Teach English in Elitu Zhongchuchang - Xilinguole Meng — Xilin Gol

Personal Teaching Experience If somebody would have told my younger self that one day, I’d be teaching native level English literature and academic writing skills in China, I’d have had a hard time believing them. While I have a rich resume of varying work experience, my background is in philosophy and media. Teaching English as a second language in China was something I started out doing while in-between jobs, but the challenging and rewarding experience I found in this role would grow into my new long-term career. One of the biggest challenges for new teachers is getting over the nervous feeling during the first few classes. I’ve met many teachers full of nerves as they anxiously await the first group of students. Taking an online course like the one at ITTT provides so much valuable information, but putting it into practice takes some getting used to. Previously working on stage and in front of the camera, having an audience was familiar to me, but there’s no set script for a lesson. In the beginning I relied on my own experience as a student, both as a child and as an adult learning Chinese. I tried to understand the class from their perspective, and my students seemed to enjoy the energetic style of my lessons. I often found myself playing the role of a big brother, rather than the teacher I see myself as now. Over time, I began to see the downside of this. While some students were self-motivated learners, others would become too comfortable, which caused them to use their time in class less effectively. I gradually found a balance between the role of a caring big brother and that of a teacher with command over the class. I also had to brush up on my own comprehension of grammar rules that I’d long forgotten, so that I could effectively teach them to the class. Having learnt Chinese helped a lot as it gave me insight into not only the local language but also a different way of thinking. Chinese is a very logical, almost mathematical language, which hardwires students’ brains to think in a certain manner. Asian students tend to fare very well when it comes to question based work, but find it hard to put the same concepts into use with more creative projects. This is also partially due to the reliance on drill techniques employed by many Asian schools. While teachers were not allowed (in most cases) to use Chinese to communicate with students, knowing the grammar and general way of thinking allowed me to build a bridge between the two languages. Those days required a lot of effort to learn and modify the curriculum so that I had a good understanding of the bigger picture and path the students would take. I’d make a term’s worth of lesson plans and set goals for different intervals, work on creative wall displays that the students would aspire to get their work on, and think how I could optimize my space for myself and the students. This well organized, efficient, tidy system was crucial in making lessons go smoothly and providing an environment that people could focus and feel comfortable learning in. According to Wong, Wong, and Seroyer (2009), “Effective teaching is all about teacher-student relationships. The easiest way to build relationships with students is to use a well-managed classroom where students are on task, allowing you to spend one-on-one time with them” (p. 68). Seeing results has always been important to me, even in those early days. I’d be constantly thinking of ways to get through to students, analysing each individual’s weaknesses and strengths. Thankfully I had the freedom to adjust the syllabus, so if I noticed mistakes that the majority of students were making, I could fit this into my future lessons. Within about six months, I felt like I’d finally earned my title as teacher. Parents were insistent on me teaching their child, and I was proud to have their trust and respect. In fact, even now, more than 5 years later, I still teach some of my original students from that time. I’ve lived in China for more than a decade, and I’ve been teaching English for over half of that. Throughout that time, I’ve witnessed some big changes in Chinese values and expectations. As I’ve said above, I’ve taught some students for 5 years. This is partially due to the increasing importance placed on an advanced understanding of English, even more so in my situation as I work primarily with international students or those hoping to go to an international school. While English isn’t their mother tongue, students at these international schools learn a foreign curriculum with all lessons taught in English. There are many reasons parents want their children to attend such schools, and as the demand has shot up in recent years, so has the number of international schools available. Whereas I was focusing on creative writing and basic English grammar in the past, now many parents are more concerned about academic writing skills that apply to a variety of subjects, rather than story writing. Whereas learning English was somewhat of a novelty in the past, it has quickly become a necessary skill that parents push their children to excel at in order to attend overseas universities. Students traveling abroad to study is nothing new, but the demand is certainly rising. According to the Statista Research