2/13/2021 Week 6 Attributional Tendencies

 Living in a world where so much is changing, there comes a time when the actions and behaviors of students are recognized as positive role models and sometimes even negative ones. Is that because parents taught them or did not teach them? Is it because teachers or friends helped them or left them behind? Do all students deserve recognition or respect when they do something right? Do students see the situation as one to continue to follow or something that needs to have more time to work harder? We all see things differently and need to be aware of our own perspectives.

When teaching students and mixing cultures, I will now be able to watch for effort or lack of it as well as the way students treat each other. Activities can contribute in positive or negative ways as students engage with each other. When students react positively that creates more desire to do better. Laughing at someone’s mistakes or making someone feel bad about himself can damage the desire to try hard or even try at all. This will cause a student to question their own abilities or question how the teacher has taught or how parents have hurt them or helped them in the process.

Students can work to improve their own ways of thinking as they try to learn English. Making a mistake will not mean they will never be able to speak English. This thought will need to be switched to realizing mistakes are a part of learning, and that everybody makes mistakes. There should be no punishment for a misunderstanding, and peers need to be taught that unnecessary comments and remarks need to be stopped. Help students adapt to learning and find success. When a student does well and receives recognition, is that because the teacher is so amazing, or is it because they studied so much, they earned it? Learning how to deal with diversity and helping each student to do his or her best will ensure greater chances of success as well as motivation to continue learning.

2/13/2021 Week 6 Personal Space Differences

Personal space is the area around a person that helps them feel comfortable when there is distance between themselves and other people. It is almost like a bubble or a shield and protection, especially when someone struggles with others that are very unaware of personal space.

In a classroom with students that have different cultures and backgrounds, there is potential for struggles of understanding personal space and why it is needed and needs to be respected. The teacher can observe students and their body language in situations to help identify any issues with personal space. Where a student sits, breaks throughout the day, recess, stories, and visual cues can all attribute to personal space issues. Activities, role play, and modeling behaviors can provide good examples of learning about personal space.

Many cultures have a smaller personal space area than my own. I have experienced visiting areas where hugs and kisses abound, and I was okay with that. I have a daughter that does not like to be hugged or touched, only by her immediate family. I have watched her cringe when someone gets too close and expects her to return a hug, and that is not okay. There needs to be awareness among all people to show respect for personal space and the invasion of it that can cause discomfort.

I think that one important way for a student to help improve any feelings of misunderstanding about personal space would be to let students share what they feel is an invasion of their own space. Examples could be shared to help them get started, but to change anything for the better, the personal examples will be best understood. Some examples to identify would be sitting too close to someone, not keeping hands to self, hugging someone that does not want to be hugged, being too close to someone’s face while talking, and not understanding what others are trying to communicate. Asking students to role-play some of these situations will eliminate misunderstandings and help students to recognize when changes need to be made.

2/11/2021 Week 6 Individualism vs. Collectivism

 

Different cultures within the classroom can create unique opportunities for the teacher and students. These opportunities can be seen as teaching moments when used to explain ideas or situations or opportunities for greater understanding among the class. I feel it is important as a teacher to learn about each student from day one, to foster greater respect for peers. Classrooms can be a place to inspire growth, and that growth can be individual and together with peers. Addressing individual issues that relate to behavior can become a way to teach what is expected and allowed, as well as teaching what is right or wrong. Needs can be observed and discussed to help students adjust to changes and expectations.

Change is hard, but it allows for growth. With change, there is great potential for problems because not everyone deals well with change. A new classroom brings new ideas, new students, new ways to think, new stories, new experiences, new friendships, new relationships, new chances to build a positive learning environment, and more. All of these things can contribute to misunderstandings when students struggle to communicate possibly due to not knowing English and feeling shy about talking or saying the wrong thing, as well as feeling emotional and insecure. The struggle could be to adjust to a new style of living or learning or not being allowed to be independent or being allowed to be independent when group work is all that a student knows. Identifying potential problems from attitudes, emotions and knowing the students' backgrounds will make a difference in the way learning is received and for the teacher to know what is best to help each student achieve the goals they are striving for.

What are the biggest factors that affect learning in a culturally diverse classroom?

2/9/2021 Week 6: Differences in Emotional Expressivity

 

What is emotional expressivity?  Emotion is a state of feeling or a mental reaction to a situation. Expressivity is the amount or style of expressions that varies among individuals. It also describes characteristics and uncertainty among groups. Emotional expressivity could be described as trying to determine the outward display of emotions by individuals and other people. Culture has a big influence on the way people show or do not show emotions, especially in public.

I grew up in a family that expressed many emotions, by my parents and both extended families. Sometimes it was great to be able to express thoughts and feelings, and especially to feel loved. Other times it was hard to deal with the emotions that stemmed from the result of decisions, especially when it was poor choices that would cause anger. I often sat back and observed and stayed quiet. I made it a point to not do things that would create emotions that I did not want to see.

When I got married, that threw in a whole new spin on expressing emotions. Emotions were often disguised other than when you were upset. This was not normal to me. It felt wrong. As time marched on, and changes have taken place over the years, I can see where this lack of emotion began and still exists today. Thankfully, it is something that my husband and I have discussed and will continue to work on to achieve what we feel is a balance of emotions. It is still challenging though, to work through the difficulties of life that exist with teenagers and young adults. However, as I have learned and taught our kids, we can learn from others mistakes and do our best to not repeat what we know we should avoid, and work to be better at expressing what we think and feel.

