Archive for the ‘Cross-Cultural Misunderstandings in Education’ Category

Teaching Cursive Part 6 (of 25): WHY Correct Cursive Slant Is Important in American Writing

January 7, 2016

Cursive Slant in American Writing

Why is cursive slant still important?  American society still makes judgments about people based on their handwriting, and slant is one of the strongest criteria used.   Most people make these judgments subjectively and subconsciously every day.  However, employers and bank officers are just two examples of those in the power structure who employ professional handwriting analysts to make judgments about prospective employees and about people applying for loans.

In the photo above, I have written out some examples of various slants, as well as how they are perceived.  As a teacher, when I introduce cursive writing, I actually write samples like this on the chalk board to show them to students, and explain what people might think about others based on the slant of their handwriting.  So I encourage them right from the very first day that our goal is to try for an average forward slant, shown in the last example in the photo above.

One other example did not fit on the page, so here it is:

Variable slant

Our slant, like other aspects of our handwriting, will change from day-to-day, but we should generally try for a correct forward slant.  This can be obtained by turning the writing paper 45° counterclockwise (subject of the post following this one, Part 7).

Countries and cultures, when compared with one another, also tend to have typical characteristics.  For example, British “reserve” as compared with American “friendliness with strangers” can be seen in typical handwriting slants from each culture.  Vertical, or even backslanted writing is more common in British culture than in American.  If we move to North Africa, we find people generally suspicious and distrustful of others, and as expected, backslanted writing (in Western languages) is most common of all.

If you are from outside the United States, you should be all right using the slant which is most common in your own culture, and no one will judge you negatively.  But if you are living or working in America, you should be very aware of this and of the impact it could have on your personal life or career with any of the undesirable slants discussed above.

My next post will explain, with photos, how to position the paper to get a correct forward slant.

In case anyone has had trouble reading the cursive in the photo, here is a typed version:

Cursive Slant for American Writing

In American culture:

A vertical slant is not considered desirable; you are judged to be too logical, too cold, and without feeling.

A backslant is to be avoided at all costs; you are judged to be  emotionally suppressed, possibly with some kind of ecret emotional trauma in your background, difficult to approach,and someone who maintains a shell around themselves.

This is too much forward slant; these people are judged as being far too emotional, of making all of their decisions based on feelings.

This is the minimum acceptable forward slant.

This is an average/normal forward slant, which is considered most desirable in America.  This slant, to Americans, indicates a balanced person who uses good judgment between logical decisions and emotion in their decision-making.

A variable (frequently changing) slant indicates moodiness, instability, and a frequently changing picture of oneself, as well as trouble making decisions.

 

Students Mourn Never Learning Cursive

April 3, 2013
Cursive - the new undecipherable secret code script!

Cursive – the new undecipherable secret code script!

Cursive was taught in my school until four years ago.  When I left, the school discontinued it as a regular subject.  Now those students are in upper elementary and early middle school, and can neither read nor write in cursive writing.

Among my tutoring students, several of them have expressed to me their sadness that their older brothers and sisters can read and write in cursive, and they cannot.  Still being in the first few classes not to learn cursive, they feel babyish and incompetent.  Perhaps in subsequent years, this embarrassment will disappear when none of the new students  have older brothers and sisters who know cursive, when they don’t.  In another six or seven years, no one will know it, and it will seem normal to upcoming students.  It’s only those in these transition years who will feel the loss.  But they will feel it for the rest of their lives.

How many adults remember the childhood feeling of waiting to learn “grown-up” writing, or scribbling to other young friends (at the age of five or six) on a paper and bragging, “I know how to write in cursive?”  Of course, at that age, no one knew, so your friends believed you, because they couldn’t read it, either!

When I tutor these students, I have to slow down and print (much more time-consuming).  Of course these students also will never be able to read historical documents or even old family letters. Furthermore, most European and Latin American countries don’t teach printing at all–they teach only cursive script starting at the age of five.  I feel this bodes poorly for a future globalized world.

I’d be happy to teach cursive to these students (being an expert cursive teacher), but that is not what I’m being paid to tutor in–we generally spend the time on math, science, reading, and writing. Furthermore, teaching cursive at an older age can be done, but it is not generally enjoyable as it is for children.  It makes children feel grown-up, and they enjoy learning it.

–Lynne Diligent

What Happened to Centigrade? Confusion Over the Celsius Temperature Scale…

February 14, 2013

thermometer When I started teaching elementary school (as a second career in 1995), I was very surprised to find all the new textbooks now referring to the centigrade scale as the Celsius scale. Of course they are the same thing, but I wondered why the textbooks were now using this term when I had never heard it growing up. Now, I know why.

The short answer is that people continue to call a thing by the same name they, themselves, learned while growing up.  Most adults, and just about everyone in academia through the 1980s, grew up hearing “centigrade” and continued to use that term with their own students throughout high school and university.

The new name, “Celsius,” disturbed me ever since I began hearing it in the mid-1990s; but now that I know there was an actual reason for the name change, it no longer bothers me.  A unit of measurement, called a “grade,” was actually in use.  Therefore, in 1948, the Conference General de Pois et Measures (in France) decided to change the name of the scale to “Celsius.”

The International System of Units

The International System of Units

A second reason for the change in name was that the Conference General de Pois et Measures decided that “All common temperature scales would have their units named after someone closely associated with them; namely, Kelvin, Celsius, Fahrenheit, Réaumur and Rankine.”

The change in elementary-school textbooks began to take place around 1968, and during the 1970s, as districts began to replace their former textbooks.  In the meantime, parents, scientists, and college professors continued to use the name they had grown up with.  Only students born in the 1970s and later would have grown up calling the scale “Celsius.”  (I continue to catch myself saying “centigrade” to my own students.)

In England, the BBC Weather did not begin using the term Celsius until 1985, and the word centigrade continues to to be commonly used in England, according to some sources.

Swedish Astronomer Anders Celsius (1701-1744)

Swedish Astronomer Anders Celsius (1701-1744)

The centigrade scale was known as such from 1743-1954.  In 1948, the scale was renamed the Celsius scale, after the Swedish astronomer Anders Celsius (1701-1744) who developed a SIMILAR scale (but not actually the same scale).  Interestingly, Celsius’ original scale was the reverse of today’s scale; “0” indicated the boiling point of water, while “100” indicated the freezing point of water.

Swedish Zoologist and Botanist Carolus Linnaeus(1708-1777)

Swedish Zoologist and Botanist Carolus Linnaeus(1708-1777)

The Swedish zoologist and botanist, Carolus Linnaeus (1707-1778), remembered for giving us the basis of taxonomy (classification of living things into genus and species), reversed Celsius’ original scale so that “0” indicated the freezing point of water, while “100” indicated the boiling point. As the older generations retire and pass away, the new name change will become universal.  It seems to take about three generations for a name change to really become universally accepted in society.

–Lynne Diligent

Young Student Remembers Past Life?

January 20, 2013

Soldiers

Several years ago, while teaching third grade, the school asked me to have students write stories.  One of my third-grade boys (age 8) wrote a story unlike any I have ever seen in all of my years of teaching.  Instead of writing about the usual kinds of stories which children do, he wrote about his experience as an adult man during war.

His story was about trying to save his family while he was being called off to war.  He was rushing to hide them in the basement and get them necessities, while trucks of soldiers were coming by to pick him up and take him with them off to war.  It was in Europe, and there were trucks.  It’s been several years, and I no longer recall all the details, but the essence of the story has stayed with me ever since.  Out of all the stories my students wrote over the years, it is the only one I can clearly remember today.

As someone who believes in reincarnation, I’ve always wondered if, in fact, this child’s story was a past-life memory.  It was shocking to read.  It sounded like one of the World Wars.  His concerns sounded just as if an adult man of 35 was speaking about his feelings.  There are a number cases now researched and published of young children who remember past lives, and even past lives in wars.

I mentioned the story to his mother, and she responded, “I know.  He’s just like an old man, in a little boy’s body.”

–Lynne Diligent

“Animals Can’t Think, Because They Don’t Have a Brain,” My Student Said.

January 16, 2013

Animal brains

Here in North Africa, we were discussing organs in animals, and I reminded my student that he’d forgotten to mention the brain.  My 13-year-old student said, “Animals don’t have a brain.”  When I asked why he thought that, he said, “Animals can’t think because they don’t have a brain.”

Even though I told him that most animals do have a brain, the conversation continued to trouble me.  I wondered, “How could an intelligent 13-year-old, who is a good student and reasonably good in science have this idea?”  I decided to speak to a teaching colleague from the local culture.

