Teaching Method Business Professional Reason

Question: Describe about the Teaching Method for Business Professional Reason. Answer: I was barely seven years old, when my parents decided to relocate to Japan, for professional reason. As a child, growing up in an English family, I encountered great difficulty, on my way, trying to adjust with the Japanese culture, as well as the Japanese method of education, during my early school life. Although my parents thought it was just another school for me, that they sent me to, for me it was an unfolding of a whole new experience, that I could hardly relate to. The first obvious problem I encountered was the lack of awareness of the linguistic background of the Japanese people. I could not comprehend the Japanese language, and consequently the accent or the style of enunciation of the English words stood incomprehensible for me. Though my teacher would be speaking in English, every single utterance by her sounded so different for me. Further, her facial expression or her style of teaching, was completely different, from the teachers of New Zealand, and hence I failed to learn the simple tasks. Learning new things among the very new people, who spoke a different language, or wore quite a different apparel, was one of the most challenging things I faced, while studying in the school. Gradually, I started losing enthusiasm of learning in class, as I found my teacher not offering us the activity-based learning classes. While studying in New Zealand, our teacher used to explain each chapter by demonstrating the content on the very next day. Howe ver, here the teacher was mostly pre-occupied to find out how much we could memorize rather than how much we were learning from a chapter. Almost every day, she would take a written test, and would ask us questions. I studied hard, and tried to explain my perspectives, while my teacher was discussing a chapter. However, I was astonished to discover that my habit of adding my own perspective to a topic, was considered a form of interruption by my teacher. I was scolded more than once, for expressing my unwanted opinions. My teacher cited the example of my fellow classmates, who would keep mum, while she would explain the chapter. We were not supposed to talk, and the only time we were supposed to express ourselves, was the time we would be sitting for our examinations. I wanted to learn, explore, interact and develop, rather than just accepting what the content of my boring books explain. I started feeling alienated. My teacher labeled me as disobedient and talkative, even though I b arely communicated with anyone, except my teacher. I also hated how the teacher would expect absolute silence in class, whereby she would be the ultimate authoritarian figure in class. However, I would still wonder why my teachers were not interested in classroom interaction that was a source of fun and interest for me, in New Zealand. Another incident had largely de-motivated me, during my school days in Japan. Once my teacher was teaching an English lesson, and she explained the common interpretation of the chapter, that was discussed on the last page of the book. However, I was not satisfied with the interpretation of my teacher, and hence presented my perspective, without being asked to do so. This made my teacher reproach me in front of the entire class, call my guardian and complain about my arrogant, over-confident nature. It is evident from my personal experience, as discussed above, that each teacher is required to embrace the ethnicity, cultural or linguistic background of the students. A teacher who intends to deliver her lessons in class, may ignore the importance of looking after the well-being of each individual student (Aends, 2014). However, a teacher willing to educate the students must essentially develop an understanding of the cultural background of the students. Herein lays the importance of the concept of cultural responsive pedagogy that clearly states that racial or cultural difference does matter, and must be taken into account seriously (Hooks, 2014). A student often feels marginalized, neglected, deprived and even hopeless, when he fails to adopt or at least make himself understood to his teachers. It is highly important for any teacher to understand the cultural and ethnic background of the student and the students heritage and community, while teaching him. The Eastern method of e ducation is largely different from the Western mode of education, and hence the cultural differences of the students should be respected, rather than imposing new restrictions on the students. The teachers should adopt a culturally responsive method of teaching, which values, and respects the cultural difference of the students. It is important for the teacher to embrace, and adapt himself to the customs and traditions, style of speaking or facial expression and learning style of the student (Gay, 2013). Instead of alienating him, she should respect the difference, and utilize a more flexible method of teaching. As and when a student belonging to a different ethnic culture joins the class, it is the duty of the teacher to develop an awareness of his culture as well as the learning style followed in his former school, or the behavioral style of conduct followed in his home (Hammond et al., 2015). In case the teacher fails to adjust himself with the differences, she might end up de-mo tivating a child, ruining the academic growth in future(LeGates Stout, 2015). I have learnt from my personal experience, that a student should not feel alienated, after joining a school that prioritized and favors a particular culture. A child, who fails to get proper response from his teacher, owing to ethnic or cultural difference, may grow up shy, inward and timid. Each educational institution should accept, acknowledge and embrace the diversity existent among the learners, and should accordingly offer a flexible system of education. Each learner must feel that they do belong to the system. The function of a teacher is not limited to satisfy the academic needs of the students. The teachers are also required to have a comprehensive understanding of the problems of the student that might potentially impede his smooth learning experience. Reference List: Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., ... Tilson, J. L. (2015).Powerful learning: What we know about teaching for understanding. John Wiley Sons. Gay, G. (2013). Teaching to and through cultural diversity.Curriculum Inquiry,43(1), 48-70. Gunning, T. G. (2012).Creating literacy instruction for all students. Pearson Higher Ed. Hooks, B. (2014).Teaching to transgress. Routledge. LeGates, R. T., Stout, F. (Eds.). (2015).The city reader. Routledge. Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., Doughty, T. T. (2015).Teaching students with special needs in inclusive settings. Pearson. Tomalin, B., Stempleski, S. (2013).Cultural awareness. Oxford University Press.