China Bound A Guide to Academic Life and Work in the PRC (1987) / Chapter Skim
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5. Teaching
5. Teaching
Pages 108-117
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From page 108... ...
Americans who have taught in China, however, report that no matter what their official designation, Chinese host institutions try to ensure the comfort and well-being of their foreign guests. Indeed, some American teachers feel too protected and isolated even though "all is meant in the best spirit and intention." In return, much is expected of teachers: "It is important to be as generous as possible with your time and energy.
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From page 109... ...
THE BUREAUCRATIC STRUCTURE The work unit or danwei, as explained earlier, is all-important in China. Americans have been employed by universities, trade institutes, finance and economics institutes, agricultural schools, normal schools, scientific and technical institutes, medical colleges, foreign language institutions, and others.
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From page 110... ...
~ . 1 1 r 1 .1 , or r .1 r come teachers nave rouna tne start or tne foreign affairs office to ne extremely supportive; others feel that they are only helpful in overcoming obstacles they themselves have set; and still others report that they will only respond to specific questions.
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From page 111... ...
One teacher warns that although it is important to be as helpful as possible, "how much work you do will depend on how much resistance you put up—you must not become chronically fatigued to the point of illness." As a foreign teacher, the actual number of hours you spend in classroom teaching can vary from as little as 6 per week to as many as 20. Additionally, you will probably spend several hours weekly holding "office hours," perhaps 5 to 6 hours cutting tapes, and numerous hours preparing materials for class, correcting papers, having unscheduled or scheduled meetings with students and teachers, and conducting editorial work.
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From page 112... ...
Other teachers have tried using simpler materials switching from complicated texts to short articles. Others provided outlines of lectures that could be followed while the lecture was being given a time-consuming effort but one that had worthwhile effects.
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From page 113... ...
American teachers note repeatedly that their Chinese students prefer lectures to discussions and are often reluctant to engage in genuine dialogues about course material. Chinese teachers taking courses seem to some Americans to be even more resistant to discussing ideas than are regular students and more apt to expect a rigid, structured presentation and curriculum than most American teachers are accustomed to presenting.
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From page 114... ...
One American wrote that he was "privileged to have students who are hungry to learn, who help themselves to knowledge the way harvest hands used to reach for mashed potatoes at my grandfather's table." PROFESSIONAL RELATIONSHIPS American teachers generally have found their Chinese students to be bright and able; they have also been surprised by how perceptive students have been in discussing a situation far removed from them in distance and experience and have been pleased that after overcoming an initial shyness, many students become active class participants, asking questions for clarification and presenting ideas for consideration. Many teachers described their Chinese students as extremely candid and friendly: "very fine- more studious than imaginative, but very friendly and a pleasure to work with"; the "brightest aspect of my experience in China"; "just about everything a teacher wants .
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From page 115... ...
One American teacher explained that there was little opportunity to relate to Chinese faculty as many of them carried heavy teaching loads and taught extra classes at the host institution and other schools. Other teachers commented that they attempted to have seminars or discussions with Chinese faculty about the curriculum, teaching methods, and other areas of mutual interest.
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From page 116... ...
Contact outside working hours is often limited to special ceremonial occasions, banquets, and outings planned by the host unit or department. Some foreign teachers have developed extremely close relationships with Chinese colleagues, frequently visiting their homes for meals and evenings of discussion or inviting their colleagues to their own homes.
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From page 117... ...
dialect unless you are in the Beijing area or can find a 'pure' Mandarin teacher, it will be difficult; and (2) it's very hard to balance the role of English teacher and student of Chinesesome feel the responsibility to speak English only with their students, others with all personnel at the university, and others only in class." GENERAL ADJUSTMENT ADVICE Every teacher encounters problems in adjusting to life in China, but the individuals who provided information for this publication believe the satisfactions of working with intensely dedicated students, participating in Chinese life in a natural way, making a contribution to the quality of Chinese education, and feeling their way through the subtle nuances of friendships with Chinese people often outweigh the negative aspects.
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