Ask any teacher and he or she will tell you: the first two weeks of classes are always pretty good. Students behave well as they learn the rules and expectations of a new teacher, and they’re normally not prone to testing the boundaries. The first weeks are, therefore, the easiest of the year. And what is it like in Shenzhen, China, after one week with Chinese eleventh graders?
The only aggravations are of a sort easily dismissed. They’re a result of the power in the office going out without warning periodically (I hope that grade book autosaved…oh, snot, it didn’t); the internet not always working properly, and a lack of wifi in the office. Oh, and there’s a bit of disorganization, which would probably have driven me nuts if I hadn’t been through worse before. For example, the English text books we are supposed to be using this term to help students firm up their language fundamentals only arrived yesterday, and further, it was unclear which classes were expected to use which books. As it turns out, grade 11 students will use a book called Interchange, while others at a higher level will use one called Know More English, the title of which seems a questionable play on words to me. One might have expected to know this stuff ahead of time, but ultimately, it’s not a big deal.
One fantastic thing about teaching where I am is that I get lots of prep periods. There is time to get organized, time to gather materials, and time to grade student work. There is actually enough time in the workday to get my work done. That’s huge. Last year, though I loved my job in Utah, I took work home every weekend. And not a little–hours worth of work. I didn’t have a spare moment at work, never mind actually being able to enjoy my entire weekend. Here, I have time again. It’s splendid.
I’ve found Chinese students to be more or less like students anywhere. There is a great deal of variation in capabilities–or rather desire, I suspect–between streams. Yep, students in this school are streamed according to ability. I have two classes which are higher level English learners, and one which is very low. The ones in the lower class tend to be unmotivated, as you might expect, so I have to wake sleepers and prod those who aren’t taking their work seriously. Oh, about sleepers–this is a boarding school where students are kept working until 9:00 at night, so that’s one reason they nod off. They’re legitimately tired, not just uninterested.
Yesterday left me with a smile on my face, for it was Teacher’s Day. As the day wore on, students brought me a box of apples, two big bouquets, chocolate, a couple of hand-written notes, and some fancy soap. In the evening, there was a banquet staged for all of us teachers, too, at some fancy restaurant, but it turned out my little ones weren’t welcome, so I skipped it. After all, who wants to go to a teacher’s day banquet where teachers’ families aren’t welcome?
Another point of interest is the end of the school day at a boarding school on Friday. Since most of the English teachers live at a different location, we ride a bus to and from school. Yesterday, we sat in traffic–not even able to get out of the school gates–for almost 20 minutes because the students were going home. The kids rolled their carry-on sized luggage out the gates and along the sidewalk to a car sitting in the road waiting for them. It was a big of an exodus, and quite interesting to witness. Hopefully, though, our bus can make a quicker escape hereafter.
If things continue in this vein, I’ll be very pleased to be working in Shenzhen. Here’s hoping the first week is a harbinger of what is to come, not merely the honeymoon period.