My colleague suggested that I remind my student of the annual Sheep Sacrifice Festival, where a sheep is  butchered in nearly every home (except the very poor).  He suggested I ask my student if he had remembered eating the sheep’s head, and that inside the head are the brains.

Sheep

My colleague and my husband (both from the local culture) explained that since there is emphasis here on humans being able to think and reason, and animals just acting on their instincts, so that it’s generally said, “Animals don’t have a mind.”  My student, himself, apparently interpreted that to mean, “Animals don’t have a brain.”

When I spoke about this to my student, he said, “Oh, YES!  I HAVE seen that!”  I explained that every animal needs a brain even to walk around, even to eat, even to see.  He said, “Thank you for explaining this!”

–Lynne Diligent

WHY Parents and Teachers Need to Watch the Same Television Shows as Students Do

February 17, 2012

As a parent or teacher (even outside of America, and regardless of your religion or lifestyle), have you tried to instill proper values and behavior in your own children or students, yet watched while the following values and behavior appeared instead?  Have you wondered where this has been coming from?

  • Requesting a bulldog
  • Popularity of sushi
  • Proliferation of fake ID’s and even younger high school students attempting to use them
  • Underage drinking, even at home parties, where parents leave and let children party alone
  • Obsession with champagne
  • A sudden interest in learning Burlesque dancing
  • Requesting or attempting underage driving
  • Obsession with Ivy League colleges
  • Teenage obsession with wearing only “designer” dresses
  • Thinking it’s not normal for parents to make a “curfew” time
  • The idea that even young teenagers “go where they want, and do what they want,” and that “their parents give them the freedom to do so just like adults;”  they TELL their parents what they are doing, rather than ASK them.
  • Girls (even young girls) acting in a sexually aggressive manner toward boys (girls insisting that they both take off clothes)
  • Girls thinking that it’s normal to date older men secretly without their parents knowing about it
  • Thinking that normal parents just go to bed, and “don’t wait up for their high school children who come home late.”
  • Sassy, angry attitude toward any parents who question any of the above assumptions!
  • The idea that “success” in life equates ONLY to how much money you have, and how “glamorous” you appear to others!
  • Honesty, dependability, responsibility, and/or service to humanity are unfashionable, boring, stupid, and undesirable
  • Kindness to others is “out;” while “one-upsmanship” and rude “put-downs” at the expense of others are “in”
  • An expectation that life is supposed to be one continuous “party”

Any parent or teacher who is having trouble understanding teenage values and behavior today should IMMEDIATELY watch the three television series Beverly Hills 90210 ; Gossip Girl; and 90210 (a different show than Beverly Hills 90210).   Even watching a couple of episodes of each show will give you an idea of where this culture is coming from.  (Click on these titles for direct links to the series which should work worldwide.  Make sure to start with Season 1, Episode 1.)    These new values are coming directly from television.

Unfortunately, teenagers are now watching these shows WORLDWIDE.  Some are watching on the internet, in English (especially with the global rise in study of English, it is now accessible).  But in most countries, these shows are now dubbed in local languages, and right on the television.  Not only is American culture changing, but world culture is assuming that these TV shows represent traditional American values (which they most assuredly do NOT).

The people who made these shows recognized that they are FANTASIES of how teenagers WISH their lives were.  That’s what makes them fun to watch.  However, unfortunately, the children who grew up watching these (without any input from their parents) grew up assuming that this is what they WOULD be able to do as teenagers, and now, the upper middle classes ARE DOING it. Some of the middle class parents don’t know that their children are behaving this way.  Among more conservative families, parents should BEWARE if their child asks to spend the night with another family, because they are often going out, or even sneaking out to nightclubs.  It doesn’t help that the full age of majority in many countries is 18, rather than 21.

I live in the Middle East, and throughout our region, this is exactly how most teenagers are behaving.  The emphasis in our region is all on appearances to create the impression with others that you are rich (even if you are not).  Most of those who are rich turn their children (even girls) loose with plenty of money and the family chauffeur (usually driving an expensive, black, four-wheel-drive vehicle) for the weekend.  They certainly don’t wait up for their children to come home at night.  Most of the kids have fake ID’s and go to night clubs (which don’t even open until 11).  Their age is clear, but they just slip $20 to the doorman, who lets them in.

