An Invaluable Teaching Experience in Taiwan

Echoes of laughter, yelling, and heavy footsteps grow louder and louder as I approach the classroom. Taking a deep breath, I glance quickly at my lesson plans one last time and push open the door. As I step slowly into the room, I can feel the sudden stares of thirteen pairs of young eyes. Though many students are still out of their seats, with their arms playfully wrapped around each other and toys in their hands, the once raucous classroom immediately begins to quiet down. In the midst of all this, I ponder what to do next.

As another July passes by, I look back to the summer after my first year of college when I taught English to underprivileged elementary school children in rural southern Taiwan. Every day for two weeks, my teaching partner and I created a new lesson plan in which we incorporated activities we found most effective for teaching children. The experience was challenging at first because of the all-new environment and our language barrier. Our students’ knowledge of English was very limited, and my Mandarin speaking skills weren’t at a confident level.

Before arriving in Taiwan, I thought teaching English would be very simple because it is my native language. After a few hours into the first day of class, however, I discovered that was not the case at all. Since I taught fourth to sixth grade students, their levels of English were all scattered. Some of them were not yet familiar with the alphabet while a lot of the older students already knew quite a few vocabulary words. Even so, my teaching partner and I tried our best to create a rewarding learning atmosphere. Whenever we saw our students getting bored with a certain activity, we would quickly try to come up with a new learning strategy. Whenever we noticed someone struggling to learn, we would take the initiative to get to know the student and find out the best way for him or her to grasp knowledge. We would experiment with different teaching methods, including games, songs, and dances, to help each individual learn while having fun. Prizes were a very effective way of getting students to participate in discussions and behave during class, as they were always excited to see what we had brought from America.

Something interesting I noticed at the school was how students there have such close relationships with their teachers. When I was teaching at the elementary school, I would stay after school every day and spend time with my students and a local teacher. This teacher would play basketball with the students for hours after English classes, listen to everything they had to say and take care of them as if they were his children. To his students, he was a friend, father, and teacher all in one.

That experience in Taiwan was definitely one of my best summer memories, and it sparked an interest in teaching. If there’s something I definitely would like to do in the future, it would be to visit my students again.

The Controversial Confucius Institute

In 2004, the Confucius Institute (CI) program was established with a mission to spread knowledge of Chinese language and culture around the world. Along with rising numbers of people interested in studying the language, these academic centers have hired and trained teachers, designed curriculum for teaching Chinese and educated people worldwide about fast-growing China. The institutes have also sought to promote friendly international relations and trade.

Chow Yun-fat as Confucius, still a figure of interest almost 2600 years after the Chinese sage’s birth

Sponsored by the Chinese government as part of the Ministry of Education, these nonprofit public institutes are run in universities, colleges, and secondary schools. The first campus opened in Seoul, South Korea, and today there are over 350 Confucius Institutes in dozens of nations. Most of these educational centers are located in the United States, Japan, and South Korea. The University of Chicago, Rutgers, the State University of New Jersey, Stanford University, and Purdue University are just a few of the schools in partnership with Confucius Institute.

However, this growing number of institutes has also met with backlash.

China’s Confucius Institutes have been known to spread Communist propaganda through cultural exchanges at host schools. The United States and other nations in the West have criticized these government-run institutes for limiting academic freedom, keeping tabs on Chinese students studying abroad, and seeking to spread the country’s own viewpoints on controversial topics. Issues that avoid discussion include the 1989 Tiananmen Square massacre and China’s relations with Tibet and Taiwan. There have also been questions regarding Confucius Institute’s quality of teachers and academics.

Just last month, the American Association of University Professors requested that universities partnered with Confucius Institutes either terminate or reexamine their relations with these branches of the Chinese government. They argue that by allowing the Chinese government to control their methods of teaching, these universities in the United States have risked losing their integrity. Instead of being limited by these institutes’ narrow curriculum, restricted from meaningful debates, and controlled by tight staff hiring procedures, American institutions should fight for their belief in academic freedom in all teachings and research. If the Confucius Institute continues to clash with this notion of academic freedom, then schools should sever ties with the program.

