Blog #3 Adventures in Xian

Blog #3 – ITEM China 2010 “From Dalian to Xian, and home again”

Introduction by Catherine Johnson, Faculty Associate

In the ancient capital of Xian, the ITEM China module completed its final phase of its 2 month PDP journey in China. While living and working at the Shaanxi Normal University campus, we experienced a serene and learning-focused environment that was removed from the crowds and congestion found beyond the university gates. The students and professors in the Education Faculty embraced our arrival by creating an ‘international week’ filled with cultural sharing evenings such as a traditional dance performance (Mongolian, Tibetan, ‘chopstick’ etc.), a meal and evening of shopping in the Muslim Quarter, a lecture on the Chinese educational system, a visit to the Big Goose Pagoda’s light and water show (the largest of its kind in Asia) and a social sharing event. We also traveled to the Army of the Terra Cotta Warriors and Huaqing Palace and Hot Springs (retreat of emperors and concubines), which are the local remains of the ‘state of Qin’ – the first ruling Dynasty of China. We cycled the ancient city wall of Xian and viewed numerous historic towers and buildings along its perimeter. Through these experiences, we became friends with our Chinese colleagues and connected to the ancient history here in the Xian area.

Our week of classroom teaching experiences in Xian included a several days at the Shaanxi University Kindergarten (40 students per class, ages 4 to 6, for a school total of 1300 students) and one day at other schools across the city observing primary and middle school classrooms. Our mentor teachers were dedicated to supporting us as we learned how to build students’ phonological awareness using this unique English Immersion curriculum, modeled after the B.C. French Immersion program. This program began in 1997, with 5 schools, and has grown to 17 schools in Xian and Guangzhou - the only program of its kind in China. Combining immersion materials with PDP ideas enabled the student teachers to create various speaking and reading experiences for young ESL learners. The children were joyful and warm in every way, and they helped us learn to be appreciative of the different conditions for learning in schools around the world. Our time here in Xian has been filled with friendship, food, history, fun and learning – all aspects of travel that have enabled us to feel more prepared as future educators in B.C. or around the world.

Teaching in the English Immersion Kindergarten program

By Vanessa Fung and Carol Whitley

Smiling faces with pure intentions

Loving children was not something I mentioned

For I did not know

The joy that they show

Would make me realize my passion.

I know with certainty

The possibilities aplenty

Teaching is an art

Children make the part

Giving us the satisfaction

To put learning in action.

Unaffected by the world

They laugh

They smile

They are...

The future.

If there’s one thing we’ve learned from teaching Kindergarten here in Xian, China it is that children are all the same no matter where in the world you are. There is a joy about them that is indescribable. They are pure and innocent. They see the world as a beautiful place. They love unconditionally and laugh unabashedly. It is impossible not to smile in their presence. It has been such a rewarding and eye-opening experience—an absolute perfect conclusion to this ITEM 401/2 journey.

Never underestimate the complexities of teaching early learners. We leave this experience with utmost respect for Kindergarten teachers. They are amazing!

Learning to Teach in a Foreign Environment

By Sheryl Appleby and Ryan Harrison

Being in the ITEM module, we all expected to experience challenges in our teaching based on the ESL aspect of teaching in a foreign country. We certainly found it challenging to explain some North American cultural concepts, from as Kermit the Frog to the Beach Boys. But the biggest challenges often came in making our lessons relevant to our students’ lives and prior experiences because many of our students at the high school in Dalian have been living in boarding schools most of their lives, some from as young as 2 years of age. Others were in their 20’s and had come back to high school to improve their English, to go abroad for university. How can a student teacher create a lesson that is relevant to the range of these students? The level of English language proficiency also varied widely in any given classroom. Some of our students had studied for several years in England or America, while others were having trouble with basic spelling and sentence structure. Not only did the ITEM program allow us to learn how to teach while in a foreign country, with non-Canadian students, this placement it enabled us to teach in gender segregated classes because this year Dalian Maple Leaf International High School has created two separate campuses – boys and girls. We learned a lot about teaching but we also learned about the realities of boys and girls only learning environments.

For female ITEM student teachers teaching on the boys’ campus, one of the major challenges was in creating lessons that were of interest to teenage boys. After one lesson that was a flop and too ‘touchy-feely’, I learned connect to the things that boys were most interested in - the girls (who were no longer on their campus), sports, video games, and cars to name just a few. It became a part of our relationship building time to ask students questions about their lives, at the beginning of each class. We started out feeling hideously uncomfortable and out of place in front of a class of boys but in the end we were really proud of the things we had been able to teach them and even more proud of them for the efforts the students had made in their learning. (Sheryl)

For male ITEM student teachers teaching on the girl’s campus, the hardest challenge at first was getting to know the students on a personal level and being able to gauge whether or not they understood the instructions that were provided. The girls were much more shy than the boys and at times I had to encourage the girls to speak, even when working in partners. To get the girls to converse more, I incorporated a variety of group activities from presentations to roleplays. Although the girls preferred working independently or with a partner, this was an effective way for us to be able to push them to be creative while also working on their oral English skills. (Ryan)

Unlike the boys, motivating the girls in the classroom setting wasn’t a big issue. In physical education classes, however, teachers found it particularly hard to motivate the girls. Many of the girls came to Maple Leaf School with a very limited sporting background. “Confucianism is still strong in Chinese society, in the sports community as elsewhere, with the result that the family is still central to women’s responsibilities” (Jinxia, 2003). Although there is a recent trend in Chinese schools to make Physical Education mandatory throughout high school and University, it is still 'a work in progress' and academic subjects are emphasized often taking the place of any physical activity. Also, the majority of the girls had never played or watched soccer, basketball, tennis, hockey, volleyball, baseball, badminton or ultimate before entering Maple Leaf School. Because of this lack of experience, along with the language barrier, it was difficult to connect and scaffold skill-building activities and relate them to the girl’s (lack of) prior knowledge. In order to overcome this teaching obstacle, introducing one or two skills at a time (such as throwing a Frisbee) and explaining each term was crucial to the girl’s improvement and comprehension.

Bringing energy and creating a laughable environment were also important motivational factors for a successful lesson. Throughout this experience, we learned that creating an environment that was open to mistakes and incorporating students input with activity choices that they found interesting was a critical aspect for success. The Dalian experience enabled us to truly see the differences in learning styles between genders and although we spent the majority of time with one gender, most of us were lucky enough to teach both girls and boys. This experience will help us identify with all our students, both boys and girls, during 405.

The English Arts Festival

(by Davina Lee) The annual English Language Arts Festival at Dalian Maple Leaf School was a major focus during our time there as student teachers. It was an interesting experience as we worked very closely with English Ambassador students who organized the month long event. My role was in the Boys’ campus where I helped coordinate the Music part of the festival. It was a little disappointing for the boys this year because they really wanted to work together with the girls for the festival like they did last year; however, they did their best and had some really amazing and entertaining performances. Although the total number participants on the boys’ campus were few compared with on the girls’, they all joined together for a co-ed grand finale on the last day of the festival – a true reward for the boys. Some of the boys wrote and played instruments. The level of passion they displayed really proved how music and singing can help students improve their English. It showed the importance of how learning a new language can be practiced and made relevant in different, real life ways.

(by E.J. Bugayong) The Speech Competition was one of the activities of the English Language Arts Festival and drew in over one hundred students. Although I am on the verge of becoming a teacher there is something daunting about speaking in public. An endless amount of people staring at you and waiting to see if you can hold their attention longer than a few seconds just by using your words. I can’t even fathom what it would be like to add to the stress and speak in a secondary language; but that is what the students on the girl’s campus did. The students were given three minutes to speak on a specific topic, i.e., magic, plastic, overcoming adversity, and were judged based on their pronunciation, tone, creativity, and enthusiasm. Although pronunciation and tone was difficult for many the girls I was in complete awe in the willingness of the students. None of these girls were forced to participate in the competition, nor were they receiving any extra credit yet they still came up to the platform and gave a speech. The girls didn’t care that it made them extremely uncomfortable and nervous to speak in front of a large group of people, they had one goal in mind: to improve their English. Although there eventually was a winner for each grade that participated, I realized that all of the students were winners as I saw the overwhelming joy and contentment written all over their faces as they all had a sense of accomplishment from the speech that they gave. Many people view teaching as an 8:30am-2:30 pm job but they forget about all the extra-curricular activities that teachers participate in. Just like the students who participated in the speech competition, teachers are not forced to partake in extra-curricular activities. They put in those countless hours outside of the class because we care about the students and want what is best for them. I am, by far, not an excellent public speaker, however, the speech competition allowed me to help create a new environment for the students to be challenged and to succeed.