Department, the number of Chinese students in American universities has more than tripled in the last decade, with over 369,000 overseas Chinese students attending universities in the US in the 2018/19 academic year (Statistica 2019). As the demand rises, so too does the competitive aspect of applying to these universities; hence the growing pressure placed on children to not simply learn how to communicate in English but to master it. This has driven our tutoring centre to develop an entirely new curriculum to support the growing needs of parents and their children. I have personally helped to create a range of material that ranges from early learning of phonics and basic vocabulary, all the way up to university level essay writing courses. We cater for both local and international school students of different levels, so thorough placement tests are crucial to identify which level is suitable. Should students require focus on one particular area, we also provide private tutoring which allows more flexibility in the teaching material used. It is vital in my position to understand the expectations and needs of the student. However, no matter the age, level or requirement, it is always important to set goals that are realistic yet challenging enough to let them shine. Teaching can be one of the most rewarding jobs available as every day has the potential to positively influence somebody. This could be an immediate effect such as when teaching new vocabulary and grammar rules or passing a test, but I like to think I’m also helping to shape my students’ futures. As I work to supplement my students’ main school curriculum, I try to provide extra information and show how what we’re learning fits into the work they’ll be doing in the coming years. I don’t want to go too in depth as that can confuse them unnecessarily before they’re ready, but it is helpful to show them a glimpse of the bigger picture. We must remember that young learners often feel as if they are just learning for the sake of their parents. Many drift along without personal aspiration to achieve more. I also emphasize physiological aspects of learning. For example, it is important that students understand how our brains function and how new memories are formed. Outlining this as well as identifying the type of learner category a student mostly fits into (although there has recently been controversy and doubt from the Howard Gardner, the author of the study which gave rise to these learner types, suggesting we shouldn’t define students with these labels), not only enables the teacher to be more effective, but also opens the eyes of the pupil to a whole new strategy for tackling school and all future tasks. The feeling of seeing students succeed at something they’ve struggled with is what this job is all about. To know that I’ve helped is reassuring to me as a teacher, but also warming on a personal level. I’ve had students that were stubborn and unwilling to work in the beginning of a term come to me at the end and thank me for pushing them. When the complaints turn to praise for getting them to form good habits before certain requirements come up in school, I smile on the inside knowing they enjoyed the lesson and were able to participate more. I’ll ask them, “and did you answer any of your teacher’s questions in class? Did you understand everything? Do you think you would have understood if we hadn’t practiced?” This isn’t merely to gloat, but to help them see how their attitude towards learning has totally changed due to seeing the bigger picture. There are many proven methods to get through to students and assist their learning, but it is up to the teacher to find the right one for their class. Every student is different. Everyone of them is a new challenge and an opportunity to create confidence and happiness. Sometimes the teacher’s role goes beyond the content of the lesson as we form bonds with our students. Troubled students may need advice in other areas of their life in order to benefit their learning. The 10-16-year-old age group that I often teach certainly has many questions and issues related to things outside of the classroom that affect their behaviour and attitude towards learning. There are cultural aspects that we must be aware of and psychological differences in each person that we must be understand. The perfect teacher is one that is able to find an equilibrium between the priorities of teaching the necessary material and compassion for their students, so that a flourishing relationship is born and the student thirsts for self-improvement. Writing this essay has brought up many heart melting memories that have reminded me why I love this job. It’s easy to get into a routine and lose the spark that new teachers have in the beginning. Although I’m confident my lessons are meaningful and enjoyable, I’m excited for my next day at work so I can start looking for ways to improve lessons for the sake of my students. I will certainly be implementing some of the strategies I’ve picked up from the ITTT course. Bibliography/Works Cited: Statistica, 2019, Number of Chinese students in the U.S. 2008/09-2018/19, WEB https://www.statista.com/statistics/372900/number-of-chinese-students-that-study-in-the-us Wong, H. K., Wong, R. T., & Seroyer, C. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications