Sunday, October 25, 2009
Culture in 101
I keep thinking about this question. What is the connection I can establish between my students and i in the beginning level of language class? In the class, there are limited langauge inputs, fewer meaningful contents, and almost no fansy pattern of interation except repetition and drills. If I insist there is possible meaningful culture communication in the classroom, what is it about then?...
Sunday, October 18, 2009
101 and 305, which could be more interactive?
The answer to the question seems to be obvious. Of course it is 305. Students have more vocabulary, better knowledge about China, and plus, the topics are more meaningful. But 101, no, we have none of the above.
However, why do I have the opposite feeling when I came out of each of the classrooms? In 101, I can feel free to ask "do you have a boyfriend? Does he treat you dinner every Friday? Do you want to treat me a cup of coffee? Why don't you have a girlfriend? Is that because you are so demanding? Is your girlfriend pretty? How pretty is she? Do you think your teacher is strange? You don't like your teacher, right? Really?!......" These questions are so personal, close and even very intimate and offending. But I don't have to worry about I will offend any of my students. They are happy to answer. They are laughing, smiling, and feeling relaxed and intending to participate... Yes, they know we are just practicing, acting, and drilling. "Not a big deal, laugh at me, i don't care, as long as I can practice." That is what i can read from their reactions. That is consensus we have have reached for our interaction.
But in 305, I have to be very careful. I cannot ask very personal questions. (Yes, I may have asked sometimes). The serious topics tend to easily separate my students and I, and also separate my students and their lives. They feel like keeping silent in the classroom, or rather talking something totally irrelevant. It is so difficult for me to identify their interests, the points which can click in their head. What can really bridge us? Language practice? no, it is so weak!
As people get older or more proficient, do they also get farther from each other? I cannot help wondering...
However, why do I have the opposite feeling when I came out of each of the classrooms? In 101, I can feel free to ask "do you have a boyfriend? Does he treat you dinner every Friday? Do you want to treat me a cup of coffee? Why don't you have a girlfriend? Is that because you are so demanding? Is your girlfriend pretty? How pretty is she? Do you think your teacher is strange? You don't like your teacher, right? Really?!......" These questions are so personal, close and even very intimate and offending. But I don't have to worry about I will offend any of my students. They are happy to answer. They are laughing, smiling, and feeling relaxed and intending to participate... Yes, they know we are just practicing, acting, and drilling. "Not a big deal, laugh at me, i don't care, as long as I can practice." That is what i can read from their reactions. That is consensus we have have reached for our interaction.
But in 305, I have to be very careful. I cannot ask very personal questions. (Yes, I may have asked sometimes). The serious topics tend to easily separate my students and I, and also separate my students and their lives. They feel like keeping silent in the classroom, or rather talking something totally irrelevant. It is so difficult for me to identify their interests, the points which can click in their head. What can really bridge us? Language practice? no, it is so weak!
As people get older or more proficient, do they also get farther from each other? I cannot help wondering...
Two Chinese Classes
There are two different sessions. One is in early morning, the other is during the lunch time. Same teacher, same teaching method, some topic... but they are different worlds.......
One is warm and energetic, the other is cold, flat, and lack of strength.
One is full of discussion and care, the other is full of silence and indifference.
One is more sharing and embracing, the other is more closing and none-of-my-business...
Why is that? Is that only because of the effect of time, the effect of happy morning or sleepy noon? Is that because of location of the classroom? One is brighter and the other is darker? Or is that because of the demography of student? Yes, of course freshman is more hardworking and participating than those juniors and seniors who have been so much spoiled... If yes, who spoiled them? and what spoiled them?...
One is warm and energetic, the other is cold, flat, and lack of strength.
One is full of discussion and care, the other is full of silence and indifference.
One is more sharing and embracing, the other is more closing and none-of-my-business...
Why is that? Is that only because of the effect of time, the effect of happy morning or sleepy noon? Is that because of location of the classroom? One is brighter and the other is darker? Or is that because of the demography of student? Yes, of course freshman is more hardworking and participating than those juniors and seniors who have been so much spoiled... If yes, who spoiled them? and what spoiled them?...