(by Dustin Neufeld) During our time at the Dalian Maple Leaf International School, the SFU student teachers were asked to volun-teer in the English Arts Festival taking place on both the girls’ and the boys’ campuses. I was teamed up with a group of girls planning and organizing the short plays. Each homeroom was to write and perform an eight-minute play using English, and being judged on their pronunciation and clarity. The level of participation and creativity was astounding; everyone got involved. There were no inhibitions about getting up in front of a large audience and singing or dancing. I asked one of the girls if this came from a culture of KTV (karaoke), and she said, “Yes. KTV is relaxing.” On the down side it was all princesses, fairy tales and love stories. I watched over twelve versions of Cinderella. One of the teacher judges suggested it might be from a lack of life experience resulting from a life in boarding schools. Many of the girls we worked with had been in boarding school since primary school. These students were being raised by their peers, by their dorm monitors, and by their teachers. From this childhood experience I could see why friendship was so important to them. For them, family is this large group of children around them, and maybe that was why they were so close, why they were so supportive towards each other (even to the point of helping each other cheat) and why they had no issues getting up in front of all of their everyone – they were all sisters.

Blog #2 - Adventures in Student Teaching at Dalian Maple Leaf School

ITEM CHINA Module 2010 BLOG #2 - March 19, 2010

(in 'pictures' : click 'Dalian')

‘Life in Jinsitan, Dalian’: a Message from Faculty Associate, Catherine Johnson

It has been 3 weeks now since we arrived at the Dalian Maple Leaf School in Jinshitan at Golden Pebble Beach, a seaside community one hour from Dalian in Liaoning Province. We'd like to share with you some of our ‘day to day’ experiences thus far. We are fortunate living here at DMLS for many reasons, one being its location along the coast which enables strong prevailing winds to eliminate any smog or air pollution. In this government-designated tourism and education zone, there are summer homes/condos, golf courses, tourist attractions and convention centers that abound. Eerily, they lie closed for the winter awaiting the warmth of spring that will bring tourism back to the area. Nearby are many modern colleges (Modeling, Animation, Kung Fu!), museums (The Mao Button Museum and a Wax Museum) and amusement parks (DiscoveryLand – Chinese Disneyland) all built within the last 5 years. Intel has its massive new building in our area – a horseshoe the size of a mountain. The boardwalk along the ocean makes for a pleasant destination for a run or walk, if temperatures rise above freezing. A new LRT system links our community with the neighbouring development city where many teachers shop and live. It is a modern, dynamic area.

On the other hand, the local town of Manjitan is a typical small Chinese town with a daily market and a handful of restaurants and stores. No English is spoken so it is fun (and challenging) to run errands or order food with gestures and broken Chinese. We are often rescued however by ‘friends’ of the school – such as Stan and Susan who are owners of Susan’s Pizza (Stan is a retired DMLS librarian) and 'Fairy' of the Blue Phoenix Reflexology and Travel Agency - who are kind to us and offer us translation when needed. Dalian Maple Leaf School in Jinshitan is actually 2 schools – the older boys’ campus and the brand new girls’ campus - which are boarding schools, across the road from each other. It is a short, brisk walk between classes and campuses. We love our ‘boys’ or ‘girls’ depending on our placement. Now, the module members are fully integrated in their classrooms, working with their school associate mentors who guide their planning and teaching and give them the ‘authority’ to teach their classes. It has been a bonus to work with many new teachers (2 to 6 years of teaching), and all teachers here are engaged in the inquiry process of refining their practice, are energetic and fun, and are part of a community that lives and plays together!

1) Experiences with ESL Learners by Jon Peters and Wes Liu

The term ESL not only means that English is not a student’s mother (first) tongue but it also means that these students are immersed in a second culture and way of thinking. This circumstance is definitely the case here at DMLS where students are schooled using a combination of Western and Chinese teaching methodologies, and are taught by Canadian teachers. Therefore, as Canadian teachers, we need to be meticulous in our use of explanatory language but must also anticipate intercultural misunderstandings. Often, we take this for granted.

There are two ways which can help us achieve this goal. In terms of directions given -both verbally and modeled - teachers ought to explain why they are doing a certain activity (which are unfamiliar to the students). If the students know the intentionality of the activity, they are more likely to participate keenly. This is especially true for practices such as peer collaboration/teaching, an educational feature which is not highly utilized in China. Here at DMLS, the students we teach come from a different culture background than we do. They have not heard the same stories, do not know the same history, have not seen the same pictures, nor have processed the same ideas. Many of the students have never left China nor do they know anything of the world beyond their border. These complexities make the teaching of Humanities even harder. So, while scaffolding for language comprehension, teachers must ensure that they structure their course material so that the students can GRADUALLY understand it.

“Simplification” is the key we have learned to use when teaching ESL learners. Breaking lessons into simpler steps unlocks the puzzle of motivating students towards progression. In PE12 boy’s volleyball class, we have been working on our spikes and down ball attacks. It is essential that each step be broken down and explained with patience and detail – speaking slowly. What is a spike? Well it is when you are on offence and you strike the ball with the palm of your hand. Then they will ask: “What is offence? What is the palm?” When teaching ESL learners, it helps to be visual as well. When explaining underhand serves, we used visuals to explain the motions and techniques - e.g. associating motions they are already familiar with: underhand, like when you go bowling (that is if they know what bowling is). If not, find some other vocabulary they are familiar with. Explaining unfamiliar key vocabulary is essential for ESL understanding. If they don’t understand the vocabulary, your instructions are futile. Start with simple building blocks. Remember - the Great Wall of China started with a single brick!

2) Teaching boys; Teaching girls by: Stephanie Krgovich & Parnaz Kashani

Teaching in a gender-segregated school has opened our eyes to gender differences. Whether it is learning styles, academic behaviour or personal interests, boys and girls seem to put their own twist on things. (It’s important to note that this is the first year these students have been separated at Dalian Maple Leaf.) While we are new to this separation, veteran teachers have expressed noticeable differences regarding the tone within the school. Here is a list of similarities and differences we have noticed during our first 3 weeks:

Girls tend to stay alert

Boys often fall asleep

Girls test uniform boundaries (wearing nail polish, fake nails and bright shoes)

Boys welcome the comfortable tracksuit uniform

Girls are well mannered and clean

Boys tends come up short in this department

Girls enjoy reading, are mostly auditory learners, and like ‘down time’

Boys like to be active and are often visual learners

Girls are very chatty

Boys are surprisingly affectionate with one another

Girls are very creative with schoolwork and projects

Boys cannot stop talking about computer games

Girls enjoy the boys company but are shy about admitting it

Boys are always willing to run over to the girls campus when given the opportunity

There are also many similarities we have come across. Both genders are very interested in the North American lifestyle. They are eager to learn personal information about their (student) teachers and share their stories with you. Both are curious and ask lots of questions. Some things that ‘we’ may think as personal, such as relationship status and age, both genders speak very openly about it and share their experiences. If you every get the opportunity to work in a segregated school, we encourage you to explore individual genders because they are both a delight to work with.

3) The Life of a DMLS Student by Jag Sihota & Sarah Jafari

As a student teacher in PDP, school life can be quite busy. Actually it is busy 98 % of the time. However, we need not forget about our student’s lives, especially in a private boarding school with the credentials and cost of Dalian Maple Leaf. Of course the true consumers in the equation are the parents of the students. Unfortunately, the parents were not available for comment. So we asked the students. What do they like about their school? What are their biggest challenges and how will their D.M.L.S. education help in their future plans? These questions led to some interesting and informative answers. One student liked the use of English as the language of instruction even though that was his biggest challenge. One young lady said she never felt the requirements to speak and learn in English were unreasonable although she admitted she would never speak English willingly with her friends. Another student liked the Canadian teachers. He thought they were special. A D.M.L.S. /UBC graduate, who is now a Maple Leaf employee, said that her transition into university life in Canada was greatly eased by her introduction to English and Canadian culture from D.M.L.S. She said she understood approximately 60% of her first year university courses. She did mention that taking notes during lectures proved difficult for her throughout her undergraduate years. A non-Chinese DMLS student thought it was fun here, and liked the size of the school. He was never bored (outside of class that is). The most varied answers came when the students were asked about their future plans with their education from Dalian Maple Leaf. One student remarked it allowed easier access to western culture while another thought they received lots of information about colleges and universities and the use of English helped prepare them for their future. It was a pleasure interviewing the students as their honesty and sincerity were quite impressive.

4) A day in the life of an ITEM student teacher by Sarah Stables, Kiran Gill & Kristy Barclay

6:00am: The alarm goes off. But what is that I hear? The sound of the day’s fireworks has already begun – perhaps at 3 am. Maybe it’s celebrating a birth? Or the opening of a restaurant? Maybe it’s because its the first Monday of the month? Or Lantern Day? Or maybe its just because they invented fireworks! “Do I have time for a run on the track before I dash off to school?”

7:40: School begins with the soothing melodies of the daily bell. Our students are already sitting in their desks as we arrive.

10:25: Flag ceremony. On Mondays, the Chinese, Canadian and Maple Leaf School anthems are sung (even in the freezing cold might we add). The students all stand in rows as the three flags make their way to the top of the flagpole. Other days, exercise occurs instead.

12:05: Lunch time! Teachers and students make their way to the HUGE cafeteria, where the abundance of Chinese food is unlimited. A plate full of food is only $1 CAN. If your not feeling in the mood for Chinese there are two western restaurants in the surrounding area where the delivery boy will ride his bike to and from the school multiple times a day to deliver lunch to the hungry students and teachers.

1:00: Back to teaching. An observation you say? A day is never complete without these observations from our SA or FA. Fortunately, our students offer us endless support with their politeness and eagerness to learn in the classroom.

3:45: School is done, but not for the student teachers. Extra-curricular activities fill our time, such as helping out in the English Arts festival, taking Mandarin classes, playing ball hockey with our teachers, or attending evening module meetings (but always with cookies and when were really lucky, cake). Dinner is a take out meal, a quick bowl of noodles or pasta, and on special days a meal at a nearby restaurant shared with someone from the module.

9:30 pm Evening study hall is finished for our students, and our daily reflecting and planning has concluded. Our students excitedly return to their dorms, from evening study hall, rushing outside for one last burst of fresh air until ‘lights out’. We also wrap things up so we can SLEEP be ready for the next chapter of ‘Student Teaching Adventures’ in CHINA ......... tomorrow.

First Reflections of China, from ITEM China 2010

Dear Colleagues, Friends and Family, from ITEM Faculty Associate Catherine Johnson

“Ni Hao” to everyone back home from the S.F.U. International China module. This update has been written on the 7^th day of our almost 60 day journey in place called ‘China’, a journey which will take us to new heights while learning about the profession of teaching through the concept of place based education. We left Vancouver on the wings of Olympic excitement and landed in another Olympic land – Beijing (Summer 2008) - where we walked among the Bird’s Nest and Water Cube buildings and pinched ourselves. Where were we? It was an eerie moment as we felt transported to this new and different place which will become our home for almost 2 months. Arriving during the Chinese New Year’s celebration meant fireworks every night and Spring Festival decorations everywhere. We saw many exotic and historic sights in Beijing and learned how to interact with everyday people in Beijing during their holidays, becoming accustomed to the ‘Chinese’ landscape. During a spectacular day spent hiking along a remote, original section of the Great Wall of China, we were struck by the awesome beauty of the jagged mountains, the frozen lakes, and the hundreds of steps up to high peaks and lookouts. The ‘zipline’ ride back down to the parking lot brought us back to the reality of modern day China and the task of becoming teachers which was soon ahead of us. We then flew and landed in Guilin and traveled to Yangshuo for 3 days of life in rural / outdoor China. Here, majestic limestone karsts dot the landscape, along the banks of the Li and Yulong Rivers. An unexpected burst of warm weather offered outdoor adventures such as mountain biking, bamboo boat rafting, hiking, rock climbing and, of course, shopping and eating. Having gained the contextual understanding of villages and cities, workers and families, tourists and residents, and meeting may new friends along the way, the students are feeling at home in this new place and ready to live and work as teachers at the Maple Leaf School in Dalian - our new home tomorrow.

ITEM China 2010 – Cultural Tour: Vancouver - Beijing – Yangshuo - Dalian

Topic 1: A “How To” Guide of China by Parnaz and Jag


 
 You arrive in a foreign country and you wonder how you’ll survive. Welcome to China but don’t worry because we are providing a beginners guide to surviving in the Republic of China. First and foremost, bring Kleenex because it is not provided in the washrooms. The water is not clean for drinking, so you should always carry sanitizer because even when you wash your hands it’s a good precaution to take and use it. 
Now lets talk about leaving your hotel. It’s a scary thing to go into a country where you become the foreigner and you don’t speak the language make sure you’re never alone. Begin by having a safety net, your hotel card with the address, so that when you are trying to get back you can use it. Which leads to point two. You will be acting and using gestures all the time, like playing Charades! If you decide to take a taxi, make sure the meter is working and its not covered up and don’t let them convince you otherwise. Its not expensive to take a cab but always enter with a running meter! No matter where you are never take out all your money or your passport, always keep it hidden and preferably in a money belt. Its normal for hotels to want a copy of your passport its as important as always having your drivers license on you, it is your form of identification. 


Let’s continue with some more suggestions, thoughts and opinions on how to survive in the People’s Republic of China. Patience is a virtue. Patience is a virtue. Patience is a virtue. As a foreigner, expectations regarding any type of service may not be quickly met. It is necessary to relax and let go. This will certainly help in meeting one’s expectations. 
It can be natural to become overly sensitive in a foreign locale. Try to avoid this inclination. Instead of being oversensitive, laugh. Laugh a lot. Language barriers do not barricade laughter. 
Patience and laughter will help deal with the crowds. Prepare for people; lots and lots of people. 
In addition, preparation is necessary for many other aspects of China. Be prepared for extreme levels of poverty, as China is still a third world country. Prepare to deal with the smell of the country, as it can be quite overwhelming on occasion. Use all your senses to the best of your ability, especially your sense of sight. Every moment is breathtaking, whether it is the view of the geography or a view of the people. It is truly a once in a lifetime experience. 
As well, there are some general suggestions that should be considered. When shopping in the market, bargain. Bargain hard. Pay one-quarter to one-third of the original price. Starbuck’s in Beijing is not the same as it is in your neighborhood. Neither is KFC or McDonald’s. So as mentioned beforehand, it is best to relax and let go. 
Be open-minded, try new things and be ready for an adventure when it comes to eating and most importantly its all about your attitude because that is the key to having fun! Everyone will try to take advantage of you so outwit, outsmart and outplay them and do it with a smile!

Topic 2: 
 Intercultural Communication - A Survival Guide by Ryan & Stephanie

When traveling abroad, understanding the customs of the environment provoke feelings of discomfort, however, we are quickly developing an understanding of these cultural practices and realize that learning the ways of our new environment is crucial to our success in China. Laughter and smiling encourages social bonding and evokes trust by filling the void of misunderstandings. Lightheartedness and laughter also enables us to build relationships and decreases social tension. For example when exploring the Dragon River in Yangshuo on bamboo rafts we communicated through laughter with our tour guides. We started off by repeating words in each other’s language. Although repeating each others dialect was essentially nonsense, through the aid of laughter we were able to create a unique bond with our guides. Laughter is both contagious and universal!

Learning simple terms such as ‘hello,’ (Ni hao), ‘thank you’ (xie xie) and the number system creates magical moments with others using simple but effective communication. Our bike tour was filled with breathtaking views of mountains and traditional lifestyle. In addition we had the opportunity to great passersby. Although we were moving quickly and did not have time to communicate for long periods of time, acknowledging the local folk with “hello” and “ni hao” invoked an immediate response and smile. Hand gestures may not be the most culturally immersive technique however they can be very effective. This can be seen when ordering food. Pointing to pictures on a menu decreases your chance of receiving unwanted food. Extending your arm straight out and flicking the wrist towards the street is essential when calling a taxi. In Beijing using this gesture will get you a taxi in seconds. While pointing can be extremely helpful it can also be detrimental when bartering. Pointing at an article of clothing that you may or may not be interested in will blow your cover as an experienced barterer and you will be perceived as naive and inexperienced.

Making a good impression by presenting oneself according to the customs of the country can take us a long way. Our first 8 days have helped us prepare our intercultural communication and will take us a long way when communicating with our students in Dalian.

Topic 3: Being the “Other” in China by Sarah S. and Dustin

A week in China, as a white male, and already the feeling of being the “other” is strong, confusing and perplexing. It is a paradoxical feeling of being revered while also being seen as a target. I have asked myself many times, What do they think when they see a white guy? Do they see wealth, novelty, an opportunity to make money, gullibility? And how do I want to respond to these people? What I found most daunting as an outsider is the struggle to have a conversation that goes deeper than “Ni hao.” There is always the feeling of being a cultural tourist. I find “Otherness” is the feeling you have after a failed attempt to communicate and the awkward silence that follows, it’s the feeling of being watched in a restaurant, laughed at in a market, and stared at when you walk down the street. It’s the feeling of being amongst people but knowing there is a separation. We are the same, but different. Sure we share many aspects of lifestyle, but for the Other, the rules are weird, the norms are strange, and the roads are insane. But in the end everyone understands a smile.

As a blonde Caucasian female, I have never experienced minority and otherness like I have in China. While touring around the “Forbidden City” and looking at all of the many attractions, it began apparent that I too was an attraction. Many times I would have families of people come up to me and ask to take my picture. They were always so excited and happy to be in the photo with me that I have begun to feel like some sort of celebrity. While it is very flattering, I have also found it to be a bit uncomfortable. In my eyes, I feel like everyone else and do not understand why I am such a novelty, which leads me to feel guilty because I do not know what I have done to deserve this type of attention. Luckily, the attention was in a positive experience but I find when trying to buy things or take taxis, my foreignness is viewed as someone they can take advantage of, making prices higher then they normally would be.

With all this said, as we keep trying to understand and communicate, the feelings of otherness are beginning to fade, we are beginning to have more genuine experiences and we are witnessing a slow, but gradual breaking down of the tourist barriers. More and more we are engaging with the people, making connections, and having some good laughs. The excitement of getting to know and love this culture is growing and we are enthusiastic about our time here.

Topic 4: Chinese Food - by Wes and Sheryl

We eat for hunger, necessity, and personal enjoyment. In addition to these reasons, the meals we have eaten here in China have been for a cultural experience. Every time you eat in China, it is a new adventure. Although there are many western restaurants widely available in the more touristy areas, it is good to experience Chinese culture by eating the foods of the local region. There are many spices and preparation techniques used in preparing the food, as well as local specialties depending on which part of China you are in: fresh fishes, poultry, vegetables, different herbs and spices. One part of the adventure is ordering your food; you often don’t really know what you are going to get. Many restaurants have picture book menus, which may or may not have English translations included. There are also street vendors all over the place selling everything from fried tofu to scorpions on a stick. Some of the best, if not the most sanitary, food comes from these street vendors… if you are brave enough to try it. It is completely acceptable for your chef to cook your food with a cigarette hanging out of his mouth and dropping ashes in your food, or for a street vendor to drop a skewer of meat on the ground and just put it back on his cart. There is no ‘food safe’ course in China.

Another aspect of eating in China is the difference in table manners and etiquette. Eating in a Chinese restaurant is more akin to eating at home with your family; all the dishes are put in the middle of the table, and everyone serves themselves. Dinner meals are usually enjoyed with Chinese tea. It is not customary to add sugar or cream. It is fun learning to eat with chopsticks, and it should probably be recommended as a new diet program. There are “proper” ways of holding your chopsticks, but when you’re hungry enough, any method that gets the food from your plate to your mouth is sufficient. There is also no “3 Second Rule” here in China… if it hits the table, it is now considered inedible, if it hits the floor it is toxic. Also, it is a strange thing for westerners to find that food waste, such as bones, is just deposited on the table rather than put to one side on the plate. Often you do not even have a plate, as the Chinese prefer to eat from small, deep bowls. Our advice when it comes to food, is that you need to embrace it. When you start to go hungry, the menu usually only consists of two items: 1) take it OR 2) leave it. Yes, eating in China is always and adventure, but the rewards outweigh the risk.

Topic 5: Urban China by Vanessa and Kiran

Big. Bustling city. Busy streets. Tall buildings. Heavy traffic. Historic. Modern. Populated. Busy subway. Old, yet new. It feels normal, yet not really. It feels like you are always one step behind, no matter how fast you are going, the city is always one step further. The city is big. It is enormous. The streets are dominated by cars, motorbikes, and bicycles—all sharing the same road. The streets are a whirlwind of activity. But in some way, Beijing is just like home--almost... It's fast pace and energetic. There are people everywhere from all over the world. There's a very international feel to it. It's very metropolitan and overall a great place to experience everything about China. There are many traditional buildings still retained by modern Beijing. The city underwent massive growth and, especially with the 2008 Olympic Games. The historic palace of the Emperor, the Forbidden City is surrounded by the urban areas. Also, there are the historic neighborhoods where the majority of Beijing citizens and villagers once lived- narrow streets, called Hutongs, one floor houses. Most of these Hutongs are replaced with high-rise apartment complexes, some Hutong streets still remain. It is like a fusion of past and present, lingering in our presence, requesting our attention. Our visit to Tiananmen Square probably best exemplified this phenomenon, as we saw traditional-style buildings, between the massive Tiananmen and Qianmen gates surrounded by an urban metropolis. The city is very modern but somehow, it is not. There is a timeless history embedded within the bustling urban metropolis that cannot be overburdened by modernization—that is the beauty and essence of Beijing.

Topic 6: Activating our Senses by Kristy and Davina

Just another awesome day in the ITEM China 2010 module…

For most of us, the best part of the trip so far started with hopping on a mountain bike, strapping a helmet on and recalling what it feels like to ride a bike again. The uneasiness became more intense as we proceeded through an intersection while the honking horns becoming louder and louder. After a long, sweaty bike ride on the winding streets and villages of Yangshuo, we arrived at our destination for lunch. We parked the bikes along the side of a laundry filled alleyway and walked towards an arch doorway that lead to one of the many beautiful views of the day. In the distance, the bright turquoise water flowed beneath the immense karst mountain range and the smell of oil and spice clouded the restaurant in excitement for today’s meal. With our jaws dropped in amazement, we took seats at round tables overlooking the Yulong River and started to engage in the awesomeness of the day. And just to remind us that we weren’t too far from home, we were comforted by the sounds an sights of the China vs Canada curling match on T.V., in the corner of the restaurant.

