Mary S. Smith – Learning about Life and Language

I’ve asked my students to consider a challenge they’ve had explaining or understanding a difficult concept and the way they overcame the difficulty. So, it’s only fair that I do the same.

I guess I’d say that almost any time I walk into a classroom, the potential exists for a large gap of understanding to develop. And, unfortunately, that gap is sometimes created by the explanations I’ve given in the first place, which I recognize by the depth of furrowed brows that ensue.

I have been fortunate to be exposed to some good teachers who have demonstrated several methods of making the obtuse more clear. The value of analogies and word pictures in creating shared understanding cannot be overstated. And, if those word pictures can somehow relate to experiences that the students have had or with which they can somehow identify – so much the better. It is, after all, hard to forget a student anticipating a delicious snack, only to have the hand filled with a potpourri of paper, chips, and detritus instead come out of the upended chip bag. Somehow, the concept of one idea/paragraph becomes much more transparent.

Talking slowly or distinctly doesn’t necessarily mean that I’m making myself understood (a mistake that those not trained in teaching English to speakers of other langauges sometimes make); but using accessible terms and checking for comprehension frequently are powerful tools to bridge-building. Making the information somehow relevant – i.e., something that will be useful, not just tied to the individual’s frame of reference – creates a greater sense of motivation. For example, assignments should have a tie to an authentic task the students will perform or an area of interest for them at the time or their future. Or, just something about which they’ve been innately curious. Otherwise, the drive to push through to understanding from their side may be lacking.

Finally, and closely tied to the previous point, some means of checking for the comprehension of ideas should occur – or else, it’s easy to assume understanding has occurred when it hasn’t. Of course, in a classroom setting, some form of assessment (i.e., test?) might seem the natural consequence. However, that assessment might be in the form of students becoming the teachers of the concept to others in some way. No need for me to be the arbiter of determining comprehension in all things in the classroom. If students have to then teach the concept, then both they and I will have an accurate idea of how well we all understand – or don’t.

Now, there’s one broad philosophical question, impossible to answer fully in that form.

But, recently, I’ve been forced to think about the limits – of time, of energy, of knowledge, of physical being – and reflect on the degree to which I live with that awareness regularly. Oh yes, on those days when I’ve tried to pack too much into my allotted hours between dawn to bedtime, the limits of energy are reached. Thinking about living so that the boundaries are never pushed, however, has not been a practice of mind for me. So, being encouraged to change from the perspective of limits to one of its synonyms – margins – has been instructive of late.Definition of “margin”

The dictionary meanings of margin are many faceted. I have my favorite philosophy of teaching definition of margin. Teaching students who are not fully integrated into a community because of limitations in their language proficiency, I identify with those who live on the margins of society. I’ve watched our society view this population of second language learners as marginally engaged with the society because their language proficiency restricts full participation in any path or arena they might desire. Or, oftentimes, society has kept these individuals on the margins of society for reasons as simple as cultural traditions and benign neglect or as malignant as prejudice.

In another facet of the word’s meaning, anyone living in the U.S. would have some awareness that our society currently is pushing the margin of acceptable behavior. We witness media and our culture moving the markers subtly at times until we are completely acclimated to behavior or language that was taboo for previous generations. And, while the debate rages about whether this trend has long-term consequences, the shift is hard to deny.

So, what are the applications of this word practically in my life? As a lecturer at a research institution (and an ESL instructor as well), in some way I live on the edges of this culture, denied full integration since the professorial tenure-track has boundaries which I may not cross. However, for the most part, I view that as an advantage; that status provides a view on the situation of the students whom I love to teach. If they are not fully accepted, why should I be? Yet, as I work to facilitate their move to the center of their desired place in society, perhaps I should not be complacent about my own in this culture. If I am marginalized, will that reflect on the position of my students?

Of course, I do need to have those margins that keep me from going beyond what is acceptable. What entrance can I have to the world of my students or my colleagues if I have lost my integrity (perhaps another word that I need to explore fully). And, those limits provide the stronger value of protecting me from me, keeping me from having to live with regrets for words spoken or actions taken. At my age, there have been enough of those to deal with! But, here again is the idea of protection and boundaries that margins provide.

What I have been most challenged to realize, though, has been the concept of living with reserve, not living so far into the margins of everything that I am useless in all contexts. I’m afraid I had allowed the financial and business world to have a monopoly on the idea of having a reserve (e.g., buying stocks on margin, with payment reconciliation occurring later; keeping funds in reserve for unexpected financial demands). What a limited use of the word.