Sunday, October 11, 2009
I love individual session
I think my individual session of my 305 is such a wonderful time for me to learn. Yes, I enjoy it a lot. Quite different from 101, my 305 class has so many smart and interesting students whose prior experiences are so rich and of course most importantly they have enough language proficiency to speak. Yes, they are lucky girls and guys who have great family backgrounds and opportunities to have all of the wonderful experiences, but why should we blame them for that. Instead, I should make use of them (or, maybe take advantage of them.) Plus, I think they are also like to talk about it. I think they would be amazed to be aware that they say them in Chinese.
Yes, I used different approaches in my 305 class from my previous 101. I was trying to explore more deep and sophisticated topics, e.g., their academic interest, their religious belief, their family history, and their views about love. They are all part of their lives, but more complicated part of life. I want my students to feel cool in speaking about them. Yes, they can speak very cool topics.
Let's see what we have talked about this week: Confucius, use of economy in explaining the world, lucan, the roman poet, the Oresteria by Aeschylus, the Peony Pavillion, NATO, and practical ethnics. Some of them are what they know, but I don't know about at all. If I don't know, does not matter, I can ask them to explain for me in Chinese, Yes, I know how to say them in Chinese at least. Yes, I know what they are talking about, although I may not know what they talked about quite a lot. But that is enough so far. I learned so much from our conversation. And mostly I am also motivated to learn more stuff than Chinese grammar and use of vocabulary. I am aware that each of my students is a resource person I should make use of to improve myself.
Yes, I used different approaches in my 305 class from my previous 101. I was trying to explore more deep and sophisticated topics, e.g., their academic interest, their religious belief, their family history, and their views about love. They are all part of their lives, but more complicated part of life. I want my students to feel cool in speaking about them. Yes, they can speak very cool topics.
Let's see what we have talked about this week: Confucius, use of economy in explaining the world, lucan, the roman poet, the Oresteria by Aeschylus, the Peony Pavillion, NATO, and practical ethnics. Some of them are what they know, but I don't know about at all. If I don't know, does not matter, I can ask them to explain for me in Chinese, Yes, I know how to say them in Chinese at least. Yes, I know what they are talking about, although I may not know what they talked about quite a lot. But that is enough so far. I learned so much from our conversation. And mostly I am also motivated to learn more stuff than Chinese grammar and use of vocabulary. I am aware that each of my students is a resource person I should make use of to improve myself.
I speak too much
After reviewing a couple of lessons I taught, I am aware that I speak too much in my class although my purpose is to communicate with my students and to make them express their opinions. There are always a right answer in my mind and I always keep expecting my students to utter that answer, so i can make sure that "oh, they are learning and they are correct." Although my tone is softer, my posture is more approaching, and my question is more reflective or provocative, how different it could be from the authoritative way of idea imposing if I only expect a right answer. Oh, maybe they are free to think with more space to question. But that is really not enough. ...
I have felt that I always have the tendency to exert effect on people. That is probably part of the human nature. If I as a teacher have this kind of intent, why should I blame students for their self-rightous ideas or consider them not self-reflective enough....
I have felt that I always have the tendency to exert effect on people. That is probably part of the human nature. If I as a teacher have this kind of intent, why should I blame students for their self-rightous ideas or consider them not self-reflective enough....
Monday, October 5, 2009
I am telling her implicily....
"You should drop the class. You are wasting your time. The class is too easy for you. You cannot be here simply for an easy A. I don't like you. I have known why you are here. Getting an A does not mean that you are a good student. You should not be here. Princeton is not place for you to simply get a beautiful transcripts..."
Sunday, October 4, 2009
Am I a nurturing teacher?
No, I have such a stimulating style of teaching. I may not like some of my students, because they lied to me. They want to get a good grade and come to the easy class for an easy A. I cannot accept that. But I don't know how to handle this situation. I spent almost whole night on thinking about the possibility of kicking her out of my 305, but end up nothing but a headache...
Review Class
Today, I had a review class. I set up the class for two reasons: firstly, after teaching of five consecutive lessons, students may some time to reflect and internalize all the new vocabulary or structures; secondly, this week's new lessons are too short. There are not enough content to be covered in four classes. I was once so worried beforehand because i never taught a reviewing lesson which does not have any ready-to-use materials. But now, I feel pretty good, because no materials means that i have more freedom to create new theme to elicit conversation.
