|
|
|||||||||||||||||||||||||||||
|
|
|
In many cases, new teachers are coming into a very different environment than the one they are used to; the number of nationalities involved as well as nationalities with whom they have had no previous contact, working with a multinational faculty. Teachers in international schools face a multi-faceted cross-cultural situation, dealing with cross-cultural situations in the classroom, in contact with parents, within the faculty and on the street. New faculty members therefore must be conversant with the effects of culture shock and managing culture shock within the school environment. To make the most of their stay abroad teachers should be aware of techniques for making the most of the comfort zone in a sojourn and planning re-entry. However, faculty members are also in a position to avoid some of the most interculturally educational situations abroad. International school communities tend to be welcoming and most teachers are readily absorbed into the school community. As a result many teachers, even after several years abroad, spend most of their time in the school or with faculty members and have limited contact with the local community or the rest of the expatriate community, a situation which facilitates short-term adjustment but hinders long-term adjustment. In these sessions new teachers are encouraged to plan their overseas sojourn, profiting from a supportive environment while seeking experience-rich contacts.
We do not perceive other cultures from a neutral point but are bound to our own culture on many levels. In these sessions the overt effects of cultural conditioning are explored, perception and communication, existing stereotypes and the effects of our stereotypes on others and others on us.
Because the situation in international schools is different to that in schools 'at home', materials used at home may require modification. The discussion and activities in these sessions highlight the special features of international schools and their student body and how these affect teachers in general terms and in the classroom.
Relating to other Cultures: Students, Parents, Teachers, Members of the Host Community Teachers must relate not