Page 3 - My FlipBook
P. 3
CESS IN TEACHING INTERNATIONAL STUDENTS
Generally speaking, whatever applies to teach- Do’s-cultural issues tips
ing effectively and being a good teacher ob-
viously applies to teaching international stu- Be aware of important cultural differences among your
dents. However, in the case of the latter, it is students
important to treat this challenge with a great
deal of consideration. Here are some tips that Mind cultural differences in relation to learning /teaching
you may find helpful. categorized in terms of :
Individualism versus collectivism
- Individualism - each student acts on his/her own;
interacts with the group to a limited extent
- Collectivism- sees the group as the most important
element.
Do’s tips Large versus small power distance
- Large power distance - relationships between
Keep group sizes as small as possible bosses (teachers) and subordinates (students) is one
Arrive 5 minutes early and prepare to hang around after of dependence.
- Small power distance - consultations preferred,
class too, allowing students to approach you students approach and contradict teachers freely.
Be up-front with your students from the first meeting
Speak slowly and loudly, repeat yourself when necessary High versus low uncertainty avoidance
- High uncertainty avoidance - cultures like to
(give handouts) employ rules to control ambiguity and uncertainty.
Discuss the aim (s) of the course - Low uncertainty avoidance - cultures tolerate
Explain precisely what your expectations are various opinions and inconclusive or unsettled
Advertise regular consultancy hours so that your students discussions. Change accepted easily.
feel encouraged to approach you for help Masculinity versus femininity
Be friendly and approachable - Masculinity - values competitiveness, assertiveness,
Learn their names ambition, dominance.
Let them get to know you (name, qualifications, teaching - Femininity - values relationships, submissiveness.
- Assure women that speaking up in front of the group
experience etc.) is appreciated
Share with your students your experiences in your home - Encourage students to talk about their countries
- Familiarize yourself with their names, let them teach
country you how to pronounce them correctly
Allow students to discuss their ideas with you and to - Recognize different types of acculturation to the
classroom situation.
question your own Beata Olszewska,
Be willing to accept informal behavior, providing an en- Teacher of English at CLC
couraging space in class for casual conversation
Use all resources possible to make your messages clear
Show models-essays, reports, presentations which they
can refer to
Smile and enjoy the experience
DIFFERENCES BETWEEN PUT AND INTERNATIONAL
STUDENTS’ HOME UNIVERSITIES (students’ original spelling)
In France, in my architecture school, all rooms are open the door. During corrections of projects in Poland it’s vs
all day long so we can go there to work (even informatics the teacher, in France ,everybody can come and listen, give
rooms) or enter in class to wait our next lesson and not advice, take some notes. As for me ,in Poland studies are
to seat, like here, on the floor of the corridor in front of more like high school, very strict, in France it’s more free.
EDUCATION IN ENGLISH AT PUT 3
Generally speaking, whatever applies to teach- Do’s-cultural issues tips
ing effectively and being a good teacher ob-
viously applies to teaching international stu- Be aware of important cultural differences among your
dents. However, in the case of the latter, it is students
important to treat this challenge with a great
deal of consideration. Here are some tips that Mind cultural differences in relation to learning /teaching
you may find helpful. categorized in terms of :
Individualism versus collectivism
- Individualism - each student acts on his/her own;
interacts with the group to a limited extent
- Collectivism- sees the group as the most important
element.
Do’s tips Large versus small power distance
- Large power distance - relationships between
Keep group sizes as small as possible bosses (teachers) and subordinates (students) is one
Arrive 5 minutes early and prepare to hang around after of dependence.
- Small power distance - consultations preferred,
class too, allowing students to approach you students approach and contradict teachers freely.
Be up-front with your students from the first meeting
Speak slowly and loudly, repeat yourself when necessary High versus low uncertainty avoidance
- High uncertainty avoidance - cultures like to
(give handouts) employ rules to control ambiguity and uncertainty.
Discuss the aim (s) of the course - Low uncertainty avoidance - cultures tolerate
Explain precisely what your expectations are various opinions and inconclusive or unsettled
Advertise regular consultancy hours so that your students discussions. Change accepted easily.
feel encouraged to approach you for help Masculinity versus femininity
Be friendly and approachable - Masculinity - values competitiveness, assertiveness,
Learn their names ambition, dominance.
Let them get to know you (name, qualifications, teaching - Femininity - values relationships, submissiveness.
- Assure women that speaking up in front of the group
experience etc.) is appreciated
Share with your students your experiences in your home - Encourage students to talk about their countries
- Familiarize yourself with their names, let them teach
country you how to pronounce them correctly
Allow students to discuss their ideas with you and to - Recognize different types of acculturation to the
classroom situation.
question your own Beata Olszewska,
Be willing to accept informal behavior, providing an en- Teacher of English at CLC
couraging space in class for casual conversation
Use all resources possible to make your messages clear
Show models-essays, reports, presentations which they
can refer to
Smile and enjoy the experience
DIFFERENCES BETWEEN PUT AND INTERNATIONAL
STUDENTS’ HOME UNIVERSITIES (students’ original spelling)
In France, in my architecture school, all rooms are open the door. During corrections of projects in Poland it’s vs
all day long so we can go there to work (even informatics the teacher, in France ,everybody can come and listen, give
rooms) or enter in class to wait our next lesson and not advice, take some notes. As for me ,in Poland studies are
to seat, like here, on the floor of the corridor in front of more like high school, very strict, in France it’s more free.
EDUCATION IN ENGLISH AT PUT 3
