6/6/20 Cultural Differences in the Classroom - Reflection

Teaching Culture and Language - the Difference Between Sitting in the Sand and Diving in the Water

  A few years ago my family went to Hawaii for the first time. We were so excited! My first time in the Pacific Ocean was on our second day there. Now, I am not saying I was afraid to get in the water — I grew up in New England and swam in the Atlantic many times. Being in a new place and having watched too many shark week shows, I was a little anxious. The resort host assured us it was safe, because the lagoons had rocky barriers protecting you. I have never been snorkeling before so it took some getting used to. Once I was comfortable with it, I was snorkeling by myself and you could NOT get me out of the water. The Oahu lagoons were beautiful to behold, but there was so much more under the surface — I had no idea until I overcame my apprehension and dove in deep to investigate.

       I was pretty sure my understanding and comfort level of swimming in the ocean was pretty decent, and I was excited to show my daughter what I learned growing up. Snorkeling opened my eyes to so much more! Similarly, I was pretty sure my understanding and comfort level with cultural differences was pretty solid until I took this class. It seems I only knew what was on the surface of the beautiful ‘waters’. Diving deeper has opened my eyes to so much more, and I realize I still have a lot to learn. Teaching English as a second, or foreign, language is definitely more than just teaching vocabulary and grammar, and managing classroom behavior. This, combined with the little bit of culture that I had previously learned, is just the surface. 

       I am ready to continue diving in and learning about my future students. I am determined to show them patience, kindness and understanding. I want them to feel safe in my classroom, and to be able to provide them with the best opportunities to learn English. But, the English language is the tip of the iceberg. Whether my students have different manners, high or low tolerance to emotional expressivity, or they were raised in a collectivist or individualist culture, they will all be given a chance to learn, and express themselves. They will also be taught to appreciate their peers’ cultures. We will dive in together.

Suzi

6/4/20 Week 7: Response to "Culture and Psychology"

Walk in My Shoes

 

Growing up I always loved everyone, and even though I was fascinated by other cultures and races, I never paid attention to stereotypes. I was naïve and lived in my own little bubble - mostly because I was so sheltered by my mother. My daddy is Native American, but I was born with such fair skin. My parents divorced when I was three, but I had contact with my dad over the phone, and through letters.  We lived on opposite coasts, so I did not get to see him much. During Social Studies classes we would watch films about the treatment of the Native Americans and I would cry — this was my heritage. Then my teachers would show films about slavery, and the appalling treatment of black people. I would cry again — didn't God create all of us? 

As I continued to grow and learn, I found I was intensely curious about different cultures, countries, and their languages. As a student of the fine arts I would learn different cultural dances and types of music. My connection to my dad was learning all I could about Native Americans. I would read books and draw and paint pictures of American Indians. When the internet became available to us I began searching the Cherokee language. Because my youthful curiosity was still in my heart, I began learning other languages, and the music from other ethnic peoples still makes my heart sing. When I go to a native pow wow, my heart beats to the rhythm of the native drum. I was born with white skin but my heart beats strongly with native ancestry.  I was also born with a heart that loves all people. I ache for people when they are stereotyped and when they are bullied, or just hated because they look different.

Cultural stereotypes and labels can be very hurtful. We tend to lump all of one ethnicity together based on a single stereotype. Ethnocentrism was a word I just really learned about in this lesson. The meaning of this word is the "evaluation of other cultures according to preconceptions originating in the standards and customs of one's own culture." (Oxford Dictionary definition) Whether conscious or unconscious, we use the norms from our own culture to judge other cultures, and we adopt the belief that our way of doing things is superior or more natural. Can you else say that you may have felt this way — that the way you do things is better? I think I fell into the trap of thinking that English is the superior language, and that what we do in America just seems to be the right way to do things. As those words come out of my head and onto the page, I am appalled at myself. I do not remember waking up one day and deciding, "You know what? I am American, and a Caucasian, and the way we do things here is just the right way!" How does this happen? I thought I was pretty impartial. Maybe I just did not KNOW enough. 

I believe I need to become more intentional about putting myself in other people's shoes, moccasins, laptis, getas, juttis, klompens, and clogs. What kind of stereotypes are out there besides those most commonly known and used to ridicule or judge other races? Will the students in my future ESL class carry the burden of these stereotypes on their backs? How do I educate each of them about their classmates and about the American customs in a way that is respectful and informative? I do not want my students to feel that they have to carry those labels around like a badge of shame. These things can cause psychological barriers that prevent making strong connections with their peers and teachers. A favorite saying of mine is 'when faced with the stumbling blocks of life's challenges, it is better to build a bridge then to build a wall.'