China issues a special stamp for the Confucius Institute, trotting out its #1 ambassador

There have been happenings regarding those accusations. In 2012, former Confucius Institute instructor Sonia Zhao reported discrimination against her because of her faith in Falun Gong. Zhao asserted how her employment contract explicitly prevented her from associating with the spiritual discipline, which is regarded as a threat by the Chinese Communist Party. The school where she worked, McMaster University in Canada, sided with Zhao and declined to renew its contract with Confucius Institute the following year. When the Dalai Lama planned to speak at North Carolina State University in 2009, the occasion drew opposition from Confucius Institute, and the university ended up cancelling the event.

In the United States and other nations where academic freedom is crucial, Confucius Institute’s restrictions may not be accepted for much longer. With the support of many American universities at risk, perhaps it is time for something to be changed.

More Than a Pretty Face?: Teaching Without Thinking in China

I have a Swiss friend who is infamous for his unwavering pragmatism in the face of invitation. If someone asked him if he wanted to do something – grab a bite to eat or go swim in the creek – he’d almost always agree to join in, if he didn’t have other plans: “Why not?”

I was thinking of him when I agreed to a money-making opportunity on Thursday. It was my second day in Qufu, a city in China’s southwestern Shandong province. It’s known throughout China as the birthplace Confucius, and nothing else. It’s a poor and gritty city, where air pollution has stained the sky perpetually grey and residents drive shabby motorbikes and half-constructed tuk-tuks through dusty streets. It’s called a third-tier city, and without its connection to ancient Chinese history, it would be nothing more than a gray blot among gray blots.

The Confucius Temple in Qufu

From Beijing, it took me exactly two hours by high-speed train to get to Qufu. Until the outskirts of the city, where the landscape becomes dynamic and mountainous, the view from a train window is painfully predictable. Miles of flat farmland are interrupted briefly by drab, hastily constructed cities and condominium parks, although to call these “parks” is misleading when there is nothing green in sight.

The unnaturalness of the cities – I passed Tianjin and Dezhou – is unrelieved by farmland, which too has a feeling of artificiality, with its square plots of land and pencil-straight irrigation canals. Every plot of earth is utilized, hardly anything left to nature’s command. Wilderness is an unfulfilled promise here.

The peasants working the field, surprisingly few and far between, looked small against such a never-ending backdrop, like tiny figurines moved by an invisible puppeteer. They worked with the same tools used by their ancestors thousands of years ago, and the only difference between their landscape now and then were the motorbikes, radio towers, power lines and water-heaters. Everything else was the same.

I had come to Qufu to meet up with my friend Matty, an old friend from high school who spent the last nine months teaching English at Qufu Normal University. We were sipping coffee at the campus cafe when he got a WeChat message from a friend, who worked for a “training school” and wanted a laowai to help advertise the school that afternoon.

Canadian expat and famous “laowai” Dashan (Mark Rowswell), for many a polarizing entertainment figure in China

“Do you want to do it?” Matty asked me. “They’ll pay you 100 RMB.”

I thought about it for a second. “Why not?” I said.

Three hours later, I was in the back of a three-wheeled motor cart being driven by a boy named Smiley. Sitting with me were Kate and Abby, two college students at Qufu Xingtan University and employees at the Excellent A Training School.

We drove through the dusty boulevards of Qufu, past the ancient walled town in the center of the city and out into the surrounding countryside, where rows of corn, which the locals call “sticks”, dominated the earth. Kate and Abby chattered happily as our cart buzzed past piles of freshly pulled crop surrounded by dirt-stained farmers. They teased Smiley whenever he went too fast through a speed bump.

We arrived outside an elementary school. There was a couple old tables and stools stacked along a wall, and Smiley threw them silently in the back of his cart and drove a few yards to where adults were standing patiently by their battered motorbikes, waiting for the school to get out. A red banner along the school gate read: Delve deeply into developing “educational safety”.

