Chinese Teachers in Royal Oak

**In Royal Oak, they teach Chinese . . . In China, they teach English**
Shang Yuanyuan teaches at Keller Elementary.	Tang Wei, at her desk in Royal Oak Middle School
INTRODUCTION There are two Chinese school teachers teaching Mandarin in Royal Oak for a year: Shang Yuanyuan, at Keller Elementary, and Tang Wei, at Royal Oak Middle School. Both teach English in high school in their separate cities back home. What's it like to leave your small child with your husband and family for a year? To teach in an unfamiliar environment? To live in an apartment on Lincoln in Royal Oak? To compare Chinese and American educational systems? Dr. Thomas Moline, Superintendent of Royal Oak Schools, responded favorably to VersagiVoice's request to chat with the two teachers. So Muriel and Frank Versagi visited the two schools with Dr. Moline. Sitting in on the conversations were Principal John Houghton, at Keller, and Principal Cecilia Boyer, at Royal Oak Middle School. Here, Shang and Tang share their thoughts and feelings. (In China, the last name is printed first, so referring to Shang and Tang follows our practice under which we write, say, "according to Moline.") Moline describes the exchange program which brought us our Chinese visitors and under which two Royal Oak teachers worked in China in 2002. [See] THE PERSONAL DIMENSION Shang Yuanyuan and Tang Wei, who first met during the orientation for their visit to America, share an apartment on Lincoln in Royal Oak. Both commented about the lack of public transportation. The limited number of people on the streets in the evening prevents their walking around, because their experience at home is of going out most evenings, to movies and plays and restaurants, feeling safe and secure in crowds. They don't feel safe in empty streets. Tang expressed an interest in taking an "American cooking class" and she suggested that Shang would like to learn to knit. Muriel is seeking suitable classes for them. The two teachers exhibit the Chinese culture and experiences they share and their uniqueness as individuals. One talks rapidly and informally, the other deliberately and a bit more formally. Asked the age of their children, for example, Shang immediately spoke of her 4-year-old daughter. Tang hesitated a second or two until Frank mentioned his awareness of the Asia custom of considering a child already 1-year-old at birth, and we all chuckled that her son is 5 years old in America and 6 years old in China. It was fortunate for Muriel and Frank that Shang had a class to teach when we visited Keller, and we saw how she transfers her ebullience to her students. At the Middle School, Tang had no class scheduled when we visited, but it is significant that the adults refer to her as "Tang Wei" while they call Shang "Yuanyuan." Two styles of teaching, perhaps, but -- to judge by student reaction -- both successful. Tang's boy is living with her husband and grandfather. Shang's daughter is with her husband and his parents. Both teachers frequently "visit" with their family via Internet camera-and-phone. Shang reports that her 4-year old soon became bored with the electronic visits and now rushes to get off the call after greetings are exchanged. CHINESE & AMERICAN EDUCATION Both teach English at the high school level in China, but in separate cities, Shang at an International High School, in Nanjing, where students must choose a major among Japanese, English, German, and French. Tang describes her home school, Suzhou High School, as "a provincial key school. As we are not a foreign languages school, English is the only foreign language taught." All schools in China, except foreign languages schools, require their students to learn English. China has free compulsory education for grades 1 through 9. For the most part, elementary schools are "neighborhood schools." "Special schools serve blind students, deaf students, and emotionally impaired ones," Tang explained. Because public transportation is very convenient in China, "There are no school buses," Shang said. One must pass an examination to become eligible to enter high school, for which payment is required. Those who do not pass the examination are directed toward vocational schools, where they learn the skilled trades. Because neither vocational school nor high school is compulsory, students must pay tuition -- equivalent to one-fourth of a high school teacher's monthly income. Getting into a university requires passing a national entrance exam, and the tuition, the "student fee," must cover 50% to 80% of the instructor's annual income to support a college student. The tuition varies depending on which university and which major the student chooses. "Professors, of course, receive a higher salary than high school teachers." The "open university" or "lifetime learning" option is available in China, so an individual can get back into the education system at any level and at any time. Students remain in the classroom and the teachers change in all Chinese schools except in universities. Each teacher teaches a single subject. Singing and dancing are used to help capture and keep the children's attention. Indeed, Moline and Houghton and Muriel and Frank stood each time Shang had her class rise, although we didn't wave our arms or