The soul fatigue that comes when no margins have been protected disqualifies me from service as quickly as the move beyond the margins of condoned behavior. What of saying “yes” to every request for collaboration, never being fully satisfied with a finished task (what more could I do to make that class communicative, to clarify that assignment)? Of course, the answer in each case is that I could do more. Would it ultimately be more successful? More useful? Clearer? More instructive? That’s questionable and points to a perhaps inflated view of my own worth.

A correct estimation of myself is called for. While possibly of great value in the immediate, these behaviors and tasks cannot be allowed to slowly push the boundaries of my life. But here comes the struggle, to remember the margins in the midst of the day to day – and not just when the markers have been moved to the edge. For, as in the financial world’s use of margin, payment will one day be required. At what cost to those around me?

I remember the mix of dread and excitement that used to fill my stomach as the fall semester crept closer every year in elementary school. Of course, “in the day,” school always started after Labor Day; so, the changes in the quality of sunlight with the approaching autumn helped signal the end of the summer. A respite from the heat and humidity in the Southern clime certainly was not the herald of impending activity restriction. In fact, I clearly remember having to scrub hard at that collection of dirty  sweat on my neck – resulting as all of the kids in my neighborhood only intensified our efforts  to cram as much activity into every last minute of the day. I’m sure our somewhat crotchety neighbor who kept her eye on all of the youngins’ longed for the return of homework-induced imprisonment. Looking at her life, I was sure that her days must surely drag with endless boredom.

Yet, here I am. Probably about the same age as she (though I was sure she was ancient at that time). And, I’m finding that the rush to the start of school brings that same sense of panic and pleasure as it did all those years ago. Questions of “Am I ready for the classroom?” “Will I remember this task in the morning to put it on the to-do list?” “Have I finished all I wanted to achieve this summer?” “What unexpected challenges will I face this year?” ricochet through my brain in the night.

The biggest difference, however, is that I don’t seem to have the energy to cram every possible activity into a day. Instead, I find myself wondering if I can snatch a few minutes to go on a walk and enjoy the wind. Or, read a bit of a book I’ve been plodding through since Christmas. Or, more likely, should I just listen to a book or podcast on the iPod while finally cleaning the house. Can I manage more time with my Bible study of the book of James (the desire to live fully the faith/work life) that was supposed to have taken the summer, but now looks like it might take a couple of years! Or assuage the guilt of not having finished it when I see the binder resting haphazardly on the ottoman in my study alcove? (Now there’s an oxymoron of living in the grace of God!) And so comes the blessed wisdom and comfort of Isaiah 40: 29-31:

He [God] gives strength to the weary,
And to him who lacks might He increases power.
Though youths grow weary and tired,
And vigorous young men stumble badly,
Yet those who wait for the LORD
Will gain new strength;
They will mount up with wings like eagles,
They will run and not get tired,
They will walk and not become weary.

May the coming year evidence the power, presence, and path of the Lord God in my life. Who knows. He may even allow me to live so fully in the moment, filled with joy of life in the Central Valley, that once more I witness that marker of childhood joy – a sweaty, dirt-filled neck.

Today, once again, I found a great thing to try to implement in an online class. After researching an applet online and figuring out the html code to put it on a web page, I was still left with too many questions and too little expertise to figure out the answers. The main problem is – I’d have to know how to use Java (programming language) to actually put all of my dreams into place. Sooooo, I spent about an hour in Barnes & Nobles to find some text to fill in the gap. After a period of Goldilocks reading – too easy, too hard, just right???? – I settled on a text. How long will I have to take to digest this middle of the road information? Will it provide enough to launch my dream? Only time will tell.

Then again, will I find the time to really devote to it. One and one-half week left of one program, which means 1 1/2 week until the next. Yikes! Stay tuned. I’ll post the link if I solve this dilemma. Maybe I just need to get a class in programming. Yeah, right.

I’ve realized over the last few weeks that two years of teaching freshman composition may have had a detrimental effect on my mental capacity. I have been reading so much of language diversity and cultural diversity, as well as student essays that have resulted from those readings. The result has been a constriction of my mental gymnastics. So, although I originally agreed to teach a Science Writing class to ease staffing issues, the expansion to reading broadly of science topics – and many probably beyond my frame of reference in medicine and biology – may be just the jumpstart that lazy synapses need. We’ll see. If only I don’t get so mired in lesson planning for a new course that I can’t enjoy the trip through it.