In the first two weeks, we have talked about tradition, car accident, arriving China, renting a bicycle, enviromental protection and campus or dorm security. They, although with a common context, which is China, do not have a lot of connections. But today, I used another theme, our college life at PU, to make all the learned vocabulary or structures relevant to each other and moreover, make them all make more sense to my students since their lives are college lives. I put all the vocabulary into their lives, connceting the old with the new. That is how they can internalize them. I have a few subquestions for students to answer and also through which they can have opportunities to use our learned vocabulary in the parenthesis.
1. What is your general impressions of PU? (impression, traditional, conservative, building, safe, pretty )
2. How different between what you imagined and what actually is about PU? (imagine, actuality)
3. How many different aspects does your college life have? (campus, dinning hall, dorm, homework, teachers, classmates, social life)
When we talked about different aspects of their college lives, different topics that are related to what we learned before may be brought about. For example, is PU campus a safe place? have you had expereiced of losing a bicyle? is there any pheonomenon of food waste in your dinning hall? Have you ever involved in social life or have you ever been in charge of anything? And mostly, what do you think about your relationship with your classmates?.... I was expecting to hear more about their ideas about their classmates, their friends, and their teacher... I definitly can also access their ideas about themselves.
The role I was playing in the class is a teacher, of course. But if so, I would always ask questions and expect answers, rather than a mutual communicator with my students. In the 9:00 am session, I tended to ask more questions. but in the 12:30 pm session, I took more position of students to elicit more dialogue. For example, when I asked, "Do you think teacher gave you too much homework which are useless?" A student answer:"No, I think teachers give us good homework." I responded:"No..., I don't agree with your point.". The rest of students laugh. I know some students might want to give me the "right" answer rather than their "real" answer. And I know they may be afraid of saying their real answers. So, I need to help them....
In the first two weeks, we have talked about tradition, car accident, arriving China, renting a bicycle, enviromental protection and campus or dorm security. They, although with a common context, which is China, do not have a lot of connections. But today, I used another theme, our college life at PU, to make all the learned vocabulary or structures relevant to each other and moreover, make them all make more sense to my students since their lives are college lives. I put all the vocabulary into their lives, connceting the old with the new. That is how they can internalize them. I have a few subquestions for students to answer and also through which they can have opportunities to use our learned vocabulary in the parenthesis.
1. What is your general impressions of PU? (impression, traditional, conservative, building, safe, pretty )
2. How different between what you imagined and what actually is about PU? (imagine, actuality)
3. How many different aspects does your college life have? (campus, dinning hall, dorm, homework, teachers, classmates, social life)
When we talked about different aspects of their college lives, different topics that are related to what we learned before may be brought about. For example, is PU campus a safe place? have you had expereiced of losing a bicyle? is there any pheonomenon of food waste in your dinning hall? Have you ever involved in social life or have you ever been in charge of anything? And mostly, what do you think about your relationship with your classmates?.... I was expecting to hear more about their ideas about their classmates, their friends, and their teacher... I definitly can also access their ideas about themselves.
The role I was playing in the class is a teacher, of course. But if so, I would always ask questions and expect answers, rather than a mutual communicator with my students. In the 9:00 am session, I tended to ask more questions. but in the 12:30 pm session, I took more position of students to elicit more dialogue. For example, when I asked, "Do you think teacher gave you too much homework which are useless?" A student answer:"No, I think teachers give us good homework." I responded:"No..., I don't agree with your point.". The rest of students laugh. I know some students might want to give me the "right" answer rather than their "real" answer. And I know they may be afraid of saying their real answers. So, I need to help them....
Wednesday, September 23, 2009
三年级的两节课
I feel like enjoying teaching 305 classes right now. Yes, if I simply teach, but not write exam, correct homework, and do the dictation, life is much more beautiful.
In today's class, we introduced words, like "tradition, conservative, accept the influence...", we have a little conversation which was a little bit stereotyping. ...
