The summer progressed and much to my surprise, so did my fatigue.
I had not realized that teaching was so draining. I had always approached it with such a happy, carefree feeling, it didn't occur to me that it could beat me down. The final days of the semester were upon us. The students were exhausted and had checked out, so had I.
The last class came and my assigned presentations were due to begin. These are tense times for students, many coming from backgrounds that never allow students to ask questions in class, let alone present material, as if they knew what they were talking about! I had several students get up and talk about the same cultural icons of Chinese culture; tea, the knots, more tea, silk, still more tea, and various cheap goods the Chinese have gotten really good at producing en masse.
One student, in particular, surprised us all, by presenting an aria from an Chinese opera. He opened his mouth and the interesting sounds that came out, I must admit, I have never heard before. He was a tremendous singer, with depth and passion coming from his toes! The students clapped along and knew his song well. After his performance, he bowed and received an amazing round of applause. His smiles were bright and crisp, as if he had been waiting for this moment his whole life. As they filed out the door, and said their goodbyes, I knew I would never see these students again, for they tend to melt into the larger mass of students that is the university body.
I had learned something from this group of students. Many wait their whole lives for a chance to shine and I must be the one to give it to them. I can bring them out of their shell, give them a voice, give them the notion that they matter. Culturally, this is not acceptable where they come from, but it is crucial that they learn this here in America. And I'm just the American to give them their big chance!
Next up, vacation and Fall semester 2008, here we come!
Sunday, June 13, 2010
Wednesday, May 19, 2010
Miles Dyson and Tony
As my summer classes proceeded, Miles Dyson (who was formerly known as Valitudinarian, see former posting) continued to display his strange, aloof behavior. He arrived early, sat and stared straight ahead at the board each day. He was a very good student, just a very strange student. It didn't take long for another student to also pick up that Miles was pretty smart.
Tony (that was his English name) was a goof off. He came to class twice, then was absent for the next three weeks. When he was in class, he would make threatening gestures toward Miles.
When I say threatening gestures, I mean fashioning his hand like a gun, pointing it, and delivering a few bullets at Miles. This was unnerving. This went on for a week or two and then Tony disappeared again.
Test day came and low and behold, Tony showed up to class and sat next to Miles. Hmmm...I thought, that's weird! I gave out the exam and sat down. It was then I realized why these two were seated next to each other. Tony was cheating off Miles and Miles was letting him. I let the two of them go on and then I made my move. I moved quietly toward them, took both their exams and asked them to go outside of the classroom.
Red, shaking and clearly angry that they were caught, they moved quietly. I got outside and quietly asked, "What is going on here?" No explanation, just blank stares. Again, "what is going on, do you, Miles want to tell me what is going on here?" No, he said. Tony was shaking and red.
I looked at Tony and said " Why are you sitting next to Miles today?" "You never sit next to Miles, in fact, I've seen you make threats towards him in class." Silence!
I told the both of them they flunked this test. I then instructed Tony to go back to class.
I asked Miles again, "Did Tony ask you to cheat?" "No" Miles said.
I was astonished, I thought Miles would crack.
Back at the office, I spoke to my colleague about what happened in class. She was more in tune with Asian culture than I was and informed me that this was normal. "Huh," I said sheepishly.
Bullying is a big problem within this culture, one is the bully, the other is the victim. The victim stays quiet for fear of being found out. The bully continues to press and get his way. I busted up the arrangement. Great, I thought, poor Miles. If he shows up with a black eye to class tomorrow, I'll know what happened. I went home that night thinking this was going to end badly. Culturally, I could not let this stand, I had to teach them both that in America, we don't cheat, we don't lie (except if you happen to be a politician, banker, the Goldman Sachs CEO or a priest) and we are not operating under Chinese cultural expectations.
Much to my surprise, Tony did not return to school. Miles did not show up with a black eye.
In the end, Tony ended up flunking my class. Miles went on to school to study economics and I learned a big lesson. Be fearless! Engage the students regardless of the outcome.
Question is, can I remember this for the next time?
Tony (that was his English name) was a goof off. He came to class twice, then was absent for the next three weeks. When he was in class, he would make threatening gestures toward Miles.
When I say threatening gestures, I mean fashioning his hand like a gun, pointing it, and delivering a few bullets at Miles. This was unnerving. This went on for a week or two and then Tony disappeared again.