It is time to put on my work boots and become a structural engineer for my future students.

6/2/20 Week 7: Response to "Differences in Manners"

Excuse my Manners

     Classroom organization and management for an English as a Second Language class can be a big undertaking! You want to include representations from the different cultures your students are part of. You should include posters of the class rules and etiquette in their native languages. You also need to understand their different cultures so that you are ready. Lesson plans prepped. Transitions have been worked on. Visual aides are ready to go. Supplies? — Check! I think you are ready!

Wait! Let's double check: Are you fully prepared to present your lesson material to your students? You have a decent grasp of cultural differences but what about understanding their varying ideas of how to act and behave in public? In America we are much more relaxed and tend to be more casual about many things. Care should be taken in understanding what your students are used to, so there will be less miscues and misunderstandings.  Being prepared so that feelings are not hurt is crucial in managing your class. Manners can even be talked about and compared in class.  Let each of your students talk about their cultures.  A great way to get to know each other, and if they present to their classmates, they can take ownership of this activity and share about what their individual culture is like. Let them compare and share! What an opportunity to learn - and let them learn early, so the awkward misunderstandings and social faux pas are kept to a minimum. 

Managing your class will not be perfectly smooth, but you will be grateful to know that you can minimize the bad manners whether intentional or not, because you are leading the example in acceptance and being considerate. 

6/1/20 Week 7: Response to "Cross-Cultural Students in the Classroom"

Connecting Culture, Identity, and Language

                                                                                                                                                image from study.com

"We judge other cultures' behavior by our own paradigm." - Professor John Ivers, BYU-Idaho.

(fictional story based on possible cross-cultural misunderstandings, and wondering what it would be like for a first time ESL teacher.)

First day of school and Rachel is beginning her first year as a high school ESL teacher. She is excited and also quite nervous. It is 2nd period, and the students are gathering for their Academic Support class.

"Good morning, class!" She makes a sarcastic joke, and only two students laughed. 

(awkward pause) After introducing herself, she segues in to the lesson material on getting to know each other. She pairs them up and hands out a 'Who Am I' worksheet. During the lesson she notices a couple students not working well together. She sits next to the Hispanic girl to assist her with her worksheet and asks her where she is from? The student seems very shy and she does not respond.  Rachel looks at the student's table partner, a student that recently came from China with her family, to America. The student would not look at her at all.  "Hmm. Another shy student." Meanwhile, in the back of the room, there are a few students chatting and being a little loud. "We will have to get this under control before I lose control of the class." 

After the bell rings and the students leave for their next class, Rachel sits at her desk and the other Language teachers join her for their department "Team Time".

The teachers are eager to hear how the first class went. Rachel replayed the awkward crickets after her joke, and then the super shy students and the loud, boisterous students. She makes a comment that she did not think the students were going to like her. Paula, the Spanish teacher, speaks up, "Rachel, your students have had 53 minutes with you on the the first day. Give it time and remember what you know about making connections with them. Each day will get better. Let me tell you something of your Hispanic student. Knowing a lot about the culture, some of our students' families are sometimes here illegally. Giving you information of where they are from is a no-no. They have been told by their parents to not talk about those things. They are afraid of being found out." 

"This all sounds a lot like a refresher in cross-cultural students material, Rachel." George, another Spanish teacher speaks up. "You have a mix of cultures — some who will not make eye contact because their culture teaches them it is considered rude. You also have some cultures who express themselves in a very energetic way. Once you refresh yourself and learn more of the cultures your students are from, you will figure out how to make those connections and it will get much better."

"I cannot believe I forgot a huge part of our learning was about culture and I have just allowed myself to judge based on our cultural paradigm. I am an idiot!"

"No, you are not an idiot!" replies Vanessa, the French teacher. "You were nervous and experiencing your very first day! You'll be fine!" 

With some re-reading and studying up on cultures, plus re-working her next few lesson plans, Rachel forges ahead with renewed confidence on her second day of teaching, and things go a lot smoother.  Over time, she has been able to break through the invisible social barrier, and by showing compassion and understanding, has since become a caring and effective ESL teacher at her school.

5/30/20 Week 6 Response to Attributional Tendencies in Culture

ATTRIBUTIONS

"Attribution is a cognitive process that entails linking an event to its causes. Attribution is one of a variety of cognitive inferences that are included within social cognition, which is one of several theoretical models within social psychology."