Father Knows Best

In the past couple of years, I’ve read a number of articles where generations following the baby boomers are now criticizing the work ethic of baby-boomers (born 1946-1960) and wondering where this work ethic came from.  It’s very clear to me now.  It came directly from TELEVISION (as well as from our parents, and from society in general).

Shows during the 1950s and 1960s (and even into the 1970s) showed children working hard, being kind, taking responsibility, and most importantly, GETTING RESPECT FROM OTHERS FOR DOING SO.  Some of these shows were Father Knows Best, Leave It to Beaver, The Rifleman, The Waltons, and Little House on the Prairie.   In contrast, teenagers who behave this way today don’t get any respect from others.  Instead, they get “USED BY OTHERS” (in the words of a teenager I tutor).  Today, it’s showing-off and acting in accordance with the list above that gets a teenager respect from other teenagers.

–Lynne Diligent

English Chaos!

January 16, 2012

G. Nolst Trenité, aka Charivarius

This amazing poem, containing over 800 notorious irregularities in English spelling, is better known abroad by foreigners than by native speakers.  (I only learned, myself, of its existence from foreign speakers.)

The Chaos was written by G. Nolst Trenité (1870-1946), a Dutchman, in 1922.   Trenité was a student of classics, law, and political science, and a teacher in the Netherlands, later in California, and finally in Haarlem.  He published several textbooks in English and French, and wrote many columns for an Amsterdam weekly newspaper using the pen name Charivarius.

The poem is extremely difficult for non-native speakers to read correctly.  The author originally added it as an appendix to a book of English pronunciation exercises.  The point is that non-native speakers can never tell how to pronounce words encountered in writing.

For any non-native speakers, YouTube has a reading aloud by an Englishman HERE.

Several versions, which have been added to by others over the years, are in circulation.  Some of these circulating versions have nearly doubled the length of the poem.  Below is the author’s original version.

The Chaos, by G. Nolst Trenité, aka “Charivarius”

Dearest creature in creation
Studying English pronunciation,

I will teach you in my verse

Sounds like corpse, corps, horse and worse.


I will keep you, Susy, busy,
Make your head with heat grow dizzy;

Tear in eye, your dress you’ll tear;

Queer, fair seer, hear my prayer.


Pray, console your loving poet,
Make my coat look new, dear, sew it! 10

Just compare heart, hear and heard,

Dies and diet, lord and word.


Sword and sward, retain and Britain
(Mind the latter how it’s written).

Made has not the sound of bade,

Say – said, pay – paid, laid but plaid.


Now I surely will not plague you
With such words as vague and ague,

But be careful how you speak,

Say: gush, bush, steak, streakbreak, bleak, 20


Previous, precious, fuchsia, via
Recipe, pipe, studding-sail, choir;

Woven, oven, how and low,

Script, receipt, shoe, poemtoe.


Say, expecting fraud and trickery:
Daughter, laughter and Terpsichore,

Branch, ranch, measles, topsails, aisles,

Missiles, similes, reviles.


Wholly, holly, signal, signing,
Same, examining, but mining, 30

Scholar, vicar, and cigar,

Solar, mica, war and far.


From “desire”: desirable – admirable from “admire”,
Lumber, plumber, bier, but brier,

Topsham, brougham, renown, but known,

Knowledge, done, lone, gone, none, tone,


One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel.

Gertrude, German, wind and wind,

Beau, kind, kindred, queue, mankind, 40


Tortoise, turquoise, chamois-leather,
Reading, Reading, heathen, heather.

This phonetic labyrinth

Gives moss, gross, brook, broochninth, plinth.


Have you ever yet endeavoured
To pronounce revered and severed,

Demon, lemon, ghoul, foul, soul,

Peter, petrol and patrol?


Billet does not end like ballet;
Bouquet, wallet, mallet, chalet. 50

Blood and flood are not like food,

Nor is mould like should and would.


Banquet is not nearly parquet,
Which exactly rhymes with khaki.

Discount, viscount, load and broad,

Toward, to forward, to reward,


Ricocheted and crocheting, croquet?
Right! Your pronunciation’s OK.

Rounded, wounded, grieve and sieve,

Friend and fiend, alive and live. 60


Is your R correct in higher?
Keats asserts it rhymes with Thalia.

Hugh, but hug, and hood, but hoot,

Buoyant, minute, but minute.


Say abscission with precision,
Now: position and transition;

Would it tally with my rhyme

If I mentioned paradigm?