Test day came and low and behold, Tony showed up to class and sat next to Miles. Hmmm...I thought, that's weird! I gave out the exam and sat down. It was then I realized why these two were seated next to each other. Tony was cheating off Miles and Miles was letting him. I let the two of them go on and then I made my move. I moved quietly toward them, took both their exams and asked them to go outside of the classroom.
Red, shaking and clearly angry that they were caught, they moved quietly. I got outside and quietly asked, "What is going on here?" No explanation, just blank stares. Again, "what is going on, do you, Miles want to tell me what is going on here?" No, he said. Tony was shaking and red.
I looked at Tony and said " Why are you sitting next to Miles today?" "You never sit next to Miles, in fact, I've seen you make threats towards him in class." Silence!
I told the both of them they flunked this test. I then instructed Tony to go back to class.
I asked Miles again, "Did Tony ask you to cheat?" "No" Miles said.
I was astonished, I thought Miles would crack.
Back at the office, I spoke to my colleague about what happened in class. She was more in tune with Asian culture than I was and informed me that this was normal. "Huh," I said sheepishly.
Bullying is a big problem within this culture, one is the bully, the other is the victim. The victim stays quiet for fear of being found out. The bully continues to press and get his way. I busted up the arrangement. Great, I thought, poor Miles. If he shows up with a black eye to class tomorrow, I'll know what happened. I went home that night thinking this was going to end badly. Culturally, I could not let this stand, I had to teach them both that in America, we don't cheat, we don't lie (except if you happen to be a politician, banker, the Goldman Sachs CEO or a priest) and we are not operating under Chinese cultural expectations.
Much to my surprise, Tony did not return to school. Miles did not show up with a black eye.
In the end, Tony ended up flunking my class. Miles went on to school to study economics and I learned a big lesson. Be fearless! Engage the students regardless of the outcome.
Question is, can I remember this for the next time?
Tuesday, May 18, 2010
Yes, women are emotional and stupid!
One of my favorite things about teaching is discovering what various cultures think about gender. It is no surprise (and this may sound ethnocentric) that Americans are a bit more ahead
than the rest of the world when it comes to this particular subject. I think this because, by now, I've had way too many conversations where I end up exasperated and shocked.
Case in point, my summer session students had a chapter dealing with gender roles. I planned exercises to get them to share what they know about gender and we created discussion groups, creating questions and answers. What I wasn't prepared for was the blatant remarks made by, no, not the men, but the women! One young lady insisted, "Women are too weak, they cry all the time?" I said, "Really? You're a woman, do you cry all the time?" Oh no, not me, I mean women.
"Ok, I said, why do you think women are weak?" "Because that's true," she said. My students have issues defending their answers with meaningful analysis.
I proceed to spend some time trying to talk about stereotypes, how it is defined and present some stereotypes about both men and women. I state, "men are strong and don't cry" Yes, this is true, they all agree. No, I quip, this is a stereotype. "Women cry and are weak", oh yes, this is true. No, I say again, this is not true, this is a stereotype. "No, women are emotional and stupid", yells one young woman. Shocked, I remain standing, looking into the faces of these people.
It is at times like this when I realize that my mission isn't to try and convince them of something that they themselves have never thought of. My mission is to try and get them to think, period!
Yeah, good luck with that!
than the rest of the world when it comes to this particular subject. I think this because, by now, I've had way too many conversations where I end up exasperated and shocked.
Case in point, my summer session students had a chapter dealing with gender roles. I planned exercises to get them to share what they know about gender and we created discussion groups, creating questions and answers. What I wasn't prepared for was the blatant remarks made by, no, not the men, but the women! One young lady insisted, "Women are too weak, they cry all the time?" I said, "Really? You're a woman, do you cry all the time?" Oh no, not me, I mean women.
"Ok, I said, why do you think women are weak?" "Because that's true," she said. My students have issues defending their answers with meaningful analysis.
I proceed to spend some time trying to talk about stereotypes, how it is defined and present some stereotypes about both men and women. I state, "men are strong and don't cry" Yes, this is true, they all agree. No, I quip, this is a stereotype. "Women cry and are weak", oh yes, this is true. No, I say again, this is not true, this is a stereotype. "No, women are emotional and stupid", yells one young woman. Shocked, I remain standing, looking into the faces of these people.
It is at times like this when I realize that my mission isn't to try and convince them of something that they themselves have never thought of. My mission is to try and get them to think, period!
