Teaching in Taiwan

2008-2009

ESOL elementary teacher

Hsin-Kang Primary School, Chiayi, Taiwan

October 15, 2008

Argus-Press article

I am pretty well settled into my home away from home in Hsin Kang, Taiwan and school has started. The academic environment, as one might suspect, is different in many aspects to school in the USA. In this article I want to share some of my initial educational observations and experiences.

but this situation is teaching me more than ever how important it is to have social and emotional support rather than material needs.

My first observation upon arrival to my school was the lack of resources, compared to what American schools have to offer. Taiwanese are very practical people, only buying and keeping what is absolutely necessary. A typical classroom, from the schools I’ve observed, has few decorations on the wall, a chalk board, sometimes a computer and projector, and a book shelf or two. This varies immensely from the classrooms in America which are filled with student work and colorful posters, several cabinets full of resources, sometimes several computers for student use. My classroom came equip with wooden desks and chairs, a chalk board, and a wooden desk for myself. It reminds me of the little school house in the McCurdy Park village. I have come to grasp the fact that material objects are not necessary in life. I am completely happy at my school because the students are wonderful, the staff members are friendly, and it is a fun and safe learning environment. As Americans we tend to get caught up in what we are lacking, but this situation is teaching me more than ever how important it is to have social and emotional support rather than material needs.

It is nine o’clock, Friday night in the Kaohsiung City train station. Rather than seeing groups of friends preparing for a night out, I saw hundreds of students in uniform, just returning home from school. This is a typical day for a Taiwanese high school student; leaving for school early in the morning, and not returning until late at night. Students work very hard to get a high score on aptitude tests so that they can be accepted into a good high school, thus making it less of a challenge to get into a good college. Most “good” high schools require a long commute; students may leave as early at 4:30 in the morning for school. The reason for coming home so late is “bushy-ban,” or cram school. This is a tutoring service that is run after regular school hours, sometimes up to an additional three hours of study. Here, students work on specialty skills, such as English, science, or math. The drive to be the best is almost an obsession among students.

How does a young adult focus and absorb information after so many hours of class? Taiwanese students are given frequent breaks, what I like to call “brain breaks.” Additionally, on Wednesday’s the students only have a half day of school. Each class period is 40-45 minutes, with 10-20 minutes before the next class. During the 40 minutes, they are focused and on task, knowing that soon they will be able to let loose and either play ball with friends, or put their head down for a small nap. Lunches also last for an hour and a half. After eating, most students put their head on their desk and take a twenty-minute nap. During my teaching experiences in the States, I noticed students’ interest and attention frequently less than ideal early in the day and then again late in the afternoon. It was a struggle to keep kids on task, especially on nice weather days. After witnessing the rigors and longevity of a Taiwanese school day yet seeing the students consistently focused, I am beginning to think these “brain breaks” have some merit.

Another interesting aspect of the academic environment here is that the school does not employ custodians or secretaries. The students have time in the morning and after lunch when they are expected to perform routine custodial chores. Each class is assigned not only to clean their own room, but also a designated place on campus. I have not heard any student complaints about this at all. Evidently it is just expected and routine. It is actually refreshing to see the younger generation taking responsibility for their academic environment. The secretarial work is done by school staff. I have been warned that I will probably have a few tasks assigned to me as the school year progresses. I am not quite sure how the tasks are divided, but I know that at some point, each teacher has the responsibility of school-related paperwork.

It is actually refreshing to see the younger generation taking responsibility for their academic environment

The Taiwanese method of teaching, at least in my school, appears to be one of recitation and rehearsal. Each morning I can hear adjacent teachers saying something in their native language and then 35 voices repeating it. This process repeats itself sometimes for the majority of the 40 minute period. I am in an elementary school, and I do not see educationally related games or hands-on activities utilized by the teacher; I usually see lectures. It is no wonder the children LOVE English class. My focus as a foreign English teacher is to make English enjoyable; therefore, in my class, we play games, keeping the students engaged and active. English class is full of laughter and silliness, but all very educational from the standpoint of learning to speak and write American English. The pace of working through the curriculum is very slow moving. I see each class twice a week, 40 minutes each session. For two weeks, or four class periods, I am to cover one chapter. One chapter may consist of four new vocabulary words (sofa, table, lamp, cabinet) and a sentence pattern (the lamp is on the table). Because the work seems so monotonous at times, I try to have the first lesson of the week “repeat after me” so the students familiarize themselves with the words. The next class, I try to include a game or activity. So far I enjoy teaching English in Taiwan very much because I feel as though I am making a difference in students’ lives and bring a new “world” to them just as they are educating me about their culture. I have the freedom to make the class fun for them (as well as me!) and, as a result, the students are eager to learn each time they enter my classroom.

Although this is getting a bit long, I want to share with you one more recent experience in the classroom. It occurred on September 11th, a date of significance for all Americans (and I thought around the world) since 2001. I did not realize the significant date until I was in the teachers meeting on Thursday morning. I hadn’t meant to, but I said out loud “Oh! Today is September 11th!” Looking around, I realized that this date only meant something significant to me, being the only American. The other foreign teacher is from Canada. I decided since I have my upper level 6th grade classes that day, I would begin my class with a discussion on 9-11. I put the date on the board, along with a big question mark. Below it, I drew 2 towers and an airplane. I asked the kids why is today a sad day in America? They started chatting very fast and loud in Chinese and I got out the dictionaries. I said if you can tell me the answer, I will give you a flag. No one could get it. In the first two classes, I explained what happened and how many people died. I explained that America is in a war (bang bang) and I think they began to understand. Luckily, the native teachers were able to translate. My third class (very involved, very funny kids) got it very well. One boy raised his hand on the first question and acted out a plane flying into a tower. I said YES that's right, a plane flew into two towers and killed many people. I told them how it was so sad, I was 15, and in grade 9. I told them that everyone in America cried. I was very impressed when I was asked if I was going to cry that day. Though it was a simple question, I knew the student that asked had understood the severity of the event and how 8 years later we are still affected. In actuality, I was feeling quite emotional having to explain the tragedy. Once again, my naivety got the best of me; I thought that everyone in the world knew about 9-11. This could be because the students were so young when 9-11 occurred, or perhaps the rest of the world has misplaced the thought because they were not directly affected. It was heartbreaking to have to explain what happened to kids that never knew about it. I relate my feelings from this day to what my parents must feel when they discuss President Kennedy’s assassination. It is something that doesn’t evoke strong emotions to me, but remembering the day and events so clearly, I know see why my parents struggled. I didn't cry but I told the kids I was very sad...and my voice cracked a little. I haven't felt those kinds of emotions on 9-11 since the actual 9-11-2000 when it happened!

I Think about how you would explain to 12 year olds what happened in very limited English and explain to them that it is a sad day in your country. It was extremely challenging.

Obviously, all this information is just scratching the surface when it comes to the many differences between American and Taiwanese educational systems. As time and space allow I will try to share more on this topic in future articles. I have gotten a lot of feedback from my parents that many readers have enjoyed my observations. I am so thrilled that I am able to share my thoughts and experiences with everyone back home. Thank you all for your kind thoughts and prayers.

Try going outside your comfort zone today, you’ll be surprised at the personal growth that occurs when you try something new.