5/29/2019; Week 6: Response to Individualism vs. Collectivism
As part of our cultural differences section, this week part of our lesson delves into the differences between an individual mindset (found in the USA) and a collective mindset ( found in 3/4 of the world, particularly in Asia and Latin America.) Professor Ivers, of BYU-I, lectured us on this topic, using the common Japanese saying "The nail that sticks up, gets hammered down." In a collective oriented mindset, this is a reminder/warning to not be different from the group.
In the USA, youth are expected to think for themselves, be self-motivated and to learn to be independent adults. Both mindsets are valid and offer positives as well as negatives. This blog will explore how an American teacher of ESL students from a collective-type country might successfully help their student integrate into the American-individual mindset.
On the surface, it would seem that the student is the only concern, but no one lives in a vacuum, and it will help the student -and the teacher- succeed if the students' families and former experiences are factored into the equation.
For teachers, something to think about might include: Is the student expected to support or partially support an extended family? Teaching a single student might seem like a 'no' to American eyes, but the student may be expected to support parents, younger siblings etc., since this is common in collective mindset countries. Ignoring this reality in a students life does them no favors and can hamper their ability to succeed.
I had an unexpected experience with this through a student I taught in Seminary. "J" was a cheerful, hardworking student in class, but never did any homework. He apologized frequently and promised to try to do it, but never did any. Over the course of the school year, I learned that every day after school, "J" walked to a job. Every weekend and holiday, and all summer long, he worked as well. "J" is 16 years old and has been working since he was 12. All of his income is turned over to his Mother to help the two of them survive. "J" going to school is a monetary sacrifice that they make so that their small family will someday be better off - but they cannot afford for "J" to sacrifice any more time for homework in a class that will not affect him graduating from High School.
With this in mind, I tried to adjust goals and expectations for "J". I quit nagging him to do homework and tried instead, to include the information he would have learned with homework, in class. Since "J" is in my home ward, we offered to pick him up for church on Sundays and take him to work afterwards if he could attend church. "J"s Mother appreciates the opportunity for "J" to attend, as she had no way of getting him there on Sundays. This entire school year, "J"s Mother has attended church herself only once: To see "J" bless the sacrament for the first time.
"J" will not pass Seminary. He learned a lot, aced the Assessment & attended weekly classes, but never had time to do homework or read. Nevertheless, "J" is succeeding in balancing the expectations of American individualism with the expectations & needs of his family and culture of origin.
As a teacher, once I adjusted my goals for "J" individually to include the other needs in his life, I felt that "J" had succeeded wonderfully. The intent of Seminary - gospel learning, testimony building- has been met. In addition, I have become someone "J" trusts, in a world where he sometimes feels lost. ("What is a stock market and how can it crash?") Making the adjustment to my own expectations for "J" has taught me a lesson I will not forget in my future teaching experiences.
In the USA, youth are expected to think for themselves, be self-motivated and to learn to be independent adults. Both mindsets are valid and offer positives as well as negatives. This blog will explore how an American teacher of ESL students from a collective-type country might successfully help their student integrate into the American-individual mindset.
On the surface, it would seem that the student is the only concern, but no one lives in a vacuum, and it will help the student -and the teacher- succeed if the students' families and former experiences are factored into the equation.
For teachers, something to think about might include: Is the student expected to support or partially support an extended family? Teaching a single student might seem like a 'no' to American eyes, but the student may be expected to support parents, younger siblings etc., since this is common in collective mindset countries. Ignoring this reality in a students life does them no favors and can hamper their ability to succeed.
I had an unexpected experience with this through a student I taught in Seminary. "J" was a cheerful, hardworking student in class, but never did any homework. He apologized frequently and promised to try to do it, but never did any. Over the course of the school year, I learned that every day after school, "J" walked to a job. Every weekend and holiday, and all summer long, he worked as well. "J" is 16 years old and has been working since he was 12. All of his income is turned over to his Mother to help the two of them survive. "J" going to school is a monetary sacrifice that they make so that their small family will someday be better off - but they cannot afford for "J" to sacrifice any more time for homework in a class that will not affect him graduating from High School.
With this in mind, I tried to adjust goals and expectations for "J". I quit nagging him to do homework and tried instead, to include the information he would have learned with homework, in class. Since "J" is in my home ward, we offered to pick him up for church on Sundays and take him to work afterwards if he could attend church. "J"s Mother appreciates the opportunity for "J" to attend, as she had no way of getting him there on Sundays. This entire school year, "J"s Mother has attended church herself only once: To see "J" bless the sacrament for the first time.
"J" will not pass Seminary. He learned a lot, aced the Assessment & attended weekly classes, but never had time to do homework or read. Nevertheless, "J" is succeeding in balancing the expectations of American individualism with the expectations & needs of his family and culture of origin.
As a teacher, once I adjusted my goals for "J" individually to include the other needs in his life, I felt that "J" had succeeded wonderfully. The intent of Seminary - gospel learning, testimony building- has been met. In addition, I have become someone "J" trusts, in a world where he sometimes feels lost. ("What is a stock market and how can it crash?") Making the adjustment to my own expectations for "J" has taught me a lesson I will not forget in my future teaching experiences.
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