(Attribution theory, 25 May, 2020 Encyclopedia .com)

Put more simply, Attribution is how we tend to explain life events, and whether we see the causes as internal, external, stable or unstable. We also tend to see the events as having a global or local effect on our lives. We all go throughout our day making attributions about our own behavior and of the people around us. I don't think I realized I did this as much as I do. 

Some attributions are internal and some external.  This is in part due to our "cognitive biases".  How we think affects and influences whether we make internal or external attributions.  Do we pass off others' successes to good luck, but take credit for our own accomplishments? If we receive a bad grade, do we blame the teacher for not explaining the material better? Do we attribute our successes to our skill and personal character, but blame outside forces for failures? 

These are just a few examples of attribution styles.  Many factors determine whether we follow an internal, or external style, and if we tend to take blame or pass blame for events that take place. Optimism and pessimism also influence our attribution style. 

Different cultures tend to explain events as internal or external depending on whether they are individualistic or collectivistic. If a group of people are individualistic, they will see the behaviors of other influenced by their personality. (dispositional attribution) People from collectivistic cultures that value the goals of the group tend to see the behaviors of others influenced by external factors. (situational attribution)

These are fascinating social behaviors, and there are many more types of attributions. But, why should I as a potential teacher of English Language Learners be concerned with these behaviors? I think that by having an understanding of how my students form their attributions can give me a better vision of how they will behave in class. How they attribute behaviors can affect their motivation. Perhaps I can be better prepared to know how to teach and support them. Some students may, as a result of their attribution style, be more resilient, or feel helpless, and some may feel empowered or be aggressive. The more I learn, the better equipped I am going to be in assisting my students in understanding their behaviors.  From here I can make a plan to provide a safe and caring environment so my students can succeed.

5/29/20 Week 6: Response to "Personal Space Differences"

RESPECT THE BUBBLE

Personal Space across cultures varies and is a real thing to be understood. Countries such as Romania and Saudi Arabia all like their personal space and want you to respect it.  United States and the UK fall near the middle, with Peru and Argentina at the opposite end of the comfort range. Argentina is considered a very friendly nation with the people allowing you to stand as close as .76 centimeters away.
(Indy100 article, 31 March 2017)

When learning about the differences between cultures, there are the common 'tip of the iceberg' things our minds automatically turn to.  Folk dancing, games, food, literature, and music are a few of them. But when we dive deeper below the surface there are many more differences between cultures.  Personal space is one of those things we may not think of off the top of our head. When getting to know your group of English language learners, this is one area you may want to understand. Are you a "close talker?" (see Seinfeld episode clip below) Or do you prefer to keep a personal, invisible bubble around you most of the time?  You may need to understand where your students are on the scale, so that you can prevent uncomfortable and awkward situations in the classroom.  As your students become more relaxed with the language, they should be learning what personal space looks like in the USA.  Those awkward moments may lessen as time goes by.  

Close Talker - Seinfeld episode

5/26/20 Week 6: Response to "Individualism vs. Collectivism"

BLENDING THE WE's and I's

     What are Individualism and Collectivism, and how do these cultural values affect learning in a classroom of English language learners? Individualistic cultures value personal independence, goals, and rights.  They work independently, and in education, individualistic cultures expect students to do their own work and keep to themselves for much of the time.  Collectivist cultures value the social order, and focus on the group rather than individuals. Family is important and tasks are done together. Everyone helps out, and taking care of their elderly is just what they do. 

     Now, blend these two different cultures in a diverse ELL classroom. What challenges could possibly come up during instruction? This is where great care must be taken in learning about your students. Where are they from, and what major cultural differences will they bring to your classroom? I don't think it will be just about classroom management and organization, but perhaps "orchestrating" your class and how you instruct, to blend the 'me' vs. 'we' value systems.  If we could allow the 'we' students to participate in activities where collectivism is the focus, then they will feel comfortable and grab on to learning in this way. The same goes for the students who are generally individualistic. Give them all a chunk of time where they can relate and they will begin to open up and respond. 

     It reminds me of a well choreographed dance.  Some dancers are comfortable being soloists, some dance best in groups. Teach them a few steps this way, and a few that way, making good use of your space. Add in the music, a little slow at first. As the dancers grow more comfortable with the steps, throw in some more challenging technique.  When the dance is learned well enough, pick up the tempo of the music.  Here is where the emotion comes out and the dynamics shine.  Let them express themselves and enjoy the dance. The story unfolds before your eyes.

5/25/20; Week 6: Response to "Differences In Emotional Expressivity"

CAN YOU READ MY FACE?