Twopence, threepence, tease are easy,
But cease, crease, grease and greasy? 70

Cornice, nice, valise, revise,

Rabies, but lullabies.


Of such puzzling words as nauseous,
Rhyming well with cautious, tortious,

You’ll envelop lists, I hope,

In a linen envelope.


Would you like some more? You’ll have it!
Affidavit, David, davit.

To abjure, to perjure. Sheik

Does not sound like Czech but ache. 80


Liberty, library, heave and heaven,
Rachel, loch, moustache, eleven.

We say hallowed, but allowed,

People, leopard, towed but vowed.


Mark the difference, moreover,
Between mover, plover, Dover.

Leeches, breeches, wise, precise,

Chalice, but police and lice,


Camel, constable, unstable,
Principle, disciple, label. 90

Petal, penal, and canal,

Wait, surmise, plait, promise, pal,


Suit, suite, ruin. Circuit, conduit
Rhyme with “shirk it” and “beyond it”,

But it is not hard to tell

Why it’s pall, mall, but Pall Mall.


Muscle, muscular, gaol, iron,
Timber, climber, bullion, lion,

Worm and storm, chaise, chaos, chair,

Senator, spectator, mayor, 100


Ivy, privy, famous; clamour
Has the A of drachm and hammer.

Pussy, hussy and possess,

Desert, but desert, address.


Golf, wolf, countenance, lieutenants
Hoist in lieu of flags left pennants.

Courier, courtier, tomb, bomb, comb,

Cow, but Cowper, some and home.


Solder, soldier! Blood is thicker“,
Quoth he, “than liqueur or liquor“, 110

Making, it is sad but true,

In bravado, much ado.


Stranger does not rhyme with anger,
Neither does devour with clangour.

Pilot, pivot, gaunt, but aunt,

Font, front, wont, want, grand and grant.


Arsenic, specific, scenic,
Relic, rhetoric, hygienic.

Gooseberry, goose, and close, but close,

Paradise, rise, rose, and dose. 120


Say inveigh, neigh, but inveigle,
Make the latter rhyme with eagle.

Mind! Meandering but mean,

Valentine and magazine.


And I bet you, dear, a penny,
You say mani-(fold) like many,

Which is wrong. Say rapier, pier,

Tier (one who ties), but tier.


Arch, archangel; pray, does erring
Rhyme with herring or with stirring? 130

Prison, bison, treasure trove,

Treason, hover, cover, cove,


Perseverance, severance. Ribald
Rhymes (but piebald doesn’t) with nibbled.

Phaeton, paean, gnat, ghat, gnaw,

Lien, psychic, shone, bone, pshaw.


Don’t be down, my own, but rough it,
And distinguish buffet, buffet;

Brood, stood, roof, rook, school, wool, boon,

Worcester, Boleyn, to impugn. 140


Say in sounds correct and sterling
Hearse, hear, hearken, year and yearling.

Evil, devil, mezzotint,

Mind the z! (A gentle hint.)


Now you need not pay attention
To such sounds as I don’t mention,

Sounds like pores, pause, pours and paws,

Rhyming with the pronoun yours;


Nor are proper names included,
Though I often heard, as you did, 150

Funny rhymes to unicorn,

Yes, you know them, Vaughan and Strachan.


No, my maiden, coy and comely,
I don’t want to speak of Cholmondeley.

No. Yet Froude compared with proud

Is no better than McLeod.


But mind trivial and vial,
Tripod, menial, denial,

Troll and trolley, realm and ream,

Schedule, mischief, schism, and scheme. 160


Argil, gill, Argyll, gill. Surely
May be made to rhyme with Raleigh,

But you’re not supposed to say

Piquet rhymes with sobriquet.


Had this invalid invalid
Worthless documents? How pallid,

How uncouth he, couchant, looked,

When for Portsmouth I had booked!


Zeus, Thebes, Thales, Aphrodite,
Paramour, enamoured, flighty, 170

Episodes, antipodes,

Acquiesce, and obsequies.


Please don’t monkey with the geyser,
Don’t peel ‘taters with my razor,

Rather say in accents pure:

Nature, stature and mature.


Pious, impious, limb, climb, glumly,
Worsted, worsted, crumbly, dumbly,

Conquer, conquest, vase, phase, fan,

Wan, sedan and artisan. 180


The TH will surely trouble you
More than R, CH or W.

