EDUC 2130 Lesson 5

In lesson 5, we talked about sterotypes and expectations. Before I completed this lesson I had never really thought too much about any of this, like how teachers may expect Asian studetns to do better on things for example. I realize now that even if we do not mean to, we are always forming these type assumptions. In my research I learned about the color red and what it means to different cultures. So far I think this was my favorite lesson, it was very interesting.

What are some of the myths about Asian American students in the classroom that Diane speaks about?
- Diane states that one main myth about Asians is that they are good at math. Another myth she mentions is that Asian students can probably get their education on their own without any help. Not having to ask any questions is another myth mentioned by Diane. The final myth mentioned by Diane is that whatever an Asian student is trying to do will just come naturally to them.

How does Diane suggest teachers reach out to Asian students?
- The main way to reach out to Asian students is to treat each and every one of them in their own specific way. Diane also states that the use of flash cards can really help the students from Korea. Another way to reach these Asian kids is to teach them in a small group study. This form will allow the teacher extra time to focus on individual needs of each student. The final way to reach out to these kids is to use the different phoenix books.

How are Asian students and their non-Asian counterparts affected by inappropriate teacher expectations and stereotypes?
- A lot of Asian students are left behind because the teachers like they should be catching on faster so they don’t offer the extra help those students need. The teachers also stereotype these and think that they are naturally getting the information. While some Asian students are the smartest we’ve ever saw there are also some who are struggling to keep up with the rest of the class. When we, as teachers, stereotype these students we are not only affecting them but later on when we have to stop and reteach the entire lessons we are also causing the rest of the class to suffer. It is better to ensure that every student has the understanding before moving on and if one needs special attention arrange after school tutoring and/or small group study to help that child.

Describe some things that you would use to build cultural cohesion and understanding in your classroom?
- In my classroom the number one rule would be to give every students equal opportunity to pass my class. I would do my best to ensure that no matter the situation I was leveling the playing field for all students. One of the main things I would do is offer after school tutoring to my students if they were struggling or not understanding. I remember as a senior taking calculus I had to stay over once with Mr. Rick Smith to try and understand a specific area and after fifteen minutes I completely understood what the concept was. I would want to help my students in the same way.

According to Anita, what percentage of the current population speaks a language other than English?
- According to Anita, eighteen percent of Americans speak another language, other than English, at home. That is eighteen out of every one hundred people. In a class the size of thirty you can look for at least five students to not speak English at home. Half of the eighteen percent speak Spanish. By the year 2020 nearly sixty-six percent of the students in the school system will be African American, Asian, Native American, or Hispanic.
How do children from countries such as Columbia address their teacher? Why?
- Children from Columbia believe it’s rude to address the teacher by his/her name. They address their teacher by calling him/her teacher. In America we’re taught that calling the teacher, “Teacher,” is rude. This shows us the difference between cultures and the way a child is taught to behave in society.

People from Argentina think that it is rude to do what? Why?
- People from Argentina believe it is rude for children to look directly at adults. This could present a problem with a teacher who doesn’t understand this belief. Many teachers think if a student won’t look into their eyes their lying. Many teachers don’t understand that the student is raised to not do that.

Asian children are too polite to do what?
- Asian people are taught to nod yes to show that they understand what is being told. Even when Asians don’t agree they nod yes. They are also too polite to opening express disagreement. This could be extremely misleading for teachers who believe an Asian parent feels the same way as them but does not in reality.

In some cultures, a note written in red means what?
- To some cultures a note written in red will upset the people because of the color red being related to death. Many different teachers grade their test in red ink which could cause really harsh remarks from parents of these particular cultures. It’s also important to not use red when writing on the board because it could frighten some students.

Summary:

I’ve learned a lot of interesting facts about different cultures through this lesson. I never knew that kids from Argentina were taught that it was rude to look an adult in the eyes. I also didn’t know that boys from Saudi Arabia were taught it was a disgrace to have to work with girls in a group. I always tried to get in the group with the girls because they would do all the work, guess that’s just my lazy American culture. Throughout this lesson I’ve learned a lot of important things that I hope I can use to help my students when I become a teacher myself.

Research Question: What does the color red mean to different cultures?

Reference(s): http://en.wikipedia.org/wiki/Color_in_Chinese_culture

Research Analysis:

The color red stands for many different things in many different cultures. In some cultures the color red stand for good luck and also runs the evil away from a person. In other cultures the color red stands for death and is very offensive if used when communicating with people of these cultures. I’m amazed at how something as simple as the color red can mean so many different things to some many different people.

In the Chinese culture the color red corresponds with fire. Red is also used to symbolize joy and good fortune. The color red is used in many instances around the first of the year. It is forbidden to be worn to any funerals. If any Chinese person every gives you a red envelope it is a monetary gift and is only given on special occasions and holidays.

In the Christian culture the color red is related to the blood that Jesus shed when he was crucified for the sins of the world. This use of red is much different than the Chinese view of red. In the Christian culture it is used to signify pain and suffering that Jesus endured as he carried the cross up the hill to be crucified. It is very interesting to me how something as simple as the color red can mean so many different things to so many different people.

Research Summary:

Throughout my research I’ve learned a lot of interesting things concerning the color red and what it means to different people. It amazes me that people from totally different walks of life can see a color and instantly think two totally different things. I feel like through this lesson I have learned a lot about how the important different cultures are and how important it is to not offend people who are of different cultures. If I had a friend from china and I wore red to a funeral of a love one they would be extremely offended because to them red represents happiness. I believe it is very important to learn about different cultures to not offend and hurt people with the things we do.