In today's class, we introduced words, like "tradition, conservative, accept the influence...", we have a little conversation which was a little bit stereotyping. ...
Saturday, September 19, 2009
"Did you collect anything this week?"
No, I did not. But hopefully I could collect some next week. So far I can only remember that I once used "Obama's health care report" example to make sentences when teaching and at the same time reviewing the vocabularies, like "medical, reform, insurance..." (医疗，改革，保险）I asked one student, "do you support his health care reform?" in chinese. She answered, "no, i don't like his reform". It is potentially a good topic for discussion or dialogue. However, I was a little bit bounded by my drill thinking and time restrict. Or, maybe I was a little bit disappointed in her answer. I missed this opportunity. I forgot they are already third year students. They can do it.
However, for my first year class, when I taught the very basic phonetic symbols, I tried my best to make connection between the new knowledge and what I know about what students might know. For example, when I teach the sound "ao", I told them: "when somebody punch you or hurt you physically, what is your first reaction? Hurt, right? And you would also make the sound like 'aw" which is very close to this Chinese final sound". I think it may help to memorize it and my performing talent can bring more fun to the class. I really love to see their smiles when they heard that. That means they understand what I told them. Or it indicates what I told them make sense to them. They may think Chinese language, or specifically the pronounciation, is not that difficult. They make it, feel it and identify it in their life. The connections between what they know and what they learn are what i am trying to create in my first year teaching. For me, that is the foundation for all future communication on language and culture.
However, for my first year class, when I taught the very basic phonetic symbols, I tried my best to make connection between the new knowledge and what I know about what students might know. For example, when I teach the sound "ao", I told them: "when somebody punch you or hurt you physically, what is your first reaction? Hurt, right? And you would also make the sound like 'aw" which is very close to this Chinese final sound". I think it may help to memorize it and my performing talent can bring more fun to the class. I really love to see their smiles when they heard that. That means they understand what I told them. Or it indicates what I told them make sense to them. They may think Chinese language, or specifically the pronounciation, is not that difficult. They make it, feel it and identify it in their life. The connections between what they know and what they learn are what i am trying to create in my first year teaching. For me, that is the foundation for all future communication on language and culture.
Another beginning
The fall semester of 2009 finally started. It seems that I have been waiting for it for so long. But when it really started, I canot help wondering why everything is so messed up and overwhelming. Planning means nothing to me right now. What I can do is just to face and handle all the unexpected problems which have not stopped emerging since the beginning of the semester.
But, I am so happy to see those familiar smiling faces again. They are so young, warm, and shining, which affect me so positively. how much I feel like being one of them, how much I am eager to walk their walks, and voice their voices. They grow over the summer and i also wish the same to me. I was lucky to have the chance to meet some of them in my first class. I am so lucky having smiling welcomes from them.
But what about my teaching? I feel a little bit slow to catch up. About three months of flexible life of thinking and writing have made me a little bit retarded in teaching and responding to students. I don't even know how to introduce myself to the students I met for the very first time. Yes, I should have written down my name on the board. Yes, but I forgot. Maybe they are still wondering who this crazy psycho little woman, shouting and making wierd jokes for them, is. Yes, it may take a litte time for them to know that I am their Chinese teacher. And it may take much longer time for them to be aware that I am much more than their language teacher. I hope that time is not for ever.
But, I am so happy to see those familiar smiling faces again. They are so young, warm, and shining, which affect me so positively. how much I feel like being one of them, how much I am eager to walk their walks, and voice their voices. They grow over the summer and i also wish the same to me. I was lucky to have the chance to meet some of them in my first class. I am so lucky having smiling welcomes from them.
But what about my teaching? I feel a little bit slow to catch up. About three months of flexible life of thinking and writing have made me a little bit retarded in teaching and responding to students. I don't even know how to introduce myself to the students I met for the very first time. Yes, I should have written down my name on the board. Yes, but I forgot. Maybe they are still wondering who this crazy psycho little woman, shouting and making wierd jokes for them, is. Yes, it may take a litte time for them to know that I am their Chinese teacher. And it may take much longer time for them to be aware that I am much more than their language teacher. I hope that time is not for ever.