Say then these phonetic gems:

Thomas, thyme, Theresa, Thames.


Thompson, Chatham, Waltham, Streatham,
There are more but I forget ’em –

Wait! I’ve got it: Anthony,

Lighten your anxiety.


The archaic word albeit
Does not rhyme with eight – you see it; 190

With and forthwith, one has voice,

One has not, you make your choice.


Shoes, goes, does [1]. Now first say: finger;
Then say: singer, ginger, linger.

Real, zeal, mauve, gauze and gauge,

Marriage, foliage, mirage, age,


Hero, heron, query, very,
Parry, tarry, fury, bury,

Dost, lost, post, and doth, cloth, loth,

Job, Job, blossom, bosom, oath. 200


Faugh, oppugnant, keen oppugners,
Bowing, bowing, banjo-tuners

Holm you know, but noes, canoes,

Puisne, truism, use, to use?


Though the difference seems little,
We say actual, but victual,

Seat, sweat, chaste, caste, Leigh, eight, height,

Put, nut, granite, and unite


Reefer does not rhyme with deafer,
Feoffer does, and zephyr, heifer. 210

Dull, bull, Geoffrey, George, ate, late,

Hint, pint, senate, but sedate.


Gaelic, Arabic, pacific,
Science, conscience, scientific;

Tour, but our, dour, succour, four,

Gas, alas, and Arkansas.


Say manoeuvre, yacht and vomit,
Next omit, which differs from it

Bona fide, alibi

Gyrate, dowry and awry. 220


Sea, idea, guinea, area,
Psalm, Maria, but malaria.

Youth, south, southern, cleanse and clean,

Doctrine, turpentine, marine.


Compare alien with Italian,
Dandelion with battalion,

Rally with ally; yea, ye,

Eye, I, ay, aye, whey, key, quay!


Say aver, but ever, fever,
Neither, leisure, skein, receiver. 230

Never guess – it is not safe,

We say calves, valves, half, but Ralf.


Starry, granary, canary,
Crevice, but device, and eyrie,

Face, but preface, then grimace,

Phlegm, phlegmatic, ass, glass, bass.


Bass, large, target, gin, give, verging,
Ought, oust, joust, and scour, but scourging;

Ear, but earn; and ere and tear

Do not rhyme with here but heir. 240


Mind the O of off and often
Which may be pronounced as orphan,

With the sound of saw and sauce;

Also soft, lost, cloth and cross.


Pudding, puddle, putting. Putting?
Yes: at golf it rhymes with shutting.

Respite, spite, consent, resent.

Liable, but Parliament.


Seven is right, but so is even,
Hyphen, roughen, nephew, Stephen, 250

Monkey, donkey, clerk and jerk,

Asp, grasp, wasp, demesne, cork, work.


A of valour, vapid, vapour,
S of news (compare newspaper),

G of gibbet, gibbon, gist,

I of antichrist and grist,


Differ like diverse and divers,
Rivers, strivers, shivers, fivers.

Once, but nonce, toll, doll, but roll,

Polish, Polish, poll and poll. 260


Pronunciation – think of Psyche! –
Is a paling, stout and spiky.

Won’t it make you lose your wits

Writing groats and saying ‘grits’?


It’s a dark abyss or tunnel
Strewn with stones like rowlock, gunwale,

Islington, and Isle of Wight,

Housewife, verdict and indict.


Don’t you think so, reader, rather,
Saying lather, bather, father? 270

Finally, which rhymes with enough,

Though, through, bough, coughhough, sough, tough??


Hiccough has the sound of sup
My advice is: GIVE IT UP!

–Posted by Lynne Diligent

What Do Teachers Make?

October 4, 2011

Taylor Mali was at a dinner party.

Another dinner guest said, “The problem with teachers is, ‘What’s a kid going to learn in life from someone who decides his best option in life is to become a teacher?  Those who CAN, DO; and those who CAN’T, TEACH.”

I bite my tongue, instead of his, and resist the urge to remind the other dinner guest that it’s also true what they say about lawyers….because, we’re eating, after all, and this is polite conversation.

“I mean, you’re a teacher, Taylor.  Be honest….what do you make?”

I wish he hadn’t done that.  You see, I have a policy about honesty, which is if you ask for it, then I have to let you have it.