Most of those waiting were grandparents, as the parents were farmers and would be working in the fields until mid-evening. We set out the tables and stools, and Kate and Abby pulled out a pile of flyers, a sign-up sheet, and pen. What occurred next happened in seconds: we were surrounded by chirping old peasants, eager to hear my new colleagues’ sales-pitch.

Kate and Abby handled them with ease, handing out flyers and explaining the benefits of the training school. Some of them listened intently, while others hung around, entertained by the commotion. Within minutes, Kate and Abby had six names and phone numbers on the sign-up sheet.

Ready for business!

The Excellent A Training School promised to improve students’ English grades; hence, the suspicious “A” in the school’s name. For a few hours a day, at 380 RMB (or US$60) for 30 days, the students would receive English lessons and lunch. The training school targets the farmers because many of them hadn’t received a good enough education to help their children with homework.

Training schools are highly popular in China, and the competition between them is high. Kate estimated that in Qufu alone, there are over two hundred. Training schools don’t all focus on English, either; there’s a training school for nearly every subject, from science and math to music and writing.

A Qufu resident whom I spoke to, a college student whose English name was Peter Philadelphia, works at another English training school during the summer. He was critical of them, believing they focused too much on boosting grades and not enough on improving students’ learning abilities. “I wanted to improve their learning, but they only wanted me to do their homework for them,” Peter lamented.

In the birthplace of Confucius, who taught unquestioning loyalty to ones’ superiors and stressed the importance of test taking, this seemed like a completely normal problem to have.

Kate’s school, of which she is the manager, was started three years ago by a 24-year-old graduate of Qufu Xingtan College. They currently employ three teachers. All of them are college students, as it is illegal to employ officially registered teachers at a training school. (They’re cheaper, anyway, Kate added.) For one month of teaching, they receive 2000 RMB, around US$300. One of the photos on the flyer was of a white man teaching a classroom of Chinese students and was captioned, “Our foreign teacher.” The other was of a crowd of children and read, “Watermelon competition.”

The gates opened, and a crowd of boys sprinted out like racehorses. Some of them ran over to our table to see what was going on, but most just hopped on the back of their grandparents’ motorbikes and sped off. The school was next to a busy road where motorbikes zipped alongside giant trucks carrying sand, gravel, wood, and other construction materials. When the kids rushed out of the school, the street erupted in the sound of car horns.

I pointed at the trucks: “Why are they honking?”

“So the kids know not to run into the street,” Kate answered, matter of fact.

By the end of the session, the Excellent A Training School had collected twelve names and phone numbers. Three of the new sign-ups made 100 RMB deposits to reserve a spot in the upcoming class period.

I hadn’t said more than five words. “Why did you bring me here?” I asked.

“So the parents will believe that the education is more official,” Kate said.

My white face had added legitimacy to their English teaching business: I was paid $15 to sit and smile.

For Many Students, When Summer Starts – So Does School

“What are you doing this summer?”

When a lot of Asian students are asked this question, “summer school” – followed by a glum look – is a typical response. For many children, “summer” means attending fun camps, traveling with family, or relaxing at home without the stress of schoolwork. But for many other students, “summer” means getting ready for more school.

Elite high school entrance exams, the SAT, ACT, or simply keeping busy are all reasons why so many Asian parents send their children to “cram schools” during the two-month vacation.

Homework and summer studies are now the norm for more students, starting at younger age

I grew up in Bergen County, New Jersey, in a small suburban town with a large Asian population. Since early elementary school, classmates attended afterschool programs to brush up on their math and reading skills. Hagwon and buxiban (“cram schools” in Korea and Taiwan/Mainland China, respectively, who have made their way across the Atlantic to the U.S.) were commonly heard words.

In the midst of fractions and phonics in third grade, students would be busy solving for variables and reviewing vocabulary flashcards. When other students played sports and attended Girl Scout meetings as extracurriculars, many Asian students headed to Kumon, C2 Education, and Honors Review.

Of course, the SAT was a huge focus when high school started. At my high school, many Asian students were sent off to SAT prep schools for at least one summer. Though attending school eight hours a day for seven weeks may not seem like a very appealing summer activity to most teenagers, I felt pressure to enroll in SAT courses because everyone around me was doing so, and if I didn’t spend that extra time preparing for the exam, I would definitely fall behind.

