Teach English in XiacAng Zhen - Anqing Shi

Cultural Sensitivity in the ClassroomCultural sensitivity can be quite a difficult issue to prepare for as a teacher. Each country has their own views on what is allowed and what isn?t in a classroom. These things can be so subtle that to the native viewer it is nothing at all. The challenge for the teacher is to try to observe and gain the knowledge of these cultural differences without losing sight of the teacher?s way of teaching. In Asian countries the common norm is for a quiet teacher controlled class. For example when I went to japan, the teaching style there was in rows, teacher at front, talking with no pair and group work or discussion period. What would happen if a foreign teacher walked in and tried to change it all around? It would definitely alarm and disrupt the class. Whether the change would bring on a positive outcome or create to much confusion is the gamble the teacher would take. As well, the children might feel comfortable with the change, but the other teachers and administration staff could find it offensive. To make sure that the issue of teaching differences doesn?t arise the teacher should research beforehand the different styles and ask the employer what the rules and normal practices are. This cannot, however, be the end of the inquiry. Once in the country of teaching, observation is the key. Noting how people act towards one another and their mannerisms can aid in determining the different class systems and how they respond to one another. In the countries where the class system is apparent between someone of a younger generation and an older generation it is usually taken as a sign that the relationship between student and teacher is one of a reserved professional acquaintance. Therefore going into such a classroom and acting like a friend might not be the right way to handle situation, and make the students feel uncomfortable. Learning to be polite while letting the students feel comfortable in the classroom is the balance the teacher has to find. In America and in European countries pair and group work is encouraged as a great way to learn and expand one?s mind. The problem with this is that usually you are teaching immigrants from South America, Asia and Africa that are still used to their way of learning. This can be a very sensitive subject as the students may not feel comfortable in the new learning style. Considering they are in a whole new country anyway, there will be many changes, and coping issues could arise. As in some countries discussed earlier, the students could expect a strict professionalism between student and teacher and when this does not happen they may see the teacher as incompetent. This usually happens more with adult learners since they already have a subjected past while children are more easily influenced. Other students from different countries, however, would expect an overtly friendly teacher as a norm, either because they know that is how they act in the current country or because that is how they act in their country. Figuring out a balance is the key. The best way to do this is to research the student?s countries and see if there is anything prominent that should be addressed. Then the teacher?s first lesson should be one of observation and scrutiny on how the students act. Once their overall impression is gathered the teacher can start to open up and become more relaxed. Gradually the students and the teacher will become comfortable in the situation and continue to improve. Within a multilingual class there will also be cultural sensitivity between the students. If the students haven?t had a good experience with another students origin problems may arise. This could be a country problem; Islam and Palestine or a religious problem; Jewish and Muslim. It is up to the teacher to stop these problems from happening and letting the students know that the classroom is a safe environment. Past grudges should not be tolerated in the class and if needed the teacher should make it a rule to tell on the first day or to hang up in the classroom. The teacher must also be careful not to bring up a subject that may evoke the students emotions. Sensitive subjects should be avoided, especially at the beginning. If the teacher feels that the students are well enough acquainted and are comfortable within the classroom, edging towards these problems wouldn?t necessarily be a bad thing. It would just have to be taken in baby steps to gauge the reaction of the class. Ignoring the problems completely wouldn?t help the students in the real world as they might have to meet someone with opposing taste and properly handling the situation would be key. The students should first practice it (through role-play, card reading), in a safe environment were they are comfortable. The teacher should be happy to let the students out in the world. When teaching a class in an english speaking country, whether multilingual or monolingual, the teacher is not only teaching the language but also the social and cultural values of the country. Therefore the teacher must be able to understand cultural sensitivity and ties to their old values while slowly integrating them into english lifestyle without making them feel uncomfortable. In conclusion making sure the students are comfortable is the foremost priority. A classroom that isn?t relaxed will make the learning curve more difficult. Doing research on the students countries will help the teacher understand the differences and be able to identify (with them). One such research is learning the language, since the culture is often reflected in the language. Jumping straight in as if there were no differences between students from english speaking countries and the english learners would cause the most problems and create a stressed classroom. Graduation and slow integration should be the norm for both the students in a new country or the teacher teaching in a foreign country.