I haven’t blogged regularly since teaching in Shanghai for the summer of 05. Then, I tried to let a small portion of my world experience the joys and pleasures of that bustling city. Now, settled into teaching in a small city in California, perhaps I can explore the world beyond through these blogs. For, as I explore the world of online teaching, I have no set idea where this path will take me.

I’m importing those posts here from blogspot – for what lessons they held!

One chorus that resounds within discussions of online teaching and learning sounds like this – “Anytime! Anywhere! What better format to open up the learning opportunities for students everywhere and to expand the classroom for teachers. Now, their classroom is literally the world through the web!”

However, the anytime and anywhere may actually translate into anytime you think you’ll be free, you’ll usually find that the web has taken you anywhere but to free time. For example, I came to edublogs.org to investigate its use for an adjunct to a course site and, perhaps, for using as a reflective journaling site. Then, I realized I had the ability to import a previous blog that I kept while teaching in Shanghai. Well, who could resist.

Then, of course, I had to relabel all those posts to create a special category for them. So, now I’m one and one/half hours later – still not having provided my online class peers with an evaluation of edublogs.org. Sheesh!

So, the teaching/learning lesson? Online activities always take longer than I anticipate – both for my creation of them and for students’ completion. As I’ve used discussion threads more this summer in a reading class, I’m finding that students with overbearing editors keep them from posting until they believe the post is perfect. And, without the ability to edit their post later (a definite deficit of the system), these students post beautiful thoughts, but are unable to fulfill the assignments completely. Others, less inhibited, then wander around the web while they wait for their peers to finish.

Compromise? Create multiple threads so the fast or frivolous can move on. The diligent and careful need to be given the “finish the sentence you’re writing and then post” – with limits on how many times to repeat the warning. The last thing I want to become is the “I said ’1…2…’” teacher. We resisted that counting to obedience in childrearing. I refuse to pick it up now in a classroom. : )

Seven weeks ago, this time seemed like an eternity away. However, now as we reflect on our arrival in Shanghai, we feel that we’ve lived here longer than six weeks. After the tearful goodbyes on Friday, our fun time of playing “Go Fish,” and the weekend of living through Typhoon Matsa, watching rain water pour through window facings and soak through ceiling tiles, the final two days were certainly anticlimactic.

Tuesday morning, the teachers had to give oral answers to questions relating to methodology, culture, and the information we had covered in our “Educators’ English” textbook. Actually, they received a pass/fail with generous grading policies; so, we NA teachers felt there was no pressure on them. They, however, exhibited the same nervousness they had demonstrated during their one-on-one conversations with their teacher the first week. Of course, for the exam, they were being evaluated by a teacher other than the one they had spent the previous six weeks getting to know. Since there were 117 Chinese teachers, I was evaluating only a couple with whom I’d actually had a conversation of any length. Our seven classes represented various proficiency levels, with two devoted to teachers who teach the primary grades. These last two were separated because of their students’ ages, not because of lower proficiency among the teachers. However, our testing groups included teachers from each class (except our own). Therefore, the variety of answers to the questions and the depth of those answers was quite profound.

Many of the school districts had sent vans to pick up the teachers; the rest had to find their way home (with all their belongings) by means of the bus/metro system. Hence, when the ceremony went longer than we anticipated, the teachers got a bit antsy. As soon as the cue was given indicating the conclusion, many literally ran out of the report hall. Most of us said goodbye officially to only a small portion of our classes. One member of our team said that the most vivid memory for her would be the last day when she turned around and saw all her teachers flying out the back. Maybe there was wisdom in having our goodbyes the previous week. : ) Of course, I’ve already received e-mails from a couple of my teachers and hope that we can continue to keep up with each other’s lives and teaching experiences. I know that they will face monumental challenges as their classes of 50+ students resume on September 1st.

Yesterday (Wednesday), the high school where we are staying saw the return of their students who live outside of the Shanghai area. For that reason, the cleaning staff was probably just as happy that our teachers left in a hurry. Rapid turn-over seems to be the rule. Since Yangpu Senior High School is also a boarding school, I suppose they intend for the students to acclimate to the area before the start of school. For now, the students and their parents are wandering around campus, probably trying to figure out what we’re doing there.

We visited the Shanghai Aquarium yesterday (built three years ago). There were some interesting turtles I’d never seen before and some exhibits representative of Chinese waters. However, most of the exhibits represented other areas of the world – even our Eastern Seaboard. Some of the walkways went through tanks, and that was fun to stand under moray eels, stingrays and sharks. It made for some good photo ops.

