Thank you, Lucie and Barbara, for sharing your personal journeys teaching in the "two worlds". I think about what possible struggles I would have in adapting to teach and live in a different country with different customs, social norms, and sense of humor. Both you and colleagues who have posted on this thread have made this journey and thrived. We have so much that we can learn collectively from those who have the journey and your experiences!
Lucie, you mentioned being involved in COIL program at your institution. My rudimentary understanding of a COIL (Collaborative Online International Learning) is that it connect students and professors between different countries. I think many of us reading this thread would be interested to learn more about your and other colleagues' involvement and experiences with COILs, as many of us are new to the concept of COILs or have just heard of this amazing program for the first time.
Frank Marfai, Ph.D.
1202 W. Thomas Road, Phoenix, AZ 85013
Original Message:
Sent: 04-19-2024 11:31:46
From: Lucie Mingla
Subject: Experiences Influencing Teaching Practices
Hi Barbara,
Thank you so much for your valuable input. It is true that confidence comes with learning of the culture and especially the language. Same here. I struggled with both: Language and classroom culture. I used to have a very established reputation working at the same school for 22 years and being a school leader who had made tremendous impact in mathematics and sciences. I had won (my students under my preparation and mentoring) for many years regional and national competitions (in Albania). In short, my advice and requirements were well taken and applied not only from students, but from my colleagues as well. When I came here, obviously it wasn't the same. I went back to school, started teaching here and there, and gaining more knowledge in my adoption to the new language, and culture.
I have concluded that the struggle and discomfort come only from one's personal deficiencies. I struggled because I was unprepared for the new environment, language, and culture. I came here not knowing any English, even though I had learned multi-languages (but English in school). And yet, what you are saying "I say something and students giggle´ is true. Before, I used to think that students were laughing at me. That's because I didn't know how to speak. Now, I laugh with them. Their jokes become nice fun and everyone's laughing. I would say, it took me a lot of training and study to become confident in every aspect.
One thing that I want to point out is that Mathematics skills help us have a good position in society, including our students. Most colleagues and students took me seriously and respected me for those skills. I affirmed myself as a knowledgeable and skillful person, and I always accepted that I am aware of my language deficiencies. I am doing COIL program this semester, and I see that some of the feelings came back. I can see the international peers' struggle much better.
Another thing that I want to point out is that there was always a great percentage of colleagues and students that had the same issue. That helped us discuss these issues and understand each other better. Also, it helped me, and others, to better understand the various pedagogical and mathematical methods used in different cultures. I always bring on board students from various cultures (having studied abroad) so they can bring their methods of solving a problem. I also always ask if anyone has solved the problem in a different way. It is all great, and I enjoy what I do. I feel that I can teach anywhere in the world.
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Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY
Original Message:
Sent: 04-18-2024 21:37:29
From: Barbara Leitherer
Subject: Experiences Influencing Teaching Practices
Hello Lucie-
Thank you for your insightful response to our first post. I feel with you about the culture shock and the language barrier you experienced upon arrival in the US. While my first years were not easy as an international educator, I adapted like you to the changing situation and overcame many hurdles over time. Despite being bilingual now, some subtle nuances in the language still throw me off once in a while. Sometimes I try to say something funny (and students don't get it), and at other times, I say something and students giggle (and I don't know why). American humor does not always hit European humor on the nail. In the process of assimilation I got to the point to accept that my English language skills would never equal those of a native speaker. Once I did, I was able to move forward. However, as an international math educator I am always intentional about improving my intercultural communication skills as I need to understand my audience. This is especially true about my students who come to me with backgrounds, knowledge, and beliefs (often vastly) different from my own.
