Part One:
The corridor outside the classroom
Before class
B:Good morning, Miss Lee! Do you have time now?
Suddenly the name of teacher was called, the teacher turned around and Student
B appeared.
B: If it's convenient for you, I hope I can have a brief chat with you. I
promise it won’t take too much time.
T: Well you’re welcome!
S: Actually, it’s about...Do you remember my score of the last quiz?
T: Here are the quiz papers, I will find yours. By the way, do you find this
topic difficult for you?
S: It’s a piece of cake.
Teacher felt puzzled.
T: But here, you got 67.
S: What? Impossible! I shouldn’t have such a low score! I worked very hard
before the quiz! How could that happen?
T: I feel sorry about that. But I cannot see that kind of effort you said
about through this answer. And you seldom interact with me so that I cannot
figure out whether you studied that hard.
S: So how can I improve my score? Can I have another chance?
T: This is your final score, by the way, you shouldn’t pay so much attention
about the achievement but about the question itself.
S：Okay, thanks.
Showed a helpless expression and walked into the classroom without saying a
word.
T: [I thought his intention to talk was at least discussing problems or
share confusion with me. But she just tended to change his quiz results! Since
you care so much about your grades, why don't you often ask me questions and
interact with me?]
The bell rang and the teacher took a few steps.
Part Two:
Inside the classroom
T: Good morning everyone! Before we get started, I think you're also
interested in the score of last quiz. How do you think about it? Is that quiz
difficult for you?
A: Yes! That’s not easy for me to understand, and it took me several days to
figure them out. Reciting all of them has been a really tough job! Maybe we
should have an easier quiz next time!
T: Really? But some of you think that was okay...
A: Wow that gonna be a joke!
T: Am I really setting the questions too difficult? Why are their opinions
so different?
Anyway, today we are going to learn...
Before the teacher had finished the opening paragraph, Student A opened his
mouth and interrupted the teacher directly.
A：I have a question of...
T： Okay, Alexander, I got your question. But I hope you can raise your hand
before the next question? Maybe you can wait until I finish this paragraph for
you might find your answer then.
A: Fine. But I still want to know that...
T: It will be answered later.
A: [Why can't I ask questions directly? If my understanding is questionable,
then she will eventually correct me. Why do I ask questions myself, is the
teacher reluctant to answer them?]
T: [I've told her that it's not time to answer this question. Why does she
keep asking? Was she trying to pick a quarrel?]
T: If only B could have such class participation...Since he doesn't take the
initiative to participate in class discussions, I'll ask him more questions in
this class!
A：Tried to raise her hand ,but was deliberately ignored by the teacher.
(Is the teacher aiming at me?)
T: B? Will you please answer this question?
B:(She felt nervous, and stumbled over her answer. But the teacher didn't want
her to stop answering and keep asking questions.)
Confucius Institutions....
T: Excellent! Did you preview the course in advance?
B: In fact, I just read it for the first time...
T: How modest! Can you share your learning experience? I think you've been
working hard quietly.
B: Sorry I feel bellyache and I have to go to the bathroom right now!
T: [Continuing her class.]
The bell rang.
T: OK, class is over.
Part Three:
After class.
A:Teacher, did I offend you in class? If I did, I'm sorry about that, but I
don't think you should ignore me in class.
At this time, the teacher felt very confused and could not understand B's
behavior.
T: Actually, I didn't mean to target you, but I hope I can give the students
who don't like talking in class a chance to express themselves.
A: What? But I'm actually communicating with you more actively, right?
T: But that doesn't mean I'm going to let you answer the question! Every
student in the class should have a chance to answer.
A: Sorry I don’t get it, it’s my right to...
T: Okay okay! I have something else to do, we can talk it later...
A:How strange! Very annoying!
Part Four；
In the party.
T: In order to build up the friendship with my students, I am going to hold
a party today.
T: Why do you wear like this April? Do you have some meeting later?
B: No, madam. I think I should dress more formally to avoid impoliteness
since you are the teacher and I am only a student here in the party.
A: What the hale are you thinking? Oh, look at yourself! Why do you belittle
yourself so much in front a person you hate?
T: Hate?
B: Stop saying so!
Music stopped, the classroom is in a dreadful silence.
T: How can you say so, Alexander! She might have something important to do a
little bit later and can you be more polite next time?
A: Well, Am I being rude? This is just a party and why we can’t be more
relaxed! Do I have to be banned from speaking like last time in your class?
B: Can’t you be more polite when answering the question in case the teacher
couldn’t finish up what she wanted to talk? How selfish you are! I have never
told you that I hate Miss Lee, I only dislike her doings but I have never been
against to anyone!
[Running out from the classroom, crying terribly! ]
A: Oh! Wait! [Following.]
Analysis
Solutions
As the philosopher Flewelling said, no one can live separately in this world.
Regarding this scene, the solutions are always behind problems.
Firstly, we should reduce anxiety. It’s advisable to take active, interactive
and positive strategies. Fiona didn’t adopt a negative attitude but tried to
take actions.
Secondly, we should employ empathy, through which we are willing to place
ourselves in the target culture and to understand both sides. Fiona didn’t fully
employ empathy toward different cultural backgrounds, since she wasn’t aware
that various behaviors should be respected. Also, be quick to learn and slow to
judge. Learning more about cultural adaptation, increasing contact with the host
culture and being fully considerate play significant roles on mutual
understanding .
Thirdly, reduce stereotypes and avoid the assumption of similarities. Since
stereotypes are caused by limited and misguided perceptions, we should learn to
develop communication flexibility toward cultural issues and be open to new
information. If both students in the scene took others’ culture as a frame of
reference, April wouldn’t have been so annoyed at Alexander’s out-spoken in
class, and Alexander may found April’s dress quite understandable. It’s useful
to avoid potential conflicts based on others’ interpretation.
In all, we need to put knowledge into practice and develop our ability to
converse between different cultures, therefore helping to maintain a harmonious
atmosphere in cross-cultural communications.
by Alexander Ezharjan (Copyright).