The Voices of China, E02: (Brain)Storming the Future

2) What is something I/we did that you did not like this semester? 

Nothing: Within Chinese culture, it is rare to hear or see a student talking back to a teacher or making a suggestion. That's not how the totem from Confucius rolls. In recent years, the younger generation of China has been wanting this to change. How? That will potentially take a few more generations, I believe, since there are still many educators who let tradition and culture dictate how they should teach and lead. But I have seen a growing number of Chinese students courageously stand up to their teachers for justice. Therefore, when most of my students say "nothing" to answer this question, I don't think they're hiding anything. They sincerely mean it. Even after a second prompting, they stick with the answer. Their faces tell me they're not pulling my leg.

I've been blessed with so much honesty from my students, especially in the midst of lessons, that I don't second guess the trust I have with them.

Tests: Interesting. Just plain awesome. I didn't mean for that to happen.

#ICYMI - In the interview I held with Cicy at the end of last semester, she said something I hope all educators will never forget. "[Some teachers] teach for tests, and it's boring. It makes us not want to learn." 

http://tinyurl.com/mwue4ks

I have given paper tests ever since year one of #TEFL in China because that's what I was told to do. I didn't question the method of assessment. I simply asked how to do it because that's what the school wanted. Essentially, I was really asking the school how I could comply. Not all compliance is bad, but being wrapped up in it had me not thinking nor considering the side effects of this assessment I've been told year after year to use on students in my setting. Those ways have and will continue to be revamped. The students want it to change, and I want what is best for them. 

Was I surprised then when "tests" came in a close second place? Not one bit. In fact, I've already cut out midterms and finals from my class since the students receive enough pressure, paper, and persecution with their mistakes and scores. (Side note: A few students mentioned "worksheets" while all of the others sighed in frustration every time I handed out "workbook pages" last semester.) I give tests after every unit, but this is an area I'm going to ask my #stuvoice to assist me with this semester. I'm looking forward to seeing how we can (brain)storm through this process together!

The Voices of China, E01.5: What Makes Students Not Want to Learn

If you remember, the first question I asked my students at the end of last semester was...

1) What is something I/we did this semester that you liked? 

Now, I was planning to move on to the second question's answers, but I can't let what a particular student said to me go unspoken. For the student's sake, I'll name her Cicy. I've known Cicy to be a student in class that's hilarious, random, smart, cunning, and able to lead the class in discussions. So when it was time for us to meet, I was excited to hear her 100% honest opinions.

As the bell was ringing to officially start class on that day, the Chinese teacher popped her head in and reminded the class that, if I as the foreign teacher was going to show a movie or TV show, they needed to fix their mistakes and let her check them. Mind you...the last couple weeks for our students leading up the midterms and finals, starting in 2nd grade and on through high school, are hours full of lectures, worksheets, fixing mistakes, homework, fixing mistakes for homework, passing periods spent on homework or fixing it, taking practice tests, fixing them...you get the drift.

I called Cicy back, and I first wanted to check on what the teacher said when the bell rang. I asked Cicy if it was right for the other teacher to do that. "No, because we have time to work, and we have time to play. It's not right that the Chinese teacher said to work during your class." How could she know what research has stated time and time again about work and play? She knows what she needs in order to succeed. She is growing and learning how to think, not how to listen. She is intrinsically motivated to learn English (while I'm not sure about her other classes) and has a priority to improve her ability with no carrots necessary. Shoot! She even keeps another notebook, other then the one for my class, for new words in and outside of class as well as for work on application of those words in various forms. I'll let her roll with that any day.

I acknowledged her brilliant thoughts, smiled, and moved on to the first question. I had no idea what she was going to say because, to be honest, Cicy was at times hard to read. Little did I know. "I like that when you teach, you make learning fun." Interested, I prodded for something more substantial. She replied, "You make learning fun. We play games and learn. You're not like other teachers who are boring." Okay...what makes them boring, I wondered. "They teach for tests, and it's boring. It makes us not want to learn."

Whoa! With the majority of the end-of-semester meeting left, Cicy already delivered the mic drop. I went speechless. What could I say? I was planning to only listen, but I really wanted to jump for joy and continue chatting. Instead, I typed her words onto Evernote because I had to get this. I had (and have) to tell the world, educators, and people like you. What makes students (let's be honest, anybody) not want to learn? Teaching to tests. That's what. The students know. In elementary, they know. If it is for the test, less motivation and even thoughts as far as Cicy's for some. I say "some" because Cicy is one girl from a grade of over sixty fifth graders, but she's brave enough to speak her mind and give teachers in China and the world a glimpse of what students think and what the future of education should (with)hold.

http://tinyurl.com/oowfbdv

"I don't give big tests."

On January 15th, Mark Barnes wrote an article on teachers and "What if" they said NO to testing. Reading this reminded me what I've told our elementary administration a few times this semester.

"I don't give big tests. I only give them after every unit."

the grades I posted include all but the "Final Test"

I still cringe when I remind them and other teachers about this because I would like to move beyond giving paper tests completely. I believe PBL, mobile learning tools, and other strategies of the like would allow my students to go beyond the standardized expectations. Why do I believe this? Because I've seen and read about those who have done it. Unsurprisingly, my students without this knowledge agree. (Side note: I was chosen to read a pre-publication of Barnes' Assessment 3.0, which will come out in February. If you haven't ordered it, you should.)

On our quarterly report cards we have four slots encompassing the ELLs in their Daily Average, Speaking and Listening, Reading and Writing, and lastly...Test Score (see above). An educator from America (as I claim to be though I intend to someday look into my Scottish ancestry), would probably wonder what in the world a school would be wanting parents to do with that. It's not even a unit test score. It's for the Midterm Test and the Final Test. Interestingly enough, our local education bureau said to do away with them as of last year because some parents called and complained about the work load and stress the students were experiencing. Sadly, the tests are back again this year. Sometimes they may just have a different name though it's the same paper test. The students know it too.

In respect to culture, Chinese parents find tests and scores über-important, I understand that. But my fifth graders don't agree. Irony? I think not while I also believe my students are just like some in the US who want to learn what is relevant for their futures and use modern tools to do so. Therefore, I'm not surprised when a student will do something else simultaneously in class while learning. As of reading The Element recently, I've also started encouraging my students to go deeper with their interests.

Now what I've written here should be understood as not grumbling about my school or the Chinese education system. The point is this. I've been told there is Power in One who stands up for what is right. This is usually not the case for teachers at our school, but the test score column is thankfully one area where the administration has not forced me to change. I know I have full support from many while there is a small group of teachers who look down on me. I'm not entirely fond of that, but at least I believe what I am doing is right in guiding my students as they become more #futureready.