From a math perspective, I was surprised to see that students in the US are often taught with a procedural approach which promotes a sequence of steps to be followed. In my teacher's certification in Germany I was trained to teach students "lesson study, critical thinking, problem-solving and conceptual understanding" (your words) over the memorization of formulas. Just recently I read about the value of both approaches, when I came across a publication by Rittle-Johnson, Siegler and Alibali (2001). The authors state that children acquire two essential types of knowledge, conceptual understanding and procedural skill. But which one comes first? This was a fascinating read trying to make the case that conceptual and procedural knowledge may develop in a hand-over process. Procedural knowledge may actually help students to identify and eliminate misconceptions and thus may lead to gains in conceptual knowledge.
In addition, I richly benefitted from the gracious time of colleagues who mentored me at the beginning of my career explaining the American high school system and the math curriculum. Whenever I have observed American colleagues teach, they have inspired me with the easiness they establish rapport with their students and having fun in the process. Some were great entertainers (which I am not) and others made great jokes (which I am not good at either), but despite all of this, they inspired me to find my authentic German-American style to reach the students in the first two years of college. I am still a work in progress.
Rittle-Johnson, B., Siegler, R. S., & Wagner Alibali, M. (2001). Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. Journal of Educational Psychology, 93:2, 346-362. https://doi.org/10.1037//0022-0663.93.2.346
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Barbara Leitherer
Professor of Mathematics
CC of Baltimore County - Essex
Baltimore MD
bleitherer@ccbcmd.edu
Original Message:
Sent: 04-03-2024 21:14:17
From: Lucie Mingla
Subject: Experiences Influencing Teaching Practices
Thank you, Frank and the hosting group, for the recommended article and the discussion prompt. I had to look a little bit on Stigler and Hiebert's (1999) article "The Teaching Gap" which compares teaching practices in the United States, Japan, and Germany. The authors highlight the effectiveness of Japanese methods, like lesson study and emphasis on problem-solving, leading to deeper learning. The authors emphasize that in contrast, American teaching often focuses on covering content without ensuring full student understanding. The article calls for a shift towards ensuring understanding and application of learning, advocating for professional development and supportive systems for teachers.
As an international educator with two decades of teaching experience in my home country before moving to the USA, and more than a decade in Higher Education in USA, I have found that lesson study, critical thinking, problem-solving and conceptual understanding lead to deeper learning outcomes. I can admit that I experienced significant cultural shock upon arrival. One of the main reasons was the language barrier. However, despite the challenges, I have also recorded many successes as an educator as well. I believe that teaching and learning are cultural and evolving processes. For instance, I believe that teaching practices in USA have changed and evolved just like the other countries have also.
I can say that being an international educator in the USA has equipped me with knowledge and skills to understand the challenges of international students and educators, and being able to converge ideas thoughts and practices that benefit teaching and learning and students' success. Working in higher education since 2011 has elevated my teaching skills, and I appreciate the technology, materials, resources, and professional development opportunities available. Overall, I find being an international educator rewarding and I believe it has benefits, including a greater appreciation for resources and opportunities. As higher education professionals, we have the opportunity and the power to change the teaching practices in a way that research shows are effective and productive. During my IMPACTLive hosting in February, I have emphasized some of my practices posted on my blog and discussion.
I appreciate any input and effort toward making our new generation more reliable and capable of addressing the world's challenges and needs for a better future for all.
Happy teaching and learning everyone!
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Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY
Original Message:
Sent: 04-01-2024 14:23:46
From: Frank Marfai
Subject: Experiences Influencing Teaching Practices
What are some best practices you have used in teaching? How were you introduced to these practices? How have your experiences in other countries and/or experiences with international students/colleagues influenced your teaching practices?
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Frank Marfai, Ph.D.
Phoenix College
MARICOPA COMMUNITY COLLEGES
Mathematics Faculty | Mathematics
President | Arizona Mathematical Association of Two-Year Colleges
Chair, Research in Mathematics Education for Two-Year Colleges ANet
1202 W. Thomas Road, Phoenix, AZ 85013
frank.marfai@phoenixcollege.edu
https://www.phoenixcollege.edu/
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