Yeah, good luck with that!
Sunday, January 3, 2010
Boston has the sky
I would arrive to class on a beautiful summer's morning ready to go. I would hop off my scooter, tie it up, and race into the building.
On this particular morning I found Nathan in the middle of the grassy area outside of the buildling. He was staring into the abyss, with a smile on his face a mile wide. I naturally looked up to see what he was staring at, but there was nothing there. I decided to call out to him and ask him what he was doing.
"Look, he said, Boston has the sky". "Um.....yes, that's the sky", I said. He kept staring. I walked into the building thinking his statement was bizarre. Later, he came into class and started talking about blue the sky. He seemed particularly amazed as he continued to talk. It was then that he told me he came from Beijing, and he had never seen the color of the sky before. I laughed, but he didn't, he insisted the sky over Beijing was a sour red and gray color, like a veil of smoke and as a child and as a young adult, he never had seen such a color before. The crystal clear blue of the endless sky and Boston's clear heavens abounding gave him such delight.
Several mornings after our sky talk, I found Nathan again, outside staring into the abyss. I stopped to stare into it with him. It was then, that I realized my student had given me something I didn't know I was grateful for; an appreciation for activism and regulation. Then, as I walked to the door to disappear into my classroom, I whispered a small thank you to the people who came before me who thought it was important to install regulations and laws on industry. I will never forgot my sky loving student, he gave me an appreciation for something I see almost every single day.
On this particular morning I found Nathan in the middle of the grassy area outside of the buildling. He was staring into the abyss, with a smile on his face a mile wide. I naturally looked up to see what he was staring at, but there was nothing there. I decided to call out to him and ask him what he was doing.
"Look, he said, Boston has the sky". "Um.....yes, that's the sky", I said. He kept staring. I walked into the building thinking his statement was bizarre. Later, he came into class and started talking about blue the sky. He seemed particularly amazed as he continued to talk. It was then that he told me he came from Beijing, and he had never seen the color of the sky before. I laughed, but he didn't, he insisted the sky over Beijing was a sour red and gray color, like a veil of smoke and as a child and as a young adult, he never had seen such a color before. The crystal clear blue of the endless sky and Boston's clear heavens abounding gave him such delight.
Several mornings after our sky talk, I found Nathan again, outside staring into the abyss. I stopped to stare into it with him. It was then, that I realized my student had given me something I didn't know I was grateful for; an appreciation for activism and regulation. Then, as I walked to the door to disappear into my classroom, I whispered a small thank you to the people who came before me who thought it was important to install regulations and laws on industry. I will never forgot my sky loving student, he gave me an appreciation for something I see almost every single day.
Tuesday, November 17, 2009
Um, I don't think I get it?
In the land of ESL, you have to be prepared for anything. You especially have to be ready to recast speech, speech that is said by a student, but needs correcting because the idea isn't understood. I do this all the time. On this particular day, I thought it was more of the same...boy, was I wrong!
Two weeks into our second semester, a male student came up to me after class. He said "I want to buy girl." Oh, I said, you want to buy something for a girl, sure, what do you think would be nice to buy a girl? He scowled at me, "No, I want to buy girl." I nodded my head smiling, "Sure, you want to buy something for a girl, I understand." "No", he said sternly. " I want girl for sex."
"Where can I buy girl."
Now, it hadn't hit me that a young man would actually have the courage to come up to a female professor and actually ask her where he could "buy" girl. It also hadn't hit me that a student would feel so comfortable with me in class that he felt he could ask me such a question. After I realized what he just asked for, I could feel my face change. It started twisting and my eyebrows quickly had knit themselves together. I took on a different voice. "I am going to answer your question with two statments, " I said calmly "First, men do not buy women, it is against the law here, and if you try to "buy" a woman for sex, you will be arrested and sent home." I gasped for air, "Second, I am a professor, I am also a feminist, I am against this behavior because it harms women and it treats women like animals, we are not animals, we are humans, with rights." I stopped talking, glaring at him. He calmly looked at me and said " OK!" he turned around, grabbed his bag and out the door he went.
It took me several weeks to figure this out, but my analysis of this whole sorrid story came to this; There is a line in each classroom and culture defines that line, where it is, and why you should not cross it. Foreign students in American classrooms do not know where that line is. A smiling, warm, teacher is enough to throw this whole idea into disarray. Students have no idea what they should or should not say and how they should or should not act. It's like walking through a penny candy store with a trash bag and no clerk to take your money! Whatever these students feel like doing, they do it!