Later, one teammate and I visited an architectural museum downtown. There was a massive floor model of the city and, although we could recognize many of the skyscrapers we’ve admired over the course of our stay, we couldn’t orient ourselves well enough to find the district where we have lived. There was an older gentleman there who was born here, taught Russian elsewhere, and has retired to Shanghai. I think he has seen so many changes that he was unable to really point out the Yangpu district either.

Included in the museum were many “then and now” photos – those grainy old black and whites that always seemed to be in my mind when I thought of Shanghai before. Those images date from the period when the British and French had a “concession” of land now reflected in the old buildings that line one side of the river. That area is known as The Bund, and now a famous tourist attraction. However, most tourists go there to view the more modern buildings on the other side of the river – uniquely the Shanghai of today, every growing upward and outward. It seems that the goal is to have lots of glass, differing shapes, many of which seem impossible if one thinks in terms of rectangles for building shapes. From the Bund, you can see the Oriental Pearl Tower all lit up with its lights changing color. Another building has a giant screen with different advertisements playing, only one of many brightly lit buildings. And, in between the two river’s shores are the ever present cruise ships packed with tourists trying to fathom the contrasts of architecture this city offers. Anyone majoring in architecture could have a heyday doing a study abroad here.

Today is a rest day for us. Most of the other teams are traveling to Beijing today, then on to Shanghai tomorrow. We will board their plane tomorrow afternoon (Friday here at about 2:30). Then, we’ll arrive in L.A. about 11:30 Friday morning. When I say that, I almost feel that I’m part of “A Wrinkle in Time.” For those who’ve never read it, take this as a recommendation to get back into reading something for fun. I certainly hope I’ll have a little time to do some of that upon my return to CA. However, those days of leisure reading may have to wait, since teaching days at UC Merced will follow closely upon my return – to say nothing of trying to lend a hand to the abundant work Denny’s done in moving us from Carmel Valley.

When I get a little settled, I’ll send you all a recap of some of the things I have been unable to share in these blogs. Your support and thoughts during this time have meant more than I can express. The challenges met and memories made have been possible because of your holding the ropes! Xie Xie Ni (Thank you very much!)

A page out of therapy
Originally uploaded by marathonmess.

The curriculum we have been following has focused on the activities of a Chinese teacher who went to live in Cartersville, GA and do research on American education. In our lesson for today (which is three lessons from the end), the teacher says goodbye to the family with whom she has lived for one year. A teammate who has been to Chna for eight years before usually teaching primary teachers (and teaches in an elementary school at home) suggested an activity that helped us deal with the sadness of departures. It was especially difficult, since today is our class party day, yet we have two more days of classes/exams before the official closing ceremony on Tuesday before lunch.

Ruth (my teammate) came equipped with paper sacks that we turned into puppets to give farewells. We had fun with the drawing and laughing at how some drew so that they were essentially talking out of their noses (the photo attached). Or even more amusing – out of their necks! Obviously, my own sample or directions must not have been explicit enough.

However, when we began walking around the room transferring our feelings to our puppets, the tears started. I’m sure the two gentlemen were a little uncomfortable with all the women getting gushy, but they were good sports about it.

After a break, we pepped up with the “Chicken Song” – enacting chickens’ beaks moving, wings flapping, and egg laying. Then on to the rest of the lesson with more relaxation. Who knows what it’ll be like on Tuesday! Thanks for remembering us.

Leisure Time in Shanghai
Originally uploaded by marathonmess.

On a very hot day this week, we were to discuss how the two cultures spend leisure time. We had covered a lot of this during other conversations in the classroom, and continued to find that the favorite things to do were those that build memories with family and friends – no matter the amount of money that was involved. When discussing favorite vacations (like having grandparents stay with a child while they had a romantic weekend with spouses), I saw again another indication of the universal wishes of women and mothers for a little romance in their lives. : )

Because one of our teachers teaches at this high school, we were able to be in an air conditioned room, while the other six classes baked in their classrooms. Yet, we still were distracted. So, in the end, I took them outside to “do” a little leisure. Although I’m sure they had all seen bubbles and maybe even blown them, they reacted with the same joy and enthusiasm that we all do to the small pleasures of life. Oh, to keep the mindset of a child, reveling in the size of a bubble, of one popping directly in our eyes, or wonder at the beauty of the rainbow a bubble carries and the longevity of a bubble as it floats away with its friends on the wind. It was a delight just to watch them enjoy enjoy.