Some of you may recall the 2003 movie by the same title.
Working at a Jesuit based University in the States we are taught always to reflect. Reflect, reflect, reflect.
So as I reflect on my teaching experience in Central Europe- I am learning much about my own strengths and weaknesses as a teacher/professor. Professors are successful in the classroom for many different reasons. My reflections have always led me to the conclusion that my success is based on my approach and how I use examples.
Granted, I have no idea what it is to be like a 20 year old today. Having four kids, a mortgage and my own college experience a generation behind me- it is fair to say I don’t walk in the same shoes as my students. I don’t see the movies they see, and I have never heard of most of the bands on today’s top 40. I also remember when MTV played music. The students don’t.
With the obvious generation gap- I still try very hard to be “current” with my students. Instead of doing cases on semi-conductors, airplanes and widgets- I find companies and products they are familiar with- Beer! Ipods! DVDs, Walmart!, McDonalds!. I have found I can still get the same lesson across, but with using these more familiar products. It is a better experience for them. I know these products and companies well, and tell stories and anecdotes (lots of anecdotes) the students can relate to.
Secondly, is my odd (a little off center) sense of humor. For those who know me well- I need to say no more. Fueling that, there are always a few students in each of my classes who I politely tease, and this also tends goes over well and helps creates a bond. I joke about all things- but hopefully it leads them back to a lesson or point. I interact with students by engaging them in light conversation, and get them to discuss relevant issues- so they don’t realize they are in the middle of a lecture.
And anytime I think I have been talking too much- I always have the fall back question “What do
you think”?
I call my teaching style
conversational lectures (I am sure educational professionals have a formal name for this- but it what I call it). I still lecture- I just try to keep my students from realizing it.
The above approach has worked for me for years and years.
I was then curious how this style and my normal bag of tricks, examples and humor would translate to a
European audience of 20 year olds. Would they get it? Would they get
me?
I am pleased to say- the European students have reacted as well- maybe even better than my Rockhurst Students.
I say better, as my style is much rarer over here than in the States. I am rather a novelty here. The EU students are use to much formal- black board style lectures.
They
get me, or at least seem to based on their student evaluations. I can still politely tease a few (with brings me in closer), and for the most part my humor and conversational lecture is well understood (and appreciated).
About the only thing I have to do- is change up products. A common example I use with my American students is the competition and difference between Walmart, K-Mart and Target. Every student in the US has been in these stores numerous times and can visualize the example I am giving them. So I use lots of trivia about these stores. Same thing with Beer. In the US I speak of Bud, Coors and Miller. I also like to use Amazon as an example.
Well, the EU (specially Poland) do not have these products or companies (although they have heard of Walmart and know some about it)- the rest they have never heard of. So instead of Walmart, K-Mart and Target- I had to quickly learn about retailers Real, Leclerc and Carrefour. Also, Instead of Bud and Coors- I had to learn about Tyskie, Żywiec and Lech. Also, most here don’t use Amazon (so I have moved to Google). So, other than this minor modification in product and companies- I seem to translate well to the EU students and can use
my style.
I keep saying EU students- as my classes are really international. They have strong exchange programs at Politechkia- so besides Poles, I have French, Germans, Czechs, Spaniards, Portuguese, Slovaks, and even someone from Nigeria in my classes. So English is their second, third or fourth language.
Finally, with over 14 years of teaching at the University level (nine years full time)- I have become somewhat proficient at reading faces and body language. I can typically tell when they are bored, confused, need a break, etc. I can then adjust, based on how I am reading the group. I have found the student body language is basically the same between the EU and US students.
There is a
BUT to my story.
I also have classes with Chinese students. Politechnika has an ever increasing exchange and recruitment programs with China. They tend to keep them together in a single cohort.
Now, I have had lots of Asian students in the US for years. And for the most part it has never been an issue- as most of these Asian students are already well indoctrinated into the Western world (both language and culture).
My currrent Chinese students are different in two ways. First- most are just learning English (they are far from competent in it). Secondly, most have just recently left China and are new to the Western world.
So given this barrier- my proud teaching style of “conversational lecture” falls absolutely, positively, unquestionably flat.
They don’t get me, they don’t get my style. They don’t get my jokes. I don’t dare tease one of them. Plus they are not familiar with any products, etc.
As they have trouble with language- my fall back question of “What do you think” just gets me a blank stare. Conversations are almost impossible. My anecdotes don’t register.
When teaching this group- I always am reminded of the old Johnny Carson bit during his monologue. When something he said got no response from the audience- he would tap the mic and ask “is this on”? That is exactly how I feel in teaching this group. “Is this on”?, as I get absolutely no reaction to anything I say.
I have yet to even be able to read their body language. They look like they understand the concept I am talking about and ready to move on- so I ask a simple question to verify their knowledge- and I get nothing. But what does this mean? I can’t tell.
Now, lets be fair to these Chinese students. I cannot blame them. They are all bright and friendly. They actually do well with written work. If I give them written instructions or a written question- they can it take home- slowly translate, think about it and carefully write a response. When I allow this- they respond pretty well and do decent work.
But in the classroom itself- they cannot verbally respond to my questions and comments or have regular conversations. But unfortunately, my entire style is based on this form of interaction. So, where it is my success with western students- it is my Achilles heel with these students. I have one of these classes for three hours- it seems like 10. I walk out drained.
I have yet to come up with a solution for this, but keep trying. But it is obvious, I am lost in translation.