I realized that I was in the land of no boundries and I would have to set them, something I wasn't entirely ready to do yet at this level. However, if it meant saving some young Chinese man from trying to buy girl, it's on!
Two weeks into our second semester, a male student came up to me after class. He said "I want to buy girl." Oh, I said, you want to buy something for a girl, sure, what do you think would be nice to buy a girl? He scowled at me, "No, I want to buy girl." I nodded my head smiling, "Sure, you want to buy something for a girl, I understand." "No", he said sternly. " I want girl for sex."
"Where can I buy girl."
Now, it hadn't hit me that a young man would actually have the courage to come up to a female professor and actually ask her where he could "buy" girl. It also hadn't hit me that a student would feel so comfortable with me in class that he felt he could ask me such a question. After I realized what he just asked for, I could feel my face change. It started twisting and my eyebrows quickly had knit themselves together. I took on a different voice. "I am going to answer your question with two statments, " I said calmly "First, men do not buy women, it is against the law here, and if you try to "buy" a woman for sex, you will be arrested and sent home." I gasped for air, "Second, I am a professor, I am also a feminist, I am against this behavior because it harms women and it treats women like animals, we are not animals, we are humans, with rights." I stopped talking, glaring at him. He calmly looked at me and said " OK!" he turned around, grabbed his bag and out the door he went.
It took me several weeks to figure this out, but my analysis of this whole sorrid story came to this; There is a line in each classroom and culture defines that line, where it is, and why you should not cross it. Foreign students in American classrooms do not know where that line is. A smiling, warm, teacher is enough to throw this whole idea into disarray. Students have no idea what they should or should not say and how they should or should not act. It's like walking through a penny candy store with a trash bag and no clerk to take your money! Whatever these students feel like doing, they do it!
I realized that I was in the land of no boundries and I would have to set them, something I wasn't entirely ready to do yet at this level. However, if it meant saving some young Chinese man from trying to buy girl, it's on!
Thursday, November 12, 2009
I have no idea what you just said!
It had come to my attention that after one semester of teaching that I was no longer a teacher. I was a councilor, a keeper of secrets, a clown, a pleading being, a giant pair of ears, a social worker, a housing advocate, a cultural Dr. Phil, Oprah (but without the money and the fame), a storyteller, a perplexed Bostonian trying to explain our bizarre behavior, and an eternal optimist.
After Valetudinarian changed his name to Miles, it became quite clear that he was....unusual.
He was rather odd, showing up to class very early, sitting at attention, looking straight ahead, as if there were some mind altering abyss to peer into. He was very formal, always greeting me and always looking off into the distance.
Our second week had started and true to form, I had the students grouped and engaged in work that they would present at the end of class. Miles would sit on the outside and peer into the group he was suppose to be involved in. When asked to join in, he stood up and starting yelling in Chinese at the girl who merely asked for his participation. Immediately, my student who had been shouted at, got up, screamed at him and bolted into the restroom.
I just stood there. What the *#! just happened? No teaching seminar, no amount of graduate training can prepare you for this. I gave the class the mandate to carry on and told Miles to sit down and keep his trap shut! I raced out the door to find my student in the girls room crying her heart out. She interpreted his remarks and now I understood why she reacted in such an explosive manner. He had told her that she was stupid, silly and had no business telling him what to do. I was stunned. So, I grabbed the verbal bull by the horn and talked her into coming back to class. I would deal with Miles! Her eyes glistened at the thought of Miles getting his! Oh, did I mention that I had to be a psychologist as well?
She believed me, she calmed down, she followed me back to class. She opened the door and raced back to her group. I asked to see Miles out in the hallway. You could hear the crickets, I swear to god! I took him in another room and ripped into him. He tried to stick up for himself, but thanks to my inablity to tolerate injustice, I shut him down.
I went back to the office that day stunned that this kind of behavior could take place in MY classroom! After I dragged myself into the office and threw myself down into the chair, I spilled my guts to my colleague. Ah, colleagues! What would the world be without them! She had more experience with Asian culture than I did. After she heard about the incident, she filled me in on the very real world of intimidation, bullying and harrassment within this culture and told me that I was in for more of this, as many of my students felt it was perfectly fine to behave in this fashion while in class. Huh? Why did they feel this kind of behavior was acceptable? The answer was simple.