Monday, March 16, 2009
March 16 ~ March 22
- Chapter 1 (21 lines per day)
- Data analysis part 1
- Look for materials for chapter 2
- Reading about critical theory and practitioner inquir
Friday, March 13, 2009
Am I pleasing my students?
Am I pleasing my students to get a good evaluations? Is evaluation that important? If my evaluation is good, does it mean that I am a good teacher? Yes, it does mean that I will not be laid off. But does it mean that I am a good teacher? I am a good teacher! Yes, I am. I don't need anbody to remind me of that! Because I have chosen to be a good teacher. If it is my personal choice, why do I have to care about what other people think?
Sometimes, I really don't know what the teacher identity means to me. Is this identity institutionally given and taken? No, neither will do!
Sometimes, I really don't know what the teacher identity means to me. Is this identity institutionally given and taken? No, neither will do!
Is it so political?
I watched a beginning level class which is very political. The teacher teach the "although...(but)..." structure. He used a lot of political content in his teaching.
"Is obama an Amercian" (teacher)
"Yes, he is" (student)
"Do you like him?" (teacher)
"although he is an American, I don't like him" (student)
The students are American students and class was on the day before the Presidential election. So the students are very amazed to see that they can express their political point in the target language. But can we really easily bring political things into the class? Yes maybe, but there are at least one condition.
The political issue must be related to their life. otherwise, it would be very difficult to have any discussion.
"Hey, what do you think about taiwan issue?'
Silent...
"Do you think taiwan is a part of China"
Silent...
They look confused. I don't know what they want to say. I am a Chinese. Are they concerned about my feeling? They don't want to offend me? Or maybe because my question is so intrusive and so far-away. Is it not close enought to their own lives and concerns?
There might be more conditions, I believe, to bring about political issues. Yes, it is a big issue, particularly in a language class.
"Is obama an Amercian" (teacher)
"Yes, he is" (student)
"Do you like him?" (teacher)
"although he is an American, I don't like him" (student)
The students are American students and class was on the day before the Presidential election. So the students are very amazed to see that they can express their political point in the target language. But can we really easily bring political things into the class? Yes maybe, but there are at least one condition.
The political issue must be related to their life. otherwise, it would be very difficult to have any discussion.
"Hey, what do you think about taiwan issue?'
Silent...
"Do you think taiwan is a part of China"
Silent...
They look confused. I don't know what they want to say. I am a Chinese. Are they concerned about my feeling? They don't want to offend me? Or maybe because my question is so intrusive and so far-away. Is it not close enought to their own lives and concerns?
There might be more conditions, I believe, to bring about political issues. Yes, it is a big issue, particularly in a language class.
Monday, March 9, 2009
For this week
- Revising the human subject application
- Continuing teaching reflection: one sentence per day
- Chapter 1: another 21 lines
- Starting my first data analysis: 1 hour Pib stuff.
I probably will not be able to do the last one. But I will try...
Monday, March 2, 2009
My experience
How to share my experiences with my students in Chinese? I tried it once.
今天又下雪了，街上走路的人很少，街上的车开得也很慢，外头漂亮极了，树上，路上，房子上，到处都是， 可是走路的时候，漂亮是漂亮没关系，重要的是安全不安全。 今天早上，我是走着路来上学的。因为下雪的时候，开车太危险。我的妈妈不放心。可是走路的时候，我还是一不小心，摔到了地上，把我的腿摔伤了。而且还被我的学生看到了。啊哟，糟糕，我闹了笑话。
(It snows again today. There are very few people on the street. Cars are also slow. It is really beautiful outside. On trees, roads, and houses, it is white everywhere. However it is really does not matter it is beautiful or not, the most important thing is safety. This morning, I walked to school, because it is dangerous to drive in snow and my mom will worry about me. However, I was still very careless. I fell on the ground and hurt my legs. Moreover, I was seen falling on the ground by my students. Oh, my god, so embarrassing! I make fool of myself. )
"Did it really happen to you?" (student’s reaction)
"Yes, last year, not today actually." (I lied. Why I lie?)
"How far do you live now?" (more question)
"Not far, 20 minites walk."
......