New meaning to a “working” holiday – is this what we’ve come to?

I have lived in my hometown all my life, and over the years, I’ve noticed more and more Asian-owned learning centers opening up. A growing number of parents are investing money into their children’s education by sending them to these for-profit academies. Children are being tutored for longer periods of time, and they are also starting younger.

This phenomenon stems from East Asian countries and the high value they place on quality education. Students in East Asia continue to outperform their Western counterparts in academic performance and international exams. When their children are very young, many Asian parents begin to emphasize the value of education.

The summer after my first year of college, I taught English to underprivileged elementary school students in rural southern Taiwan. Though many of these children’s parents worked long hours for little pay, a lot of my students attended buxiban after six hours of English class every day.

When I was a teacher’s assistant at an English-Mandarin bilingual school with a large percentage of Chinese-American students, I noticed that many children rushed off to tutoring programs when the school day ended. But what really opened my eyes while interning at the school was though most students there were born into low-income immigrant families, the teachers were excellent, children were enthusiastic about learning, and attendance was near-perfect.

Whether it is doing vocabulary drills or solving equations, when summer finally rolls around, it is certain that many students will be busier than ever.

Where Do You Stand on Affirmative Action?

Recent talks surrounding affirmative action in college admissions have stirred up debates among racial and ethnic groups. Earlier this year, the proposed California Constitutional Amendment SCA 5 aimed to repeal Proposition 209, which was passed in 1996 and amended the state constitution by banning consideration of race, sex, and ethnicity in school admissions, public employment, and other areas in the public sector.

If passed, SCA 5 would have once again allow race-based affirmative action at public universities in California. However, the vote on SCA 5 was postponed.

In Michigan, the ban on affirmative action remains in effect after a Supreme Court ruling this past April. Though decisions regarding affirmative action have been made, its policies are still widely disputed and draw criticism from many members of the Asian-American community.

Affirmative action was proposed to promote equality and prevent discrimination namely among racial minorities, but a lot of people argue that race-conscious admissions hurt Asian-American students. For decades, Asian Americans have dealt with the “model minority” stereotype: the belief that they are the most successful group of students, excelling in academics and extracurricular activities while at school and then succeeding economically later on in life.

Where do you stand on affirmative action?

Race-conscious admissions draw swift opposition from the Asian-American community and students because their chances of being admitted to selective universities may be slashed. They agree that if students work hard in school and do well, they should have a chance of being admitted to selective institutions, no matter what.

However, the argument for affirmative action in college admissions persists.

For example, in California’s state universities, black, Latino, and Southeast Asian students are greatly underrepresented – but the East Asian student population is highly represented. Others argue that the “model minority stigma” is simply a myth: affirmative action caters to the educational needs of many Asian students, as a significant number of Asian-Americans do not excel at academics, and Southeast Asian subgroups are still underrepresented at many U.S. universities.

Proponents also assert that affirmative action creates a diverse environment for students to learn from each other. Additionally, the student body in many schools is not an accurate representation of the racial/ethnic population in surrounding areas. Affirmative action in college admissions gives hardworking individuals a chance to receive a high-quality education.

Indeed, deliberations over affirmative action have been hotly contested in the past few decades. Today, many people worry that race-conscious admissions would hurt people of color, whose acceptance into college may be seen as helped by these policies favoring them. Others propose that economic-based affirmative action may be a better way to create more diversity in schools. Though cases regarding affirmative action have been decided, there is no doubt that the education ruling will remain a controversial issue for years to come.

Boston University’s College of Communications Develops Program for International Students from China

Last month, Professor Stephen Quigley and his colleagues sat in a classroom at the College of Communication (COM) at Boston University with a few Chinese students and took notes on what they were talking about.

This July, the professors are planning to launch an online-to-offline program called the Digital Learning Initiative to help incoming international students from China prepare for the new environment of studying at COM and in the U.S.

