The importance of classroom culture

I recently had the pleasure of observing another teacher's classroom and found many good qualities: participation, enthusiasm, effort, willingness to speak English, and the comfort to speak and make mistakes. Also evident were good relationships among the students and between them and the teacher. I realized that all these are fostered through a classroom's culture.

An interesting issue in Chinese culture is the student's hesitation to question the teacher because he doesn't want to imply the teacher failed to explain it properly the first time. For those of us who want students to ask questions, this too can be addressed through the creation of a class culture.

I haven't figured out how to develop such a culture, but I'm sure it takes time and intentionality.

On student maturity

My teaching of university aged students in China has challenged me in many ways, and my notions regarding maturity are certainly a part of it. I've heard that Chinese high schoolers are like middle schoolers, and Chinese university students are like high schoolers. Indeed, I have found that my students don't behave like university aged students back home. In Chinese culture, adulthood is reached after graduating from university, not before. Hence, in this culture's mindset, these students are still children. And the way they are often taught, including at university, doesn't allow them much of a chance to take responsibility for their learning. Figuring out what adulthood is and what I should do about it in the classroom are two problems I am struggling with.

The first difficulty is with the concept of adulthood and what it is. Different cultures define it differently and even then, different people reach it at different times. University students can be adults. How much is expected of a person and what experiences he's undergone has much to do with how mature he is and acts. So, do I just accept what this culture says that my students are children or do I treat them as adults as I would in my own culture?

If these students have the developmental potential to be adults, is it demeaning to treat them as anything less? It certainly is demeaning to treat anyone as less mature than he actually is; it is not clear whether it is demeaning to treat someone as less mature than he should be. For example, it is reasonable to hold an immature student to the same expectations of maturity as his peers; however, if most of the class is "immature," a teacher may, for better or for worse, lower expectations of maturity for the whole class.

The second difficulty is with how this affects what teachers do in the classroom. A good teacher is able to use his classroom to teach more than the stated subject matter. The development of well rounded individuals is a laudable goal at any level. So, if students aren't acting mature, teachers have a responsibility to develop maturity.

There certainly is a role for scaffolding, the support teachers give students to help them accomplish more than they otherwise could have. Providing the right amount of scaffolding is not easy. Too much and the student isn't challenged; too little and the student finds the task impossible. The right amount gives the student some support to reach the goal, but leaves room for the student to be challenged and grow. In addition, if the teachers' expectations are too low, the students will only meet those expectations. If the teacher's expectations are high, perhaps the students will rise to meet them; however, if the teacher's expectations are too high, the students cannot meet the expectations.

I'm not sure where that leaves me, but I want to search for an appropriately high set of expectations. If I push too hard, the tasks will seem impossible, and the students will shut down. I need to consistently use helpful scaffolding to give the students support while they build themselves higher.

Dear readers, please give me some feedback, especially those of you who have done this, on what has worked for you and your own educational philosophies. Also, feel free to critique my thoughts and presuppositions.

A New Semester

My new semester has been underway for sometime and I am overwhelmed by all I have to be thankful for.

1. a wonderful vacation of relaxation
2. my fiancee's health after her gall bladder removal
3. The West Wing
4. John Adams by David McCullough
5. card games
6. my iPod Touch
7. a convenient teaching schedule
8. people who care for the world's orphans
   
9. many foreign friends in my city to have fun with, to serve with, and to offer encouragement
10. new local friendships

New Year's Thanks

2011 was a great year for me, full of many changes.
These are some of the things I'm thankful for from the previous year:

1. Ringing in 2011 in Beijing with my girlfriend and getting the chance to see China and her life
2. My family visiting me in Germany for great sightseeing
3. A chance to see Norway
4. Finishing off a year of growth in Germany
5. Spending a summer in Minnesota with family and friends
6. Getting a good job in China
7. Getting engaged to my best friend
8. Running with my fiancee on her first 5k race around the Xi'an city wall
9. Making new friends in China
10. A great first semester in China--learning how to live in China

Christmas Thanks

This Christmas, I am thankful for so many things.
First of all, I'm thankful to get the chance to celebrate it with my fiancee.
I'm so glad that I was both able to receive a package from my family and call them.
I have new clothes, chex mix, cookies, candy, and beer.
I'm thankful for the time I've been able to spend with others this week, celebrating, eating, worshiping, playing, and eating.
Also, that my work situation has allowed me to visit Xi'an for an extended period of time.
Jesus came to dwell among us, to experience our lives, and ultimately, to save us, and I'm thankful for that.

Mmm Hmm

Beyond words, so many things must be translated between cultures: body language, table manner, and even non-verbal noises. When I first arrived in China I remember being surprised to people often saying "nigga" in the way English speakers say "um".

A couple of weeks ago I was in a bakery buying bread. The cashier told me how much my bill was, and I understood, so I said, "mmm hmm" like I have countless times in other countries. She repeated the total and I repeated my "mmm hmm." By the third repetition of this I realized that non verbal must not mean the same thing here! (If any of you know what it means in China, please comment.)

Can you think of other noises that must be translated?

Sunday Ten: December 11, 2011

I'm thankful to God for:

1. great people to celebrate Thanksgiving with
2. fun games to play (like Risk and Uno)
3. people to play them with
4. having been wished a "travel mood" on the train
5. November snow
6. good books to read (River Town and The Pillars of the Earth)
7. cookies baked by my fiancee
8. Christmas music and the legitimacy now to listen to it
9. a great party with my students
10. His provision in my life