Cultures, Values and Beliefs... Who's Right?

I am terrified when watching the news each night: the growing tensions and terrorisms, the conflicts and the chaos. It seems so foreign to me. It seems helpless and hopeless and so far removed from the world that I inhabit. I believe that people are essentially good, that they are not malicious or evilly inclined. It may be a naïve view of the world, but it allows me to sleep at night and makes me empathetic of those around me rather than suspicious. I’m certainly of the view that we are “all in this together,” and would stop to help someone on the street if they were in distress. 

I saw a recent cartoon that showed a man sitting in front of a television that screamed “WHAT CAN WE DO TO LESSEN THE FEAR OF TERRORISM?!?!” and then showed this man turning off his TV set and appearing very pleased with his decision. Although I agree with this approach to a certain extent, the saying that came into my mind was “ignorance is bliss.” I am not sure that by simply switching off our televisions, we are actually making enough of a positive impact on the world… at least not in the sense of working towards a peaceful, harmonious future for humanity. 

This morning, I had a Skype conversation with some teachers at an Indonesian “national plus” school, to try and arrange some collaboration between our classes. These are teachers who work with Indonesian students, but using an international curriculum, hopefully preparing them for international universities in the future. Like me, these teachers are educators of seven and eight year old students. We are peacemakers on a daily basis, but only in terms of solving classroom and school yard problems, generally: like someone not sharing their lego or taking someone else’s biscuits. The unit that we are hoping to collaborate through is based on values and beliefs. One of the teachers, Ibu Nury was concerned about the sensitive nature of the topic, and wanted to make sure that we could all proceed without offending anyone or making any students upset. It’s a very valid point, students of this age are developmentally just beginning to realise that they are not the centre of the universe. That there are people who may challenge the views that they have always taken as gospel (so to speak).  What they have been taught, or have absorbed from their family environments is what they often believe to be factual, and it’s around this age that they begin to be challenged by other ideas, by other children who feel just as strongly about their own values and beliefs. 

I believe that this collaboration is a great opportunity to allow these students to safely explore their values and beliefs in a supportive environment. If it’s done effectively, it could be the beginning of some students seeing the world from other perspectives. It will be brilliant to be a part of allowing these children to explore how Indonesian and Hong Kong cultures are very, very different, and not just from a religious point of view. But essentially, we are allowing eight-year-old children to connect.  

My hope is that we can expose these children to completely different cultures, values, traditions and beliefs. If we do this well, it may allow them the opportunity to see that other perspectives can be very different, but can be equally right or important. That these varieties of perspectives can provide the diversity that makes this world wonderful. That we can co-exist harmoniously and peacefully side-by-side: that we don’t have to fight to show who is more powerful, more influential or more right. At eight years old, that’s a pretty powerful realization.

I believe, above all that it’s not just about tolerance, but understanding, acceptance and love of humanity – no matter where people are from, how they dress or who they pray to. Not hiding away, believing that ignorance is bliss. But exploring the concept that true understanding of other cultures, beliefs and people can show that knowledge is power, and that’s much more powerful than turning off the television any day of the week.

With this hope, and the strength of my own beliefs and values (that people are essentially good…) I hope I can be a little less terrified when I watch the news tonight, and see the death toll of the latest bombing. Or maybe I will turn the television off instead and go for a walk outside…

Culturally Speaking...

Culturally speaking, the school I teach in is predominantly attended by local children: from Hong Kong families. We talk about culture. We talk about local HK culture, we talk about Chinese culture: I talk about Australian culture. We research other cultures as part of our learning. Students identify with a number of different cultures – some of them have never lived in the country they identify their identity with. Our classroom has it’s own culture, our school, our community… so it goes.

Culturally speaking: I was a bit nervous before commencing my contract at this school. People had told me that the families may be intense, the academic demands would be high and that the students would be SO Chinese.  Hey, I’ve read “Battle Hymn of the Tiger Mother”: I told myself I knew what these families will be like… but, let’s be honest – I was a little nervous about that kind of pressure.

I often ponder these thoughts as I notice various things about our school, and in particular, my class. Sure, there are differences from schools in Australia: from what my friends tell me, anyway. Here’s some examples:

Mrs Davis: “Okay folks, it’s time to get your maths books out”

Class: “Yesssssssssssssss”

Mrs Davis: “Okay folks, it’s time for Guided Reading groups”

Class: “Yesssssssssssssss”

To be honest, it’s refreshing to be working with 7-year-old students who still have a true and honest love for learning. Each day they teach me small things about their own culture. Each day I am more and more conscious of my Aussie accent, and my “Australianisms”. For example: the following words and sayings are very confusing for my students:

·      Texta

·      Jumper

·      Get a wriggle on

·      Data (pronounced the Aussie way)

·      G’day

There are many others too – things that I don’t even realise that I say… but they sure let me know!

