diversity of cultures and populations around the world — all with the security of intensive on-site training and TESOL certification, a guaranteed paid job, a highly organized system, and a supportive community. To learn more or apply online www.languagecorpsasia.com
TESOL Certification also offered in Spain, Italy, and other European and North African locations; volunteer programs in Cambodia and Sri Lanka; shorter-term programs available; program fees and pay vary by country.
Our Flagship Program combines TESOL / TEFL training...
Read more at http://languagecorps.bizbuzzweekly.com/2010/10/25/interested-in-living-in-working-in-and-learning-about-a-new-culture/
http://www.languagecorpsasia.com
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