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Teach English in Pingmu Zhen - Baoji Shi

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Culture is a sensitive topic in almost every area of our lives, hence cultural sensitivity in the classroom! As a missionary having worked with people from different countries (About 40 countries) and sometimes teach different topics, I have learnt that one needs to be culturally sensitive in the delivery of their information. Especially when that information involves business and money! Therefore, a number of cultural issues should be taken into account during the planning process for any class lesson. Becoming comfortable with ones lack of knowledge about certain groups is not the way to go as a teacher but seeking ways to inform yourself is absolutely essential in maintaining ones professional development. To develop ones cultural competency is to raise ones awareness of issues that are multicultural. One should have knowledge or at least inquire on the following topics in the city or country they might be teaching; 1. Warm or Cold Culture- Is the culture a warm or cold culture? Are people of the country or city are friendlier and open to strangers or are they the opposite? Students in a class may be free and open to ask questions or not, this may affects class atmosphere. 2. Country History-What is the history of the country? One needs to know if there was any war, religious revival, genocide, extreme poverty, socialism, dictatorship or something that may be deep berried in the people and not allowed to talk about freely. 3. Community or Individualistic lifestyle- Do people live a “We” lifestyle or an “I” lifestyle? In a classroom set up one may have difficulties in bringing the pupils working together if their culture involves less group work but also on the other hand one may have problems if the class is not getting such activities that involve working in groups. 4. Food Culture- Food is a major topic when it comes to culture and cultural sensitivity .When I say food, I mean everything including table manners, where you can eat and how you can eat. In class are students or teachers allowed to eat (chew a gum or sweet) or not? If one is coming from a culture that is different they may have challenges. 5. Dressing-How do I dress and how should my students dress? Dressing plays a big role when it comes to cultural sensitivity so one needs to know how students and teachers dress in that country or city before they offend the school or the students while in class. 6. Body language-“He pointed at me!” In some cultures, it’s rude to point a finger at someone or look them in the eye. One needs to be careful of their body language. 7. Gender Culture-Are you someone who stands up for men only or women only or both? Then you better up your game because not all cultures may be that positive about women or girls rights as the culture that you come from. Some cultures may not allow placing girls and boys in the same class or role. Research is needs to be done. 8. Religion or Belief-In other cultures religion is highly upheld that you need to be careful what examples you give to the students or they may end up reporting as a blaspheming teacher to their God or beliefs! 9. Teacher respect or view-“These students don’t respect me as I was respected in the other country!” Every culture and country has a way they view community, civic leaders or teachers. As a teacher I must know about how I can be viewed us in the class. Having said this, I cannot afford to overlook some issues that involve stereotyping like ;Students from certain groups are not intellectual, responsible, lack ability in particular subjects or students from certain cultures (e.g. with an accent, from specific racial or ethnic groups) are poor writers. Instead of thinking all these things, one should have vast knowledge about the culture and business etiquette of that country so that they can easily;  Anticipate possible responses to controversial topics. Students should be encouraged to openly share their views during discussions.  Get to know your students by having them write mini autobiographies, the kind of assignments that help to explore some assumptions you might hold about the students.  Be careful about comments made during class lectures, discussions or sessions. Comments not fully explained may promote inaccurate conclusions.  Be aware of gender dynamics in classroom discussions. Invite all students to contribute to class discussion, even when girls or women are in the majority, men may sometimes consciously or unconsciously dominate discussions or interrupt girls or women.  Maintain the role of facilitator. Examine your typical responses to conflict, find ways to admit your limits with respect to content areas while maintaining responsibility for the group process.


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