 I am a people watcher, and I love to see the way people interact and to see how people respond to situations. I remember sitting in Boston Commons as a high school student on a mini-mission, paired up with sister missionaries for my church.  One of the ways they did proselyting was to go to common spaces and talk with people.  I was MORE than happy to sit in this common outdoor space and watch the numerous people walking back and forth, sitting and talking, and various other activities on this warm, summer day.  Boston, much like New York, is a melting pot. So many cultures are represented in this great city. Some of these people were very expressive and dramatic, while others seemed quite reserved and keeping to their own business.  Watching people is fascinating to me.  I had never realized at that age that culture could play a part in the way different people expressed their emotions out in public.  It makes so much sense to me now!

My mother always told me I gave away my feelings too easily on my face, "Your face talks!" It is true - I am dramatic, and I show emotion too easily sometimes. I believe it is culture mixed in with personality. I am from the east coast, and apparently we have a higher tolerance for public expressivity than perhaps someone from the west coast. I can imagine the perceptions from how people express emotions in different levels.  I am sure there have been many misunderstandings based on these perceptions, in the business world.  How will it be in a classroom of English Language Learners? I imagine knowing ahead of time where my students may fall along the tolerance scale is pretty important! I would not want to cause hurt feelings, or misunderstandings, because I did not understand their emotional reaction.  I will add this to the list of the other cultural differences so that I am a sensitive and understanding teacher. I will also be cautious of how much emotion I let out on my face! I hope my face talks nicely about my students.  

5/23/20 W05: Response to Cultural Miscommunications

Conversation with a Teacher Mentor

     You have the right to remain silent; anything you say can and will be mis-communicated and misunderstood. 

So, what do I do?

     Whatever you do, be aware, alert, and attentive to your students and what their cultural differences are. American teachers love to have energetic and engaging interactions with students during lessons. 

But, I am particularly fond of getting very animated and love to engage students in active and physical games and activities to make learning fun! What do I do about little 'Sakura' always sitting in silence and never participating in our activities? 

     Do not punish or point out your student's silence or refusal to actively participate. Sakura is from a culture where students are expected to be silent and listen to their teachers dispense knowledge. Calling out students when they behave differently could drive a bigger gap between you and reaching them could be more difficult.

This is my first year teaching in an ESL program and I am so nervous about offending my students. How can I handle situations that could lead to embarrassment or hurt feelings? I know I need to create an inclusive atmosphere and model acceptance, but what if my students are not being accepting of each other? 

     Always be aware of the range of differences in language and culture. Educating your students on each of their cultures is a start. Include them all, not just the majority groups represented.  Begin early on to state your expectations in the classroom, and show them what you mean.  Give your students the freedom to voice opinions and make them feel valued for sharing.

I understand. Any other advice you can offer for a first time teacher?

     Knowing how they learn best is one thing, but knowing how they learn in their culture is of equal importance. Avoid singling out a student in front of their classmates. Dress appropriately. Be aware of your gestures. Make inclusive learning fun. Your students will feel more comfortable and engage naturally if they don't feel it is a boring assignment.

Very good advice. I feel I can model these things and learn to handle cultural differences in my classroom. Eventually I hope my students can learn to interact and feel safe in being themselves so they can learn together!

     Just remember — multi-cultural education is not a one-and-done lesson and that is all you have to worry about! It is a constant mindfulness in your approach to teaching and including all students in your care.  Teach them to appreciate their different cultures, and you need to be the best example of acceptance. This will help them learn to interact socially, and — of course — learn English! Good luck, and have a great first year!

In an article titled "3 Tips to Avoid Cultural Misunderstandings With Adult ELs" author Diana Cooper says, "Mindfulness of cultural differences and our students’ perceptions will improve adult students’ understanding of English and daily life experiences. Intercultural awareness opens the door for instructors and students to learn from each other and laugh over the meaning of actions and terms we, as teachers, may take for granted." (TESOL Connections, Feb. 2019)

5/21/20 W05: Response to Cultural Differences Concerning Time

Cultural Differences Concerning Time

     Growing up a sheltered girl in mono-chronic America I never knew there was a difference in how other countries perceived or valued time.  Mono-chronic and Poly-chronic? All new to me. I have noticed people from other cultures being very casual about time. Never occurred to me that it was their culture, and not just them not taking time commitments seriously. I am sure some of my friends and family think I was born in a country that is poly-chronic.  I would not say I don't value time with the same rigidity as to adhering to plans, because in many ways I am very particular when it comes to following a schedule. I just have my moments when promptness is not always adhered to, and I try to accomplish many things at once. 

