Job Discussion Forums

[rickinbeijing]

Kev reopened a festering wound for us (and rightly so) in lamenting the lack of professional courtesy in far too many educational administrators in mainland China.

I feel certain that much of their general indifference toward us is directly attributable to the authoritarian nature of mainland Chinese society. As an individual you have a right to know only if those in positions of power think you have a need to know. Reinforcing this stance is a brand of paternalism deeply ingrained in Chinese culture. What results is, ironically, the reverse application of the Western notion of critical pedagogy (which remains enamored with neo-Marxist ideals while ignoring its practical political and social consequences.)

As foreigners we are subject to a double standard that works both for us and against us. It works for us to the extent that our views can be freely aired unlike those of our Chinese colleagues. It works against us to the extent that once voiced, those views are usually ignored. FT's and Foreign Experts are also often given more latitude in terms of course design and implementation than their Chinese colleagues.

But note that I am referring to course as opposed to curriculum design. In my seven years experience in key Chinese universities and senior middle schools--and in a major educational publishing house--I have noted a routine lack of attention to and concern for cohesive curriculum development. Yet I do not in the main blame the teachers; I put the blame at the doorstep of the administrators. Most either have precious little training in progressive curriculum design or are not willing to mandate it in their departments. Attending meetings to allow others to save face even when they have nothing substantive to impart consumes much of these administrators' time and efforts. So does maintaining guanxi beyond department walls. And, at least in the public universities and schools, there is a lot of inertia since these academic settings remain too socialist in their thinking and bureaucratic in their response.

What I have enumerated (above) becomes a vicious cycle wherein teachers who might otherwise innovate curriculum design and adopt different, more student-centered approaches are instead hammered down like the proverbial nail in the predictable concrete of a worn curriculum framework.

Which brings me, at last, to two questions:

1. What else may we reasonably attribute this administrative indifference to?

2. And, on a more positive note, what examples, if any, can some of you provide of how mainland Chinese educational administrators have managed to buck the system?

[kev7161]

I currently teach from the New Interchange series. A fine series in my opinion and it comes with enough variety in the spoken, listening, and reading comprehension areas that a student with just a modicum of effort can learn something in regards to the English language.

I suggested to my director last school year (by the way, HE was a pretty good egg - - also, we're on our THIRD director in the less-than-two-years that I've been here) that perhaps the school should have a foreign teacher organize the Spoken English classes for the Junior and Senior Middle schools. This was near the end of the school year and, by that time, I knew I would return this year. I didn't "volunteer", but they knew I wouldn't mind tackling the project.

Basically, what I had in mind was to use the New Interchange series, starting with the Yellow Intro book in Junior 1 and 2 (16 units), then move onto the Red #1 book (A & B) for Junior 3 and Senior 1 and then move onto the Blue #2 book for Senior 2 and 3. I would work with the Junior FT and we would plan lessons together, games, activities, and so on. We could streamline the spoken English lessons so the kids could fall into a pattern and follow the various nuances of the series.

Well, after suggesting this, I had no idea whether or not it would come to fruition because the director left at the end of the school year. What I didn't know then and what I've only recently discovered is that Junior 3 students here DON'T have a Spoken English class! It's no wonder I have had so much trouble with Senior 1 students - - most don't know how to act around a foreign teacher and certainly have never developed or have lost any oral english routines.

So-called Spoken English classes at my school are convoluted and everyone does his or her own thing. I think some teachers from the bi-lingual department have some input from their higher-ups, but nothing over in my neck of the woods. I went into the copy room one day and noticed a New Interchange 2B text with a stack of copies beneath it. I currently use the 2B with my Senior 2's. So, another FT is using the exact same text for their lower-level classes! I don't know who, but the point is there is no cohesiveness. Several of my students seem to struggle with this level (granted, their lack of studying could be one factor), and I'm the only Senior teacher, so I wonder which younger students out there are grasping or missing these same concepts?

Also, I asked for (and received, begrudgingly) texts and workbooks this year because I knew a "conversation" class was nigh impossible. Most or all the other FTs were not given this luxury. Most of them went out and bought their own teaching materials and then rack up expenses by having hundreds of copies made each week (smart school where I teach, eh?). I wonder how many Chinese teachers (English teachers or otherwise) go out and buy their own textbooks? None that I know of. This also shows that the powers-that-be hold the FTs in low regard. I guess we're just supposed to pull ideas and games and activities out of our . . . hats . . . for a full year! I'm a good teacher, but that would get tiring after about a month.

Tomorrow I have a meeting with the principal and my V-principal over a penalty dispute (see other thread). My main goal is to show these people all the efforts I have put forth this year and, if they DO want to punish me again, then at least come to me at the time of the decision to talk to me about it - - you know, professional to professional - - instead of blindsiding me a month later! Can I get a show of hands as to how many think this will happen? Anyone? Anyone? Bueller?

[tarzaninchina]

Sarcastic subject heading, but anyway.

There are some administrators who flat out don't like foreigners. The Dean of the English Department at my college doesn't, but that's due to foreigners not obeying his stupid ideas or accepting that even if he's the Dean that he's right. You can be the lord of everything, but the sun is still round. Disrespect will then be shown in small ways, more if you start ticking them off on the much side.

Then there's everybody in the depratment not knowing when classes will end, even though it happens every year. What's worse is, they might not even tell you if classes usually end earlier than others by, say, two months! They will go so far to lie to your face about it until a week before when it becomes an issue. I know Chinese are stereotypically bad-planners because of the vast and fast changes that occur. Still, if things usually happen a certain way, then be upfront about it. FORECAST potential problems, really. Don't set things that are prone to problems, especially when you have lots of experience on the job. Terd a brick sideways!

Then there's the infamous pettiness many posters have mentioned. There are really interesting dynamics to this because Chinese do get personal with close friends in certain ways. Anyway. Here, information is political. Why go to them for information and not somebody else? and, of course, everything else assoicated with that question. Complete lack of professionalism in that regard, but it's the same with Chinese cra-psmanship.

[Roger]

Confucian hierarchy, confusion everywhere...
I have the impression once a Chinese person has universally become acknowledged as the "leader" he or she is totally free to impose the most impossible rules.
For instance, I had a private business boss who insisted that I speak "American English" which I told him was not my natural dialect.
"But my customers demand that you TRY AND MAKE AN EFFORT..."

He couldn't tell the difference between CHinglish and English.

BUt he didn't care one way or another - as The boss he was free to come and go as he pleased. No one knew how he was spending his time during the day when we all were in office or classroom. Once I dialled his mobile phone number, and a female voice answered (not his wife's, that I knew at once...!). He was probably out in some karaOK.

Generally, these bosses only know one rule:
"No. 1: The boss is always right.
No. 2: Should the boss exceptionally be wrong, rule No. 1 comes automati-
cally in force."