The campus cats. Beijing Foreign Studies University.
Some of these tips I got on arrival, from Fulbright meetings. Other later in my time here. A lot didn’t work. Below is what did. The custom is, teacher’s right/students listen & regurgitate later. Much has been written about how frustrating this is to American lecturers, here and at U.S. colleges (where, sometimes, language proficiency or fraudulent applications may be at fault). There are solutions.
—Distribute questions a week in advance to a group. The group prepares the answers. The “discussion” (group presentation) occurs at a planned time.
This didn’t suit a reporting & writing course. They reported and wrote almost every week. Instead, I gave a quiz on the rare non-reporting, non-writing weeks, to ensure they used that week to get caught up with the past month or so’s reading. After the quiz was a reasonably good time for discussion; everyone was ‘on the same page.’
—Explain that they need the skill of being able to discuss material, to be transnational. Explain that it’s required in the U.S. classroom, from middle school onward. Lay out the expectation the first day that every student is expected to speak in class, and that to challenge the teacher is considered polite. That questions don’t imply I haven’t done a thorough teaching job.
Unless the students had done a semester abroad, or was naturally extroverted, this had no impact. By the end, I’ve imparted a living sense of a different student-teacher relationship–more actively engaged (if not quite Socratic), more ‘democratic’ and hands-on and debate-oriented. But it’s a slow build, not something you can create in a day.
—Call on students randomly.
This worked poorly.
–Go around the room, one by one.
This also worked poorly. Many students were unprepared, unwilling, too nervous, got stage fright & lost their fluent English.
—Ask a question. Break up into pairs for discussion. Let one of the pair represent their thoughts aloud.
This might work. I broke into groups of 4 or 5. Sometimes we had a good exercise. The problems were 1) I gave too much time to prepare; 5 minutes would be good but I probably gave 10+, so it devolved into a chat-fest. And 2) the same old gregarious, extroverted, most-fluent students would be speaking, as always.
Here is what worked for me:
—Explain the purpose of student-teacher individual conferences, and then pass out a weekly sign-up list. I made coming in mandatory, at least once. Many students came a lot. I had 4 hours/week set aside for conferences (most weeks), at my kitchen table. Discussing, tutoring, mentoring, relationship-building all much easier in this informal setting.
—Class lunches. This was strongly recommended by Fulbright, as a key part of our We’re-Not-Your-Typical-Foreign-Expert approach. Great tradition. Class leader would reserve one big table (7-9 students), almost every week. Rotated around until everyone (nearly 90 students this year) participated. They ordered so I learned about a lot of good foods, too. Guest speakers sometimes joined, or other faculty, which was extra great. Informal setting meant no one was on stage so there wasn’t stage fright or the other problems. Only downside was, had to regularly remind everyone to use English, so we could get to know one another better.
–Distribute a ‘self-evaluation sheet’ the day a piece is due, and discuss after they’ve filled it out. Got this idea from a Chinese professor. Students use this ‘quiz’ to evaluate their work (which they have in hand, in hard copy), against the techniques/skills/theories contained in the latest readings. After they’re done, it’s all fresh in mind, they’ve had a critical, analytical half hour with the material, they’re called on to share aloud the result of their self-evaluation.
BFSU Main Building spring 2012