swing to-and-fro. Class size in China is 30-40 in elementary and middle schools, 45-55 in high school, except for foreign languages schools. Most schooling is co-ed, although there are single-sex classes and schools. Teachers can be male or female. Classes last 40 minutes, with 10-minute breaks. Shang chuckled at American schedules which specify times narrowly, "like 9:01 or 10:22." She is favorably impressed that American elementary schools offer field trips, as to Cranbrook. "We don't have field trips in China." Tang and Shang said, in different contexts, that some colleagues who have taught in America told them that American school children are difficult, are "devils." Both teachers say discipline in Royal Oak schools is not a problem, that the students are enjoyable to work with. That led us to ask how the Chinese handle discipline, what actions they take with a disruptive student. They agreed that the teacher makes the first attempt to modify the child's behavior. That first step might be detention. Really troublesome individuals are sent, not to the principal's office but to the "class master." Tang spoke at length about the involvement of Chinese parents in their children's education. We got the impression that caring parents sit with their children each school night, not doing homework for the child but doing it with the child. At the Middle School, Tang uses instruction in calligraphy as a tool for teaching Mandarin. Each stroke in a character has a meaning; combinations of strokes convey an idea, a concept. CONCLUDING COMMENTS First, Superintendent Moline and Principals John Houghton and Cecilia Boyer were gracious and helpful. Office staff was cordial and cooperative. During lunch at Middle School, Moline and we sat at a table with students. We were three times approached by women who politely assured themselves that the three of us were there appropriately. They were pleased when Moline introduced himself. About Shang Yuanyuan and Tang Wei: One would expect that, professionally, they would be cordial and cooperative, and they were. However, they were beyond cordial and cooperative. They were relaxed and friendly. Two thoughts come to mind. First, Royal Oak Schools and the Royal Oak School Community have made the Chinese teachers feel welcome. The comradely behavior demonstrated in the several exchanges of greetings all around and the joy with which the Royal Oak teacher who accompanied her first-graders to Yuanyuan's class participated were spontaneous, completely unforced. Second, Muriel and Frank have traveled abroad, including speaking engagements like a 2-week lecture tour in Japan. Frank for 30 years spoke several times each year to Japanese, European, and Latin American business groups visiting the United States. We can distinguish between professional politeness and genuine warmth in the mannerisms of diverse cultures. Consider: At Keller Elementary, Yuanyuan and Muriel hugged as we left. At Middle School, students had written in large, multi-colored fancy lettering on Tang Wie's whiteboard, Ms Tang Rocks! The End Chinese Language and Culture Program by Superintendent Thomas L. Moline The Chinese language and culture program that operates this school year at Keller Elementary and Royal Oak Middle School is a cooperative venture between the school district and the National Committee on United States – China Relations (New York, NY). Two Royal Oak teachers, Kristina James and Doug Robbins, spent a year in China in 2002 with the sponsorship of the National Committee. Their experience earned return credit for teachers coming to Royal Oak that resulted in the placement of Shang Yuanyuan and Tang Wei in our community. The school district has asked to duplicate the experience again by placement of teachers from China in Royal Oak in 2008-2009. Royal Oak School’s intent in participation in this program is to expand understanding and appreciation for other nations and their culture. The inclusion of the two teachers from China has significantly expanded students’ understanding and interest in this particular country. China continues to grow in international influence. Educational experiences of this type will help students to understand and operate within an increasingly connected world. The current teachers from China are provided an allocation of approximately $1,000 per month from the National Committee. Normally, visiting teachers are located with host families. However, Royal Oak Schools found a duplex unit within walking distance of both schools. That choice allowed for the housing of both teachers together, provided for their personal privacy and was most cost-effective with the limited income provided to both teachers. School staff and parents outfitted the home with many of the furnishings and necessities. School staff and parents have planned many small weekend and vacation trips with the Chinese teachers in mind. One of the expectations of the placement program was to provide the guest teachers with opportunities for learning about the Detroit area and our state. Our guest teachers have also found the means to get out of state and experience other national sites of high national interest. Locations for further research: http://www.ncuscr.org/index.htm http://www.ncuscr.org/About_Us/margot_landman.htm Also see