How culture Influences Learning (Part 2)

In my last blog, I discussed the insights into cultural differences that influence both teachers and students, when they each have to adapt cross-culturally. I have been following the BBC documentary on an experiment where 5 Chinese Teachers came to a British School for one month. The school selected fifty, 13 – 14 year old British students, with parental consent, to experience a month of the Chinese  teachers introducing their styles and techniques into the British classroom.

When teaching the British kids, the Chinese teachers put them in a class of 50 and tried using their own methods. Initially the students were rowdy, joking, laughing and talking throughout classes. They said this was because they found the teacher centred approach very boring, and were not used to sitting still for so long in a big class of students and such a long day. They often teased each other, were cheeky and didn’t take the lessons seriously. They also  have a short attention span, thus needing, variety which they got from having fun and from being chatty and cheeky.

When the mid-term test results came out, they ranked poorly in maths. Some students had to visit their own maths teachers to get some tuition. He concluded that the Chinese students learn the ‘what’, but not the ‘how’ or the ‘why’. They memorize the correct answers to test questions, but most Chinese students will not understand the reasons for the ‘what’. They do not acquire critical thinking skills! On the other hand, the British kids do acquire these skills, constantly questioning each other, checking on the internet, questioning the teacher and doing a lot of project based learning.

In China, students are taught to love and respect the country and its leadership. Also respecting parents and teachers Social education is taught to instill values, Confucianism ethics and pride in education and learning. Most children are a sole child in the family, and with the large population, education in fiercely competitive. If children don’t do well at school this brings great shame upon the parents and the school. Chinese culture is very hierarchical and collectivistic.

So there are significant socio-cultural differences between the Chinese and British norms and values in education and teaching methods. The experiment continues in this Hampshire school with big challenges for both teachers and students to overcome. It will be interesting to learn of the end outcomes!

What the might be some of the main cultural factors at play, in general, in teaching and learning.

  

The Chinese System

The British System

-          More Rigorous Academically -          Students Respect Teachers/Elders -          Culture More Collectivistic -          Hierarchical/Authoritative -          Students Respect Wisdom & Experience -          Strict Rule Based -          Less Individual Freedom -          More Nationalistic (Pride) -          Shame Driven (External Locus of Control) -          Rote Learning and Memorizing -          Larger Classes (50+)

-          More Holistic & Diverse -          Students Respect Facilitation -          Culture More Individualistic -          Egalitarian/Democratic -          Problem-Project Based Learning -          More free expression -          More Individual Freedom -          Less Nationalistic -          Guilt Driven (Internal Locus of Control) -          Critical & Creative Thinking -          Smaller classes (20 – 25)