I can feel that students are interested or curious about my own stories which can elicit some discussion. But can I do it more? Maybe, and maybe not. I need to try more.
今天又下雪了，街上走路的人很少，街上的车开得也很慢，外头漂亮极了，树上，路上，房子上，到处都是， 可是走路的时候，漂亮是漂亮没关系，重要的是安全不安全。 今天早上，我是走着路来上学的。因为下雪的时候，开车太危险。我的妈妈不放心。可是走路的时候，我还是一不小心，摔到了地上，把我的腿摔伤了。而且还被我的学生看到了。啊哟，糟糕，我闹了笑话。
(It snows again today. There are very few people on the street. Cars are also slow. It is really beautiful outside. On trees, roads, and houses, it is white everywhere. However it is really does not matter it is beautiful or not, the most important thing is safety. This morning, I walked to school, because it is dangerous to drive in snow and my mom will worry about me. However, I was still very careless. I fell on the ground and hurt my legs. Moreover, I was seen falling on the ground by my students. Oh, my god, so embarrassing! I make fool of myself. )
"Did it really happen to you?" (student’s reaction)
"Yes, last year, not today actually." (I lied. Why I lie?)
"How far do you live now?" (more question)
"Not far, 20 minites walk."
......
I can feel that students are interested or curious about my own stories which can elicit some discussion. But can I do it more? Maybe, and maybe not. I need to try more.
Let's plan... and let's do what we plan...
Dear XJ,
We talked in the phone that we should work together to approach our goals. I am so glad we have a common goal. Now we are interdepedent with each other. Remember!
Ok, here is my plan for this week.
1. Further revising my proposal, I should finish writing the "Subjectivity & Accountability" part. It is so important because that is what most people will accuse me about or I should say I would mostly defend myself about.
2. I should write at least one or two sentence per day reflecting how I teach and what i observe. I will write it on the blog, so you will check how they are going.
3. Keep recording my class, keep documenting materials.
4. Can I move on in my chapter one? I don't know. Very presimistic!
Of course, there are more things I want to do. Much more... but let's just see how these things work out so far.
Give me a copy of your plan!
Best,
FF
We talked in the phone that we should work together to approach our goals. I am so glad we have a common goal. Now we are interdepedent with each other. Remember!
Ok, here is my plan for this week.
1. Further revising my proposal, I should finish writing the "Subjectivity & Accountability" part. It is so important because that is what most people will accuse me about or I should say I would mostly defend myself about.
2. I should write at least one or two sentence per day reflecting how I teach and what i observe. I will write it on the blog, so you will check how they are going.
3. Keep recording my class, keep documenting materials.
4. Can I move on in my chapter one? I don't know. Very presimistic!
Of course, there are more things I want to do. Much more... but let's just see how these things work out so far.
Give me a copy of your plan!
Best,
FF
Monday, February 2, 2009
New Semester, New Beginning!
The importance of a beginning is beyond the description in words. At beginning of this semester, my emotional, psychological, and intellectual state are supposed to be on the highest level of being. My students are also most motivating. I usually has very long warm-up time, but I really should seize the initial moments.
Today is the first day in the new semester. I really want to have a good beginning. I brought my audio recorder with me. But I forgot to turn it on. Too bad!
Today is the first day in the new semester. I really want to have a good beginning. I brought my audio recorder with me. But I forgot to turn it on. Too bad!
Friday, January 30, 2009
Proposing...
"I am making this study an exploratory journey toward the development of my self-identity as a culture teacher in a Chinese-as-a-foreign-language classroom. It is a process of searching for the meaning of my being in my classroom as microcosm of contemporary world..."
I spent one year and a half to figure out this very first sentence in my proposal. I don't know why it took such a long time, but now I know that the time spent is worthwhile. I was once so panic about the slow progress I have ever made, but now I know that all the sufferings I have experienced will be paid off. Finally I could start to write my dissertation. Yes, of course, this feeling of readiness is also temporary. I could go backward; I may have to re-read, rewrite, and revise and blah, blah, blah. But now I know that is how dissertation will be written, how knowledge is built, and how meaning is constructed... Yes, I have to be patient, be patient...
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