The College of Communications at Boston University

“It seems like over the last five years or so, COM has seen a fairly dramatic uptake of international students, and Chinese language-speaking students in particular,” said Quigley, during an interview. Quigley is an Associate Professor in the Public Relations program at COM.

In an overview of BU, in the fall of 2008, 42 of 4,131 freshman came from China. Five years later, the number of Chinese freshman grew to 410 of 3,807 freshmen, and is one-third of the whole international student pool.

Quigley started to develop a concern that there was an imbalance emerging. “COM has been benefiting from all these students. But are we investing sufficiently in those students?”

“A Chinese-language speaking student who is extremely bright and gets great grades comes to COM, does really well, and graduates; he or she may get to work in the U.S. for couple of years. And perhaps they struggle to get that job, not because they aren’t smart, not because they’re not motivated enough, but because of fundamental language challenges,” he said. “And that makes me really sad.”

Then, he found a breakthrough to launch a program to help those students.

The project combines online and face-to-face discussion. The content will be heavily focused on writing and will touch upon the culture of the classrooms at COM, at BU, and in the U.S. Through the Internet, current Chinese students will participate in the project by helping new, incoming students with information or questions they may have. With the help of professors, training on writing skills will be provided.

Once the students arrive at BU, the online meetings will switch to face-to-face. “I love that idea,” said Quigley.

This program is not the first effort made by COM professors to help international students accustom themselves to American culture and English-centric studies. Christopher Daly, an Associate Professor in the Journalism department, has been running a program for about 15 years for newly arrived international graduate students from other countries. The program is a one-semester class for journalism students to learn about the American culture and to resolve any question about their studies. Daly also participates in COM’s new seed program.

The program for Chinese students will last for one year. More details have yet to be settled.

Main image: China Photos/Getty Images

Put Away the Flashcards: The SAT Gives Itself a Makeover

Hi, higher-education aspirants: are you still struggling with words like “pellucid”? Here’s a piece of good news: the SAT is dropping burdens like that for students who will take the test after 2016.

The bowl was pellucid prior to the cat’s occupation.

Pellucid, adjective: translucently clear; lucid in style or meaning; easily understood; (of music) clear and pure in tone.

As the most widely used college admission marker in the U.S., the SAT is undergoing sweeping overhauls in both format and content. David Coleman, CEO of the College Board, announced in early March that the SAT will make the essay optional, ban calculators from some math sections, cut the penalty for guessing incorrectly, and replace obscure vocabulary with words that students will actually encounter in later college life.

Instead of obscure vocabulary, the new test is more likely to choose words like “synthesis” or base the reading questions on a passage that every student is supposed to read. For example, a student might be asked what the Declaration of Independence means by “all men are created equal”.

The new SAT, changing from a point-scale of 2,400 to 1,600, will be available in the spring of 2016. Current ninth-graders will be the first round of students to take it.

Coleman gave a blunt criticism of the current SAT, a product of his own company, in a speech in Austin, Texas, calling it “disconnected from the work of our high schools.” Apart from the four main revisions, Coleman said that the new SAT will also put more preparation resources online for free, aiming to decrease gaps between students from different family backgrounds. Some critics believe students from wealthy families do better on the SAT because they can afford expensive test preparation classes and tutors.

Personally, I’m interested in the Girls’ Guide to the SAT

“These reforms send an important signal to high school students across America,” said William R. Fitzsimmons, the Dean of Admissions and Financial Aid at Harvard College, in an email. “If you work hard in the classroom on a daily basis, you will significantly improve your chances of doing well on the SAT, getting into the college of your choice.”

The first College Board exams were created in 1901 by a group of leading American universities to offer high school students one universal exam instead of several exams for each university they applied to. It was an essay-only entrance exam because public and private schools offered different curricula.

Since the 1920s, the the test has been seen as a gauge of intelligence: the SAT first stood for the Scholastic Aptitude Test. James Bryant Conant, the President of Harvard in the 1920s, deemed it a tool for identifying the most talented people outside Harvard’s usual pool of privileged applicants, according to Nicholas Lemann, the chair of Columbia University’s School of Journalism, who has done research on the history of the SAT.

