ATWB-China 2007
English Section
Andy Corcoran –
The TWB-China, English Section
experience this summer managed to live up to the high expectations set in 2006.
The team was different, with only one returning member (yours truly) but the
dedication and quality of the members remained constant. Logistics were well
organized. Accommodations met our needs and both food and schedule managed to
satisfy just about everyone. Thanks to Yunus for both
of those areas. Preparation seemed to go a little more smoothly, perhaps in
part because I was able to make a visit to
One thing that we managed to balance well was drawing on the experience of the year before without feeling tied to it. For example, in 2006 we had a strong unit on poetry that was supported by a team member’s passion. This year poetry gave way to classroom exercises which were likewise well received. We also decided to nix the 5 paragraph essay even though it had been a success the year before. The important thing we kept in mind was how to meet the needs of the teachers in front of us rather than how to get them excited about our plan.
An important addition in 2007 was the workshop for principals. While one morning is not a great deal of time to introduce them to a new school culture and new approach to learning, it served as a beginning. The science group was able to demonstrate the concept of inquiry science as an endeavor that lends itself to what may appear a bit chaotic on the surface. We were also able to share with the principals some of the attributes of a student directed classroom. Perhaps the most important message we could leave with them was the fact that change was difficult and all involved will need support, particularly the teachers. While the principals were receptive, they are under significant pressure from different sides. The workshop was a good beginning but more work is necessary if more principals are to become change agents for Chinese education.
The teacher workshops remain the central focus of the TWB experience. Once again we held two workshops for a total of 120 teachers. They remain excited, diligent, and concerned about both their students and the future of their country. Questions often centered on how to do the things we were demonstrating in a classroom filled with upwards of 60 students. For the most part, our efforts to demonstrate that it was possible, seemed to work. We incorporated more opportunities for the teachers to actually practice the techniques we discussed. This was an important addition to the workshop. This year there seemed to be less desire by the teachers to practice their own oral English. English language levels seemed to be a bit higher than last year which allowed us to focus more on teaching.
Jennifer Hong’s activities proved to be the hit of the workshop. She was able to share dozens of activities which we not only went over in detail, but teachers had a chance to use them and, in several cases, modify them to the Chinese classroom or for Chinese culture. A second new activity that proved successful for many of the participants was viewing the Annenberg videos on teaching foreign languages. We viewed on DVD each day on a different aspect of teaching foreign languages such as Total Physical Response, differentiated instruction, integration with other curriculum areas, etc. Many of the teachers found these helpful. Participants set up accounts on the website in the school computer lab and were able to review them on their own. Participants were also able to access the Annenberg videos on American culture in films. Since learning more about American culture was a major interest for the teachers, I recommend we incorporate that as a tool in the future.
A third addition this year that was helpful for me, and I hope for the school, was the opportunity I was given to teach an English class for high school seniors. We often receive questions (or, more accurately hear doubts) about the feasibility of doing the things we talk about in a class of 60 students. The class I taught was to about 70 students on Steven Hawking. I was able to demonstrate eliciting individual responses, getting a range of students involved, receiving positive student feedback, and removing the teacher from the front of the room. It might be helpful to incorporate something like that again if there is a request. I do suggest greater lead time to prepare if possible.
I look forward to next year if TWB feels my participation is still beneficial. This is a great experience, thanks in large part to Fred, Yunus, and the TWB team. I feel privileged to be part of it.
