I have a Chinese teacher whose last name is Wang. All her students call her “Wang Laoshi” (laoshi means “teacher”), according to Chinese custom. She teaches my HSK prep class. Since the class only meets once a week for two hours, I see less of her than most of my other teachers, but I feel like I know her much better than the others. For one thing, I’ve known her longer. She tutored me for about half a year during my first year in China. For another, she seems much more straightforward about her feelings than a lot of Chinese people I meet.
Last week she shared with the HSK class a problem she’s been having with another class. She says her current intermediate level Chinese class is simply not willing to talk. At all. When she asks the class if someone can make a sentence using the new word, the whole class just stares down at their books, not daring to make eye contact. She waits patiently and encourages them, to no avail. If she asks a single person, she gets the same response. Trying to get just one sentence out of them is like pulling teeth. Even when she simply asks the class if they understand, she can’t get an answer. The only time the students show definite signs of life is when she writes on the chalkboard. They all magically spring into action, jotting everything down neatly in their notebooks. They seem to prefer it when she simply talks and writes, but that’s really boring for her, and not the most effective teaching method, either.
Wang Laoshi said that in the past she lost her temper and berated the students for their overly passive attitudes, which seemed to help the situation for a while. This semester, however, almost all her students are girls, and she doesn’t want to upset them.
So what’s with this class? Well, for one thing, they’re almost all Korean. Wang Laoshi asked the Korean students in the HSK prep class why they thought her intermediate level students were so incorrigibly passive. The Korean students reponded that it was because of their culture — the traditional Confucian style of education.
Wang Laoshi didn’t buy that. She said that Chinese students weren’t like that. That really made me smile, because I don’t think Wang Laoshi knows how passive Chinese students can be in an English class taught by a foreigner. Still, though, the way she described her students made them more inactive than any Chinese students I’ve ever taught.
Wang Laoshi’s observations on international students of Chinese were thus:
- Students from Western countries are much more active in the classroom. Wang Laoshi prefers there to be at least a few students from Europe or the Americas to liven up the atmosphere.
- Students from Western countries want to spend classtime mastering a few grammar patterns so that they can feel confident about their usage.
- Asian students want to cover as many grammar patterns as possible in class, and review them on their own.
Another thing I think Wang Laoshi doesn’t realize is that a lot of Chinese teachers don’t encourage class participation so much. I think some of the other Chinese teachers wouldn’t be so bothered by the lifelessness of her students. It just disappoints me that an excellent teacher like Wang Laoshi is wasted on such undeserving grammar sponges.