There is a line in a classroom and most American students know not to cross it. What I was experiencing was a lineless classroom. These students did not know where the line was! A friendly, warm, smiling teacher meant that you can do and say anything without any kind of repercussions!
Looking back on this, this was the day I developed my Jean Claude Van Dam teaching persona!
After Valetudinarian changed his name to Miles, it became quite clear that he was....unusual.
He was rather odd, showing up to class very early, sitting at attention, looking straight ahead, as if there were some mind altering abyss to peer into. He was very formal, always greeting me and always looking off into the distance.
Our second week had started and true to form, I had the students grouped and engaged in work that they would present at the end of class. Miles would sit on the outside and peer into the group he was suppose to be involved in. When asked to join in, he stood up and starting yelling in Chinese at the girl who merely asked for his participation. Immediately, my student who had been shouted at, got up, screamed at him and bolted into the restroom.
I just stood there. What the *#! just happened? No teaching seminar, no amount of graduate training can prepare you for this. I gave the class the mandate to carry on and told Miles to sit down and keep his trap shut! I raced out the door to find my student in the girls room crying her heart out. She interpreted his remarks and now I understood why she reacted in such an explosive manner. He had told her that she was stupid, silly and had no business telling him what to do. I was stunned. So, I grabbed the verbal bull by the horn and talked her into coming back to class. I would deal with Miles! Her eyes glistened at the thought of Miles getting his! Oh, did I mention that I had to be a psychologist as well?
She believed me, she calmed down, she followed me back to class. She opened the door and raced back to her group. I asked to see Miles out in the hallway. You could hear the crickets, I swear to god! I took him in another room and ripped into him. He tried to stick up for himself, but thanks to my inablity to tolerate injustice, I shut him down.
I went back to the office that day stunned that this kind of behavior could take place in MY classroom! After I dragged myself into the office and threw myself down into the chair, I spilled my guts to my colleague. Ah, colleagues! What would the world be without them! She had more experience with Asian culture than I did. After she heard about the incident, she filled me in on the very real world of intimidation, bullying and harrassment within this culture and told me that I was in for more of this, as many of my students felt it was perfectly fine to behave in this fashion while in class. Huh? Why did they feel this kind of behavior was acceptable? The answer was simple.
There is a line in a classroom and most American students know not to cross it. What I was experiencing was a lineless classroom. These students did not know where the line was! A friendly, warm, smiling teacher meant that you can do and say anything without any kind of repercussions!
Looking back on this, this was the day I developed my Jean Claude Van Dam teaching persona!
Tuesday, November 3, 2009
Summer Session Group 2
As the first semester came to an end, I looked forward to starting my second semester with the program, and true to form, it was not boring!
The first day of my first class, I had the students state their name, where they are from and what (if any) English name they have chosen. My first student, a rather dower looking individual lights up and says "My name is valetudinarian". I stopped dead in my tracks looked at him and said "I'm sorry, can you repeat that again?" He did. Six times. He told me he loved this word, it was his favorite GRE word and he wanted it to be his name.
I spent the next two days trying to convince him to change his name. After I found out that his favorite word valedudinarian meant a person of a weak or sickly constitution ( I had no clue what it meant) I really kicked into overdrive to get him to change his name. I used every excuse in the book, including the one that Americans will have no idea what it means, let alone actually be able to pronounce it! Finally, with sadness, after two days of cajoling, he changed his name. He was now Miles Dyson. I had to ask where he got that name, he told me off of a website that sells cleaners.
yup, we're off to a beautiful, predictable start.
The first day of my first class, I had the students state their name, where they are from and what (if any) English name they have chosen. My first student, a rather dower looking individual lights up and says "My name is valetudinarian". I stopped dead in my tracks looked at him and said "I'm sorry, can you repeat that again?" He did. Six times. He told me he loved this word, it was his favorite GRE word and he wanted it to be his name.
I spent the next two days trying to convince him to change his name. After I found out that his favorite word valedudinarian meant a person of a weak or sickly constitution ( I had no clue what it meant) I really kicked into overdrive to get him to change his name. I used every excuse in the book, including the one that Americans will have no idea what it means, let alone actually be able to pronounce it! Finally, with sadness, after two days of cajoling, he changed his name. He was now Miles Dyson. I had to ask where he got that name, he told me off of a website that sells cleaners.
yup, we're off to a beautiful, predictable start.
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