It wasn’t until more recent years that the SAT became a widely taken test to measure high school students’ in-class learning. In 1926, students were offered multiple choices. In 1941, the test was normalized to ensure fair scores in terms of different versions. In 1965, African American students that were turned away from the SAT were given equal chances to sit for the test. In 1977, the SAT allowed students to take it six times in a year. In 1990, responding to the uncertainty that the test validated intelligence, the “A” in SAT was changed from “Aptitude” to “Assessment” before the whole acronym was scrapped in 1993: the letters no longer stand for anything. In 2005, the essay section was introduced, adding another 800 points to the previous 1,600. At the same time, third-year high-school was added to the test, to make it more reflective of the in-class academic performance of high school students.

The change in 2005 is the second last revision of SAT, raising the total point scale to 2,400. However, the College Board has now cut it back to 1,600, drawing some criticism and puzzlement from the education community.

YOLO, but you likely can’t avoid standardized tests

“Personally I think the SAT is becoming more like the ACT,” said Joe Clifford, Director of Communications at Buckingham Browne & Nichols School, in his office. Buckingham Browne & Nichols is a private school for students from kindergarten to 12th grade in Cambridge, Massachusetts. “Our students like the ACT better because the essay is optional, and its format is subject based. I think the SAT is also shaping itself that way.”

According to statistics from the National Center for Fair and Open Testing, a nonprofit organization aiming to promote quality and equal education, SAT average scores have dropped by 20 points since 2006, when the test was revised to include a writing section. From 2006 to 2012, the number of SAT participants dropped by 198,590, while that of ACT increased by 459,562. In 2012, the ACT surpassed the SAT as the most popular college entrance exam in the U.S.

Can the SAT regain its popularity by making the essay optional?

James Montague, Program Director of Boston Latin School, doesn’t believe so. “An optional essay? Non-issue for us,” answered Montague, in an email. “I suspect most of the highly selective colleges will still want the essay and that means that most of our students will still need to take it.”

Montague commended the elimination of the guessing penalty and said he has advocated for this for more than 20 years. He reserved further comments until more details are revealed.

“We still can’t make a lot of comments since the new test is in two years,” said Lynn Williams, Coordinator of Guidance at Cambridge Rindge and Latin School. “But we are happy to see that the obscure vocabulary has been removed, because it’ll help lots of students from immigrants’ families [who] speak English as a second language.”

Twenty percent of students at Cambridge Rindge and Latin School are from immigrant families, according to Williams. The 2010-2012 American Community Survey shows that 28.1 percent of Cambridge residents are foreign-born and have languages such as Spanish, French, Haitian Creole, Chinese, Portuguese, and African languages as their mother tongue.

Shakespeare is said to have invented thousands of words – or, perhaps, we’re reading him as the most prolific author in the English language to have written them down first. But you’re no Shakespeare

In fact, the vocabulary reform may be exciting not only to students in the U.S., but also those who are taking the SAT in other countries and are applying for American universities. Siyue Wang, an instructor at the Beijing Bureau of New Oriental School, China’s largest private educational institution specialized in preparation for tests such as TOFEL, GRE, IELTS, and SAT, said in a phone call that it’s a positive move for test takers in China.

“On the other hand, we can see that the new SAT focuses more on students’ academic ability. Students cannot get a high score in reading simply by memorizing obscure vocabularies. Instead, they have to really understand the points of a passage.” Wang said he believes that the SAT is becoming harder for Chinese students.

Is the new SAT testing more for students’ academic abilities?

Colin Riley, director of Media Relations at Boston University (BU) gave an unequivocal answer: “No.”

“We don’t think standardized tests can show students’ academic abilities,” said Riley. “Tests can never prepare students for college. In a package of application, we view students as a whole instead of measuring them with scores or numbers.” Riley said BU believes that high school transcripts speak for students’ academic capabilities.

Then why does BU still require a standardized test for application?

After pausing for a few seconds, Riley said, “We expect to see consistency in students’ transcripts and their standardized tests. But the transcripts are more important.”