But in so many ways, I have been surprised. It really hit me the other day as I started my yard duty and a young boy came running past me screaming “I’VE GOT SUGAR BISCUITS!!!!!!!!” In so many ways, these students are just the same as any other kids, anywhere in the world. Sure, some of them carry the pressure of feeling their families rely upon the outcome of their academic progress. Sure, some of them fill every moment of every day with extra classes, homework and co-curricular activities that will enrich them as students: but they are still 7-year-old children. They want to laugh and learn and play with their friends. The big difference I have noticed? The attitudes of the families: the parents of most of these students are really on the side of the teacher – not that this is a “battle” or about “taking sides”: but there is something about these local families that says “I am on your side”.

Many friends at other schools around the world have told me of their experiences dealing with some parents who would like to blame the teacher or the school for any problems with behaviour, academic success, attitude or social problems. I feel that the parents here want to side with the teachers to form a sort of “team” to support the progress of the student towards their goals.

Yet, there are still things that surprise me daily, for example:

Mrs Davis: “Okay folks, pack up your things, ready for Chinese…”

Class: “Awwwwwwww, whyyyyyyyyy?”

Culturally speaking, HK is a great place to live and teach. The energy from my class is infectious (not in a chicken pox kind of way) and it’s a joy to be a part of it. It’s refreshing to know that kids are just kids: no matter where they live – and it’s a great energy to be surrounded by each day! Until next time: enjoy your culture – whatever it may be. 

Upon Reflection

Upon reflection - most things are easier, make more sense, have a better comeback, are more enlightening or more worthwhile. Reflection gives us the chance to stop, think back and put things into perspective. To think of things we may have done differently given the same chance again. Reflection can be heartbreaking, soul-destroying, hope-giving, exhilarating or anything in between. Reflection gives us something that never exists in the actual moment – the chance to stop the clock and really think.

Have you ever done something that really tested you – physically, mentally?  I remember completing a 50km walk years ago with some great friends, and although completely under-prepared, we found ourselves lost and tired in the darkening night. It was anything but fun. My feet hurt, my bones were tired, I was hungry, cold and running out of positivity fast. Upon reflection, those hours were amongst the most valuable bonding times I have spent with those friends – we now reminisce on our experience and double over in laughter at the times we had whilst wandering around the hills, wondering if we would ever finish the course!

Professional reflection is important too. As a teacher, I have NEVER stood back at the end of the day and said to myself “Wow, I really nailed it today. I did everything perfectly and it all went to plan!” It just does not happen. Sure, there are times at the end of a session when I feel like the kids really “got it” or we made some good connections or discussed something really valuable. But that is invariably followed up by someone poking someone else in the eye, calling someone a baby or another disaster of such magnitude.  

In all seriousness – reflection is the way that I plan my way ahead. Looking back to look forward – if that makes any sense?! I learned about a great theory from Wiggins & McTighe – whose theory of Backwards Design is incredibly wise: It seems so simple – where do we want to finish up? Start with that. Then, plot my way there. What do I need to do for the students to achieve success at that end point? How can I support them to get there? What have we done before that has worked well? How much can they achieve in the time allocated? The cycle of action and reflection is literally endless.

And I wonder why I find it hard to still my mind at night! What could I have done differently for those students who just didn’t get it? How else could I have said that? What activities could have been richer, more engaging, better structured?

If I let my thoughts run away, I would never think about anything else, and in all honesty – that’s one of my biggest challenges this year. But reflection is important for my development as a teacher, and I think as long as I use reflection as a tool to keep pursuing more engaging, more relevant, more authentic learning – I guess I am heading in the right direction. Reaching for continuous improvement is giving my students the best chance of success. That’s what it’s really all about.

At the end of a particularly rewarding session last week, I was rewarded with a golden comment from one of my students – one that will remain with me for a long time: “Mrs D, you made me so smart.” To which I replied, “no I didn’t – you did that, I just helped you to ask better questions.”

Upon reflection – I hope that gives you the same warm fuzzy it gave me…

Until next time – tell your reflection that it’s special.

"Excuse me Miss, have you seen my adjectives?"

The other day I learned about a new species of bird. It’s called the Cockadoodle. Kind of like a Cockatoo – but different. It displays a rainbow of vibrantly coloured shining plumage – mostly electric blue, and feeds on enormous meals of assorted sized bowls of steaming fresh pasta and deliciously mouth watering sweets. It likes to live inside, preferably sleeping on the luxurious top bunk with the affectionate spotty dog.

