It's amazing to think that I'm now in my fourth year teaching internationally. People often ask me what it’s like to work overseas. Friends and family back home are always curious about where I might end up next. This is my life now, I'm a nomad!
In all honesty, when I graduated teacher’s college, I panicked. Having been a part of the concurrent education program at Queen’s University, I was in a class full of driven and hard-working individuals who always had a plan. Everybody in the program (or so it seemed) knew they wanted to teach, and they pursued that goal relentlessly. By the time February rolled around, a lot of people had already gotten offers or had jobs waiting for them. By the time I graduated, I had nothing.
Knowing what I know now, finding yourself jobless after graduation is completely normal. What felt like weeks of unemployment was actually mere days. What seemed like dozens of personalized cover letters and job applications was probably more like five or six. In fact, it took me about two weeks to get a job. I wasn't picky, knew I wanted to be overseas and it didn’t matter where. So when the opportunity presented itself to teach in Kazakhstan, I went for it. One job interview later, and I was preparing myself for life abroad.
I only stayed in Kazakhstan for a year. The contract itself was a dream (great pay, light workload), but my gut told me it wasn’t the right job for me. When I decided I wouldn't return for a second year, many experienced teachers cautioned me I would never find another job with the same benefits and salary, and they’re probably right. But I left. Eventually I ended up in Korea. Long story short, a very different experience from Kazakhstan! The work hours were longer, the work was more taxing at fraction of the pay, in a city whose standards of living were much higher, but it felt more real.
Eventually, I left Korea too. That’s a whole other story. Now I’m in China… a place I never thought I’d end up working. A place I never had any desire to work in. I just felt like too much of an anomaly – “Who is this girl that looks Chinese but cannot speak the language and behaves differently from us?”
When I think about my experiences growing up as a Chinese-Canadian, I carry a lot of guilt and shame. It feels like there is this great burden to fit in and be accepted into different social groups, but also pressure to live up to your family’s expectations and pass on the culture, traditions, and language to the next generation. If I leaned too much to the left, I was too jook sing (roughly translated as “kid who betrays one’s cultural roots”), and if I leaned too much to the right I was considered too much of a FOB (“fresh off the boat”). Rather than living up to my cultural/familial expectations (whether spoken or implied), I tried to run away from them. I decided that being an outlander in a country where I am very clearly foreign would quench those weird notions that I had about fitting in once and for all. I would work anywhere but China, I decided. Oh the irony.
I’m happy to report that these feelings of guilt and shame have mostly subsided, or at least, I have come to a peaceful cohabitation agreement with them. In fact, being in China has helped me feel more connected to my culture and my family. I’m even taking Chinese classes again! For me, that is a big frickin’ deal, and this time, a step in the direction I want to take.
Semester one of my first year living and working in China is officially over! Since my last post about the first day of school, I realized haven't blogged at all this entire semester. I am a little disappointed that I had skipped through all the middle bits, but regardless, here we are.
This past semester I taught Math 10 and 11 of the British Columbia curriculum at an international school in Suzhou, China. With the exception of a handful of students, all of them are English Language Learners. Some might argue that this does not pose a big problem in mathematics, since the language of mathematics can be viewed as a combination of abstract signs and symbols separate from the English language. The problem is, it is one thing to understand mathematical ideas and concepts, but another to be able to communicate them. Someone who is well versed in a mathematics should theoretically be able to describe the same concept in more ways than one - numerically, algebraically, graphically, and verbally. Mathematicians strive for precision in expressing ideas, and this is not always simple. Aside from students having to approach mathematics from an ELL standpoint, the issue is compounded when you consider all the ways in which ambiguity arises in the English Language. Take for instance the word "and"; conjunction in mathematics is commutative (A^B is the same as B^A), but you can see from the example below that "and" in everyday English is not commutative.
The sentence, "John took the free kick, and the ball went into the net," would have a very different meaning if the conjuncts were reversed (Devlin, Introduction to Mathematical Thinking).
For my most challenging students, the issue wasn't so much as getting them to communicate their mathematical ideas well, but getting them to communicate at all. For students with extremely low level English ability, being afraid to speak or ask questions in class was a huge roadblock in developing a good grasp on the mathematics we aim to study. The most frustrating times were when students didn't even bother to try. Perhaps this has something to do with being in a culture where "saving face" is important, but students were sometimes so afraid of being wrong that they left entire test pages blank, multiple choice even! (Yes, I know, I was stunned!) You've probably heard this a million times but I'll say it again, mathematics is not a spectator sport! You have to do it to get it, like riding a bicycle. (Am I preaching to the choir here?)
My biggest goal this semester is to get students talking more. About mathematics. In English. A large part of my success will depend on how well I set up a classroom culture of trust and acceptance. This is huge. If I have any hope of getting students to share their original thoughts and ideas they need to know they are safe doing so. Luckily, I've got some ideas to help me get started, but the rest will be trial and error (as is most of my teaching anyway). I also plan on working in a slower progression at the beginning of the year to first get students acquainted with some of the language used to describe mathematical expressions before we dive into what exactly mathematics is. With any luck, every student will be able to describe, in English, what we are learning in any given unit.
Things That Went Well in Semester 1
1) I finally found a groove! Lesson planning no longer takes up hours and hours each day (#win), and I also have a nice support network of experienced teachers to draw ideas from and borrow resources from. Establishing daily routines early on in my classroom (and enforcing them!) also worked wonders.
2) Brain breaks. I was a little hesitant about these at the start since they seemed silly and unnecessary if the lesson is well-chunked. I learned early on though, not all lessons are made equally and some days really are a drag, especially when are teaching 80 minute blocks. Taking a short 5-10 minute break to stretch/play a game/go on your cell phone provides both myself and the students some much needed refuge from a long period of work.
3) First week activities. As I mentioned earlier, setting up a warm and inviting classroom culture is key to being able to get students to talk more math, and learn more in general. I spent about a week doing activities and playing games related to math with my students last semester before I started diving into teaching any curricular content. I plan on spending about the same amount of time, if not more, this coming semester settling in with my new classes.
International math educator who writes, occasionally.