Various dishes were brought and spread across the table for our inexperienced chopstick hands to pick at. Aromatic flavors filled our mouths as our bellies became full of yummy goodness. After lunch, we ventured through the narrow alleyways that led us to a group of crazy bamboo rafting paddlers waiting for us at the river. We nervously climbed onto the raft and then followed the sounds of “Ni hao” all the way down the river. After an hour and a half of singing and whistling, we finally launched over the last mini waterfall becoming baptized into the Yangshuo culture. What a breathtaking day!!!

Topic 7: Rural Life In China by Jonathan and Sarah J.

The Chinese have made the transition from seeing themselves as a nation based on anti-bourgeois agricultural ideals to a nation now based on the ideal of prosperous city industry. This has created a rural disassociation where people, especially the young, shun forms of the former ideals instead of embracing what one can consider as the ‘new China’. 
 
Yet, despite these changes and advancements, rural life in China still exists. There does not seem to be much going on there. Life seems slow, oriented around the family. Aside from the laborious field work, which one would imagine can not last throughout the year from wake to sleep, there did not appear to be much in the way of economic opportunity (aside from catering to tourists). Moreover, jobs were not too glamorous (unless one likes walking though muddy fields or breaking dry clumps of dirt). For reasons related to work availability or dissatisfaction, there has been a massive emigration of people (especially the young) to the cities. In the villages we have seen, both in the District of Beijing and the Province of Guangxi, this movement is so profound that I did not come into contact with any young people in rural areas (although it is certain that they do exist). In the future this will be the big rural question: Who will replace the aging population? 


*Here is an Ode to Yangshou and to the day our module spent riding around the countryside: 
 
Meeting the Dragon by the Yulong River 
(in memory of Robert Frost)

Whose fields these are, we think we know; His house is in the village though 


He will not see us stopping here; To watch his water buffalo. 
 


Our group must think it queer; To stop without a schoolhouse near 


Between Dalian and SFU; The greatest fieldtrip of the year. 
 


Our guide is “Evil” this is true; He leads us over bumps and pooh 


He knows the way... 
But “wow” were our seats blue!
 


The peaceful ride would make us sing; But where is all the snazzy bling? 


The compounds were so sparse; 
Simplistic life – now that's the thing 
 


The fields are lovely, wet and deep; But we have promises to keep 


And miles to ride; Before we sleep 


And miles to ride; Before we sleep

Topic 8: Community and Personal Growth by Carol and E.J.

As we walked off our eleven hour flight to China, our home for the next two months, an overwhelming feeling of uncertainty and insecurity came crashing down upon us. Our only sense of comfort and familiarity came from the knowledge that we were entering this novel experience not as individuals, but as a group that has already developed into a solid community known as the China ITEM Module. As individuals, we all came from different backgrounds and we have led different lives that have shaped who we are and how we interpret each moment. Although we stand in the same position, through different lenses we create our own personal significance. An experience that may be brand new to one member of our module may have already been experienced by another member, yet collectively as a group we combined these perceptions to make one whole moment.

Although the bond between our group had already been established on campus, entering China provided new challenges that would test the strength of our community. We were now expected to share a room with a member of our module. The way in which that person creates their living environment, would now directly impact ones personal experience. Conflicting sleep patterns, range of personalities, and importance of cleanliness are just a few of the many dynamics that we are trying to overcome, while maintaining a favourable environment.

As we begin to embrace the smells, sounds, and many sights that are drastically different than Vancouver, we also begin to appreciate the stability and comfort of our home environment. In contrast, as we take in this new culture in its authentic form, we get a deeper appreciation of how the people of China live. We are beginning to envy how fulfilled they are with the simplicity of their way of living. With a minimal income, they are able to create a life that is surrounded with family and a strong work ethic that keeps them content.

All of these thoughts question our own way of living, which in turn, question how we are going to be as teachers. How can we teach our students to be more fulfilled through simplicity, and what is truly important? As future teachers we must model what we are trying to create in this world. Through our current and upcoming experiences in China we hope to gain a deeper understanding of ourselves by looking at the world through a different lens.