I also heard delightful tales of gallant princes, scheming wizards, gigantic juicy red apples, amazing potions to undertake all sorts of amazing spells and life in pristine, grand castles, large sprawling gardens and lazy aquamarine worlds under the sparkling ocean.

That was in the morning.

By the afternoon, I encountered a familiar but nonetheless disturbing phenomenon – it often happens, you may have seen it in yourself or others when your energy begins to fade. Our worlds of fantasy from the morning disappeared. Our imaginations began to dwindle. Our sentences became unbearably drab and mind-numbingly dull.

We had lost our adjectives.

A world without adjectives is a world in which I would not choose to live. Imagine sharing a sensational sunset with someone without any adjectives.

“Oh, look at the sun”

“Yes, it’s setting”

With no adjectives we could not describe the lights, the colours, the sounds, the feelings associated with this beautiful phenomenon. Our statements would be purely facts – observations of events with no emotional attachment.

Think about it – imagine if we had no adjectives when discussing love. Or food, or travel, music, movies, babies, clothes, sports matches... In fact – adjectives are what give us the tools to describe and really feel our love of things, events and people. They are the connections, the descriptions, the parodies and the metaphors. They are the similes, the affections, the comparisons and even the oxymorons.

Definition of ADJECTIVE:

A word that describes a person or thing.

When you think about an adjective just like that, it is a word. But when you find yourself without adjectives, consider your sentences and how they may appear to an outsider. They would contain no humour, no drama and not much of any interest. And that’s all fine if you find yourself in an isolated cave, alone in the car or in a small cubicle where conversation or communication is not required… but in a classroom!? In a place of learning, discussing, sharing and reflecting! No adjectives! Just imagine it!

Thankfully we were able to locate our beloved adjectives. We had some literacy games, we shared some writing on the board and we really thought hard about ways to make our writing and communicating more stimulating. But as with anything you’ve ever lost or been without for a while – our feelings of affection for our adjectives was heightened.

My message to you is to love your adjectives. To use them often, respect them and build upon them! Words that describe give our language a richness, depth and emotional attachment that make it interesting, stimulating and fun.

And if you ever find yourself missing your adjectives, just think of the Cockadoodle, and how boring he would be if he was just a bird with feathers who ate and slept….

Ten Things You Probably Didn't Know About Teachers

I seem to have surrounded myself with teachers – almost as if the universe is trying to tell me something…. I married a teacher, my Mother in Law is a teacher. My Aunty and Uncle have been educators for many years. My 2 best friends are teachers, along with many of the other friends I have, in Hong Kong, Australia and around the world.

I am extremely lucky in this respect – as I entered into the profession with deep insight into the type of people that teachers are, and I have noticed – over time – that there are a few common traits amongst many of the teachers I have met. Read on to find out more….

10 Things You Probably Didn’t Know About Teachers

Please note: (*insert sarcasm here*) I don’t do sarcasm.

1.    Teachers LOVE cold tea or coffee. It’s an occupational requirement.

2.    They have specially trained their bladders to only need to “go” at recess or lunch times. They also only get hungry during such break times.

3.    Teachers are real people – even outside of school: therefore, will probably be seen shopping, getting a haircut, dining out, exercising and possibly even drinking socially. Heck, they may even live in your building/suburb – DO NOT BE ALARMED.

4.    There is nothing they would rather do than discuss students individual marks/issues/progress when encountered outside school. Particularly on the weekend.

5.    Educators are particularly fond of marking work and planning lessons on weekends or late into the evenings. They live for it.

6.    They don’t mind if you send your child to school with head lice/high fever/communicable diseases, as they are immune to any of these ailments, diseases and conditions.

7.    The teacher of your children probably hasn’t noticed that your child is gifted/talented/a genius. You should tell them. And have them assessed. And discuss a plan to make sure that their talents are being nurtured appropriately.

8.    Teachers set homework because they like to make sure the students are not bored at home. They do not believe that it is a valuable extension of learning and a great way for parents to keep up to date with what’s happening at school.

9.    Teachers send home notes in school bags as a social experiment. They do not expect them to be read, acknowledged, signed or returned. They are expecting to send more than one copy. They never tire of this. 

10. If you are a parent, teachers know more about you than you would like them to. They know more about you than they would like to know. “Children say the darndest things…”

I am sure that there are so many more things that people don’t know about teachers. Please – add your own, by commenting below!!

Until next time - see you in the supermarket – Team Future