Today is the first time I experienced how big the difference is among schools. The school visit to Funghe junior high school really enlightened me a lot in various aspects.
First of all, the principal introduced us the school. I was totally surprised at the small size of the class and of the school. I remembered that when I was in junior high, there were nearly 60 classes in each grade and each class was consisted of 55-60 students. Comparing to my old school, the scale of Funghe was indeed small. Yet, each teacher still did everything they could to assist and accompany the students. From what I saw in Funghe, I was extremely impressed with all the enthusiasm and care the teachers pay toward their students. All the staff, including the amiable principal to the teachers who are in the front line, seems to put students in the first place.
Second, I realized that theory could indeed be integrated into classroom teaching. Observing the experienced teachers conducting their classes made me keep recalling what I learned in class. All those teaching methodologies, approaches, or principles seemed to run through in my mind. A lot of old teachers complained that the theories on the book do not fit the real situation in the classroom, so it is useless to learn those theories. I have to admit that I was like those teachers previously. Although I was a graduate student in TESOL program, I always had doubt in practicing the theories in the real context. Yet, the school visit this time really made me to ponder on the possibility of implementing what I learned in class.
Third, I recognized the huge difference between an ideal learning environment and the real situation. When we discussed how can learning goals be best achieved, we usually tended to ignore the students. When I observed the class teaching, the whole class atmosphere was beyond my imagination. (I guess part of the reason is because they are low achievers.) Half of the students were active and talkative, so the teacher had to respond to almost five questions (and mostly unrelated to the course content) at the same time. The other half of the students were comparatively quiet and did not react to the teacher’s inquiry at all. I found that the students were used to a certain kind of mode that only part of the students were responsible for answering the teacher’s questions and the others just listened quietly. (or did not listen at all?) I didn’t expect this would happen before. Although I had two-year teaching experience in private language institute and am currently teaching freshman language drill class, I’ve never ran into situation like this before. I began to wonder what I would do if I encountered these students.
I think I would rearrange the seats in the beginning. I observed that those quieter students were mostly seated in the back. Although teachers sometimes would walk around, the students were still easily given peripheral attention. Thus, I think moving them to the front or simply rearranging the seats would be effective in solving this problem and changing the class atmosphere. Through the new seat arrangement, the low-achievers would be more focused on the course. Moreover, when asking questions, once they utter a response, I would do my best in encouraging them. I would secretly assign them to do some tasks in class to increase their confidence and motivation to learn.
Finally, the visit to Funghe enhances my belief that every student surely has something to be praised. Although the class I observed were mostly low-achievers, they were very polite. In addition, on my way to leave the school, I ran into two boys chatting and we were all about to go downstairs. Both of them simultaneously stopped and reminded each other that in order to show courtesy, they should let me go first. This may seem a trivial act or common sense to most people, though, I still regard it as an embodiment of successful moral education. I think perhaps they do not outperform others in schoolwork; they are still “teachable.” Thus, teachers should never give up any students.
All in all, being able to visit the school and actually be in the teaching environment is a really valuable experience. It allows me to step back and examine what I have learned or even have doubts toward the textbook. Now I start to look forward to our next school visit!
Alice said
Dear Angel,
Thanks for sharing. As we know, it is quite challenging to teach students with mixed abilities, let alone those with low motivation. So, the class we observed gave us a lot of food for thoughts, to be sure.
I’m glad it gets you to wonder what you would do if you were the teacher. The seat arrangement is a good start. Besides, I might build a strong sense of trust among learners so that the lower-achievers wouldn’t feel intimidated in the presence of the higher-ones. Instead of competing with one another, they probably would love to collaborate more willingly. The trust would build the gap between the two opposite groups in the classroom, I expect.
You’re right on the point that every student has his/her own value so each of them is worth praising. Judging a student by only looking at his/her academic performances is not fair, but sadly to say, it is not uncommon in our society. As the frontline teachers, it’s our responsibility to change the thoughts and make a difference so that individual student can be appreciated. Students who are respected and encouraged are more likely to develop their potential to the full, aren’t they?