What were our families like years ago as they expressed emotions? What are classrooms like with many cultures that express emotions differently? Learning about emotions within other cultures explains more that I wish I had known long ago. It would be helpful to know that to show public emotion is wrong for some people, yet welcomed by others. I can look back and see times when I was emotional at church and people looked at me with blank stares. Other people that I could relate to more, helped me feel comfortable. Whatever the situation, it is better for me to learn now than not at all to help me know more as a teacher. I can be observant and find ways to help all students feel engaged and willing to participate in lessons, activities, and provide opportunities for growth.

2/6/2021 Week 5: Cultural Miscommunication

 

What is miscommunication? It is the failure to communicate in the right way. Does this happen very much? All the time! Is it intentional? Not always. Can it be prevented? Yes, with time and effort. Is there cultural miscommunication? Absolutely! It happens all the time. 

Possible miscommunication in a TESOL classroom could lead to some unintentional embarrassment and some hurt feelings. It would be easy to mispronounce words, which can cause some students to react with laughter, although it would not be done to be mean. Certain mannerisms are okay in one culture but doing it in another is not okay. When these situations arise, it is a time that requires much patience, but it also can be used to share with others what the differences are, so they understand.

Success that can be found in a classroom with multicultural students would be to build a stronger unit together or learning about each other’s cultures. This could be a great way to involve students to share about their background and what is done that is different from others. This would help students understand that even though there are differences in the way they do things, each student is still trying to learn and grow to be better and do their best. It can be challenging but having discussions and letting students ask questions will help them to be open-minded and not be afraid to a say how they think or feel, which helps communication be stronger.

2/4/2021 Week 5: Cultural Differences Concerning Time

 

    Learning about monochronic and polychronic cultures explains so much about people around me and other people that I have been around at different times in my life. Monochronic is all about time. It is important to be on time, schedule appointments, keep those appointments, and follow-through and that time is valuable. On the flip side, polychronic is more about multitasking, strengthening relationships, and being flexible when changes arise.

    I understand the flexibility needed for students that come from a polychronic way of life and are now experiencing a completely different way of living in a monochronic area. It is so important to be patient, to work to get to know students, make stronger connections and stronger relationships to understand more about their backgrounds that can explain much about the way they live and do things at home. The way students live at home will carry over into the classroom, so teachers need to be sensitive to the two different ways students are trying to live. 

    Creating and focusing on small lessons or activities that teach about time management, relationships, behavior, schedules, punctuality, flexibility, and multitasking will be important for everyone in the classroom to remember. Having a classroom that allows students to learn from each other, and to have experiences that demonstrate that both cultures are good and important, will help students know and accept why everyone is different and chooses to do things in various ways. Allow students to talk about experiences and share what they have learned because those ways may be something that others need to know. Living in a monochronic area may be difficult for those that came from a polychronic way of living, but over time, studying, learning, and teaching students will help them understand why these two different ways of life work and that neither one is wrong.

Week 5: 2/2/2021 Cultural Paradigms

     I really enjoyed watching these videos and seeing how other people view Americans, both good and bad. The ideas others have formed about us, as American people, can really be something for us to consider and think about. I think it is also interesting to see the perceptions other countries have within their own cultures of the paradigms that exist. As a teacher, what can I do to be certain that all cultures will feel included, wanted, and needed to ensure feelings of unity? Do we behave in ways that may cause other students to feel uncomfortable in a classroom or possibly even unwelcome?

    A few years ago, my husband and I traveled to Peru. We spent 10 days there. We learned so much and met so many different people, as our daughter was there too, and introduced us to many people she met on her mission. We also met her boyfriend, who then became her fiancé a short time after meeting him, and then they were married here in Arizona almost two years ago. Our trip and our new son-in-law really opened our eyes to many different paradigms among the two cultures.

    The Peruvian people are very friendly towards everyone. They give hugs, kiss you on the cheek, and welcome you with open arms. They give you the best of what they have and go without if they must. The people do not burp and find it very offensive if you do. There are not many rules enforced or obeyed when it comes to driving in Peru. The transportation system is what they depend on, so we walked to a lot of different places as well, because having a car is a luxury. The homes do not have any heating or air conditioning. They also lack big refrigerators, so they go to the grocery store every day. Groceries are sold in a marketplace by individual people. You must ask to purchase something from them and pay them individually. The food is fresh and tastes so good. Peru is a country that does not have a lot of money, but young people are taught to be hard workers. Peruvians think Americans are rich and have a lot of money.

    Due to this experience, I have realized that some people see Americans as not being very friendly. There are not as many people that give of what they have so easily. Some manners of young American people come across as being rude. American people take many things for granted without even knowing or realizing it. Most people have refrigerators and freezers with food and reliable transportation. Yes, there are many Americans that have a lot of money, but the majority do not, and most people work hard to earn what they do have.

    With these differences, I look forward to having a classroom that is a place where cultures will be embraced, and learning will be rewarding. A chance for questions to be asked so students can learn from each other and not just the teacher. Opportunities given to share personal experiences allow others to understand individual cultures and backgrounds. As a teacher, I will help students feel loved and spark a desire to attend. Encouraging participation from all students, regardless of their apprehensions. Building trust and confidence will ensure unity within a safe classroom to feel that mistakes are okay to make and will allow for the desired growth that is desired by everyone. Understanding cultures will be a priority within my class to allow each student to gain the assurance that who they are, what they know, and where they are from matters to everyone in the class.