     As I am now learning, time is viewed differently and I will need to consider this as I someday welcome students from various cultures that may regard time dissimilarly than Americans do. This is another step in the process of learning about cultural differences. Sensitivity is essential, as is planning ahead to meet any possible challenges of miscommunication or misunderstanding. As a future teacher, I am learning that I need more than pedagogical and linguistic knowledge.  It is one thing to know that we are different and to feel sensitive and respectful of that.  I need to take it up a level and prepare myself to know what those differences are when I meet my new students.  Should I learn to make adaptations and adjustments in my classroom and teaching approach? Certainly, but I also believe I can educate them on what we do as Americans and help them understand the why, and then help them learn to adapt as well. 

5/18/20 W05 Response to: "Cultural Paradigms"

Cultural Paradigms

     I have never really given a lot of thought to how many complex paradigms are out there. I mean, I understand there are cultural differences, but never realized how many.  Have I ever offended anyone? I certainly would never offend on purpose. It makes me wonder, and very curious, of the perceptions out there of other cultures from fellow Americans. I also need to know about cultural etiquette and to be prepared for the future students I will be teaching. After watching a language class video on cultural paradigms taught by Professor John Ivers of BYU Idaho, I was surprised to hear what some foreigners think of Americans. Will a paradigm affect the way a student thinks of me, and if it is negative, will he/she think less of me as a teacher? I believe it is my duty to help all of my students not only be able to learn English but to feel accepted, valued, and safe. Leading by example in accepting each student will be a key factor in trying to clear up perceptions students may have of Americans. 

    An ELL teacher friend of mine works hard to teach her students about the different countries they are all from, and cultural differences they have. This year she had them prepare a Diversity Fair and present to the student body and faculty members.  They were proud to show their peers and teachers about their families, their native countries, and their traditions. The fair was well received, and they took ownership, and were very pleased with their hard work! If you walk in to her classroom there is a feeling of inclusion by just noting the pictures, nation's flags and banners around the room.  I have made a mental note of how I need to make my classroom appear. Not only do I want to have visuals of English vocabulary, but signs and personal touches of my students' backgrounds.

    When I first started learning about becoming an ELL teacher, I won't say I was completely clueless of all that one must know to be a good teacher, but I was quickly made aware of just how much I should be prepared for.  It is not just about teaching vocabulary and grammar.  I am reminded of my early days of coaching a high school performance team and how I soon learned that just teaching steps and counts was not my only role. I have since come to know that this has a lot to do with teaching to the whole child.  I am learning that a humanistic approach to my teaching will be necessary in helping students learn to apply their new-found language skills in real-life, and to be able to reach out.  They need to survive.  They want to make friends. 

ETHNIC FAIR by PCHS DIVERSITY CLUB AND ESL STUDENTS

4/27/20 W02: Response to "Is the Great American Teacher Dead?"

Reviving the Great American Teacher
Finished reading "Is the Great American Teacher Dead" as a class assignment, and I am reflecting on my teaching I am currently involved in. I would like to think I am engaging my students and delivering the information in a way that keeps them wanting to learn and know more. I am now left doing some serious self-reflection, and I am sitting here trying to imagine myself as an ESL teacher one day.

From the article, education is so much more than regurgitating facts. We all acquire learning best through a process of a good "delivery system". Without good delivery we are left wanting more, or are just plain distracted. The findings of several Anthropologists show a decline in the motivation and inspiration among American teachers. Where is the critical thinking? Where is the complex reasoning? Do teachers need to find a way to improve their delivery? Is great delivery and depth all that is needed to improve?

My thinking and research led me to an article written in September of 2019, by educator Ariel Sacks on the Education Week website. Sacks states that personality is not the only thing a teacher needs to become "great" or successful at teaching. Being confident and charismatic are not enough. "Relevant teaching skills" are needed and developing "pedagogical and social-emotional skills" are necessary, says Sacks. Many of us learned about several different pedagogical methods for TEFL last semester. These methods are not equally effective, so if we are doing our job, we are flexible and will know our students enough to know what methods work. Creating that learning environment that works for your students, even if you not overly charismatic, is key to helping students engage and bring the desired outcome.

When I started taking these courses I thought I had an advantage with my outgoing and fun personality. The more I learn, the more I realize that if I do not study the methods and develop my social-emotional skills, I will not keep the attention and trust of my future students. I need to learn to take risks, develop cultural aptitude, be aware of myself, the interactions between me and my students, and of the pedagogical practices needed to help my students learn. I would like to define this as "personality PLUS".