“You want to know what I make???  I make kids work harder than they ever thought they could!  I can make a C+ feel like a Congressional Medal of Honor, and I can make an A- feel like a slap in the face!  How dare you waste my time with anything less than your very best!  You want to know what I MAKE???  I make kids sit through 40 minutes of Study Hall in ABSOLUTE SILENCE.  ‘You cannot work in groups.  No, you can’t ask a question.  So put your hand down.  Why won’t I let you go to the bathroom?  Because you’re BORED, and you don’t really have to go!’  You want to know what I MAKE???  I make parents tremble in FEAR when I call home at around dinner time, ‘This is Mr. Mali….I hope I haven’t called at a bad time….I just wanted to talk to you about something that your son did today…He said (to another kid), ‘Leave the kid alone!   I still cry sometimes, don’t you?’  I said (to the parent), ‘It was the noblest act of courage that I have ever seen!’  I make parents see their children for who they ARE, and who they CAN BE!  You want to know what I MAKE???  I make kids QUESTION; I make them CRITICIZE; I make them APOLOGIZE and MEAN it; I make them write, write, write; and then I make them READ; I make them SPELL–‘definitely beautiful, definitely beautiful, definitely beautiful’–over and over again, until they will NEVER misspell either one of those words again!  I make them SHOW all their work in math, and then hide it (all their rewrites) in their final drafts in English.  I make them realize that if you’ve got THIS (a brain), then you follow THIS (your heart), and that if somebody tries to judge you based on what you make, then you give them THIS (obscene gesture)!  Let me ‘break it down’ for you.  Let me break it down for you so you know what I say is TRUE.  I make a G* ***m difference!  Now what about YOU?

Taylor Mali is a vocal advocate of teachers and the nobility of teaching, having himself spent nine years in the classroom teaching everything from English and history to math and S.A.T. test preparation. He has performed and lectured for teachers all over the world.

–Posted by (but not written by)  Lynne Diligent

How Teachers Should Respond to Being Bullied By Students

August 2, 2011

Earlier this week I read a question on an education blog asking what aspect of your teacher training was most overlooked.  In my case, I’d say it was any instruction on dealing with classroom discipline issues.  I did get some of that from my student teaching, as my supervising teacher was a master teacher with 30 years of teaching under her belt.  But an actual class in classroom discipline techniques is sadly lacking in education schools.  I’ve never even heard of such a class being offered.

I laughed aloud watching this great video demonstration for teachers.  The first role-play demonstrates how things might typically go in a high-school classroom with a teacher being cursed-out by a student.  It does not end successfully for either the teacher or the student.  The second role-play shows an entirely different approach taken by the teacher, in reaction to the students’ behavior.  It ends successfully for both the teacher and student.

I only wish I had had this type of instruction when I was in ed school.

–Lynne Diligent

Cross-Cultural Conflicts in Education Between Francophone and Anglophone Countries

May 5, 2011

How many continents are in in the world?  The answer is not as straightforward as readers might imagine.  This is only one example of a cross-cultural conflict in education between countries.

As an American teacher, I was extremely shocked when I was criticized by parents in the Francophone country in which I was teaching, for teaching “incorrect” information.

In the English-speaking world, we are taught that there are seven continents:  North America, South America, Europe, Asia, Africa, Australia, and Antarctica.  One year while teaching this to my third-graders (age eight) in an American International School in the Middle East, I was informed by a parent that I was incorrect!

French Map of the Continents

The parent told me that there are only five continents, and went on to inform me that these were:   America (North and South being included together as one continent, and telling me that both were on the same plate–which is incorrect, by the way), Eurasia (I could go along with this one), Africa, Australia, and Antarctica.

After some discussion, I discovered that the entire French-speaking world teaches that there are only five continents, and that is what this parent had been taught in school as a child in a Francophone country.  She didn’t believe me when I told her what English-speaking countries teach, until I showed it to her in a text book.

We were both surprised by what we learned from each other.

So any more, when I get this question, I have to answer by saying, “That depends upon whether you want to take an Anglophone or Francophone perspective.”  I then tell my students if you go to England or America, they consider that there are seven continents, while if you go to France, or a French-speaking country they teach that there are only five.

American Map of the Seven Continents

If any of my readers happen to know what is taught in Italy, Germany, Spain, Portugal, Greece, South America or Asia, or Russia, or any other parts of the world, I’d be very interested to know, and have them share it here in the comments below.

–Lynne Diligent