Education in China

[Rob_Hugo@PortNW]

Charged with the comparison of U.S. and Chinese mathematics, I found myself
thrilled that our (U.S.) math at least on the peninsula is on par with what we saw in the Chinese schools that we visited. Theresa, Elzbieta, and I watched as the Chinese students performed geometric proofs for their problems in a lock-step approach until the teacher selected a student’s paper to present to the class. Then the teacher went through the steps of the problem, at the end the entire class clapped for the student because his answer was correct. I was both envious of the student control and acutely aware that the noise level in our classrooms is part and parcel to the creativity in our teaching and student thinking.

[Anonymous]

Becky,
No kidding, I agree with your sentiments. Upon re-entering the classroom following our return, I noted the great difference in energy and noise level with my own students, so I described the teaching style and the climate of the classrooms to the freshman English students at P.V.H.S. They were truly amazed. One of the memories from student questioning during our visit was a recurring inquiry, "How are you creative in your classes? We want to learn to be more creative like the Americans." I communicated this memory to my Honors English 1B class and one of the young men raised his hand with great enthusiasm, so I called on him. "Don't tell 'em Ms. Pavelka, don't tell 'em!" he burst out saying, as though my message about our creativity would change the face of a nation. I had to smile at his response. It has been a great opportunity to communicate what we have experienced and learned about China and to see the positive reaction in my students both verbally and in their writing. They are already more aware just from some of the information shared which is a good thing. Some of the kids came back the following day with messages from their parents to add to the class discussion, which is also fantastic because they are bringing it home with them. One of the students who escorted us around at the middle school has already been in touch via email. Some of the students are planning on contacting her as they prepare to do a Response to Literature paper on China for one of their portfolio assignments. The photos and videos of the classrooms and textbooks were of special interest to the kids. There were comments about some of them taking Chinese next year. Good stuff.
-Susan Pavelka Gregg

[Anonymous]

Susan, do you think that creativity and noise level go hand-in-hand? I’m not sure that
I buy into that in entirety. There were great thinkers, Einstein and Di Vinci just to name a few who were quiet mental giants. It would seem that there could be a marriage so-to-speak of the styles in which our children are taught however, would this be a mutation of culture? Is the world a better place if we become one-world, one-people? Are we better off preserving our individuality and unique cultures and sharing human and technological advancements? Much food for thought.

[Anonymous]

Becky,
Great questions to ponder for sure! Perhaps the way the entry was written connected noise level and creativity, which was not my intention; however, it did make for a thought provoking response on your part. To answer your question, no, I do not believe that the two are or even should be juxtaposed; regardless, I did note many cultural differences between the two countries upon my return and noise level was one of them. The way the Chinese students sat and listened to the teacher in the schools we visited was notably different and worth pointing out to the 9th grade English students at P.V.H.S. who had been subjected to a sub for one full week of English class.

Along with sharing the difference in student behavior between the two countries, I also shared some of the questions that were posed by various Chinese students to those of us who were visiting the classrooms. One of those questions was, "How are you creative with English?" This question was followed by a comment from the student saying that Americans are noted for their creativity, so I shared that with the class. The honor students responded to that note with his question, as noted in my first entry.

Back to noise level, upon entering local restaurants and stores here in California, I not only was aware of a greater noise level but of an increase in tension and anxiety in the communication going on around me. This same phenomena hit me upon my return from a six week immersion in the African culture.

The noise level observation is meant to be quite separate issue from the observation of the creativity noted in American students one of the Chinese students.

Just to clarify and thanks for the feedback.
Susan[Edit by="spavelkagregg on Apr 30, 12:53:39 PM"][/Edit]
[Edit by="spavelkagregg on Apr 30, 1:51:08 PM"][/Edit]
[Edit by="spavelkagregg on Apr 30, 1:52:21 PM"][/Edit]

[Anonymous]

Becky,
You bring up some very good points. I do not think that creativity and noise level go hand in hand. The students in China were much more respectful and disciplined than most American students, which is I believe why the classes were so quiet. They were able to accommodate many more students in the classroom. The other consideration is that in hte US, education is free until 12th grade so students don't feel compelled to study as much because they are guaranteed education until the time. It is much more competitive in China and their opportunities are all based on how they perform at a very young age. In America, there are opportunities at just about every point in one's life. Is the world a better place if we become one-world one people? As much as I appreciate other languages and cultures, I also appreciate our own and it would be nice if we could keep them instead of having to continue to change our own customs to accommodate other cultures. It makes for a much more interesting world. I have no desire to shop at Burberry's in China when they are in London, New York and other major cities. I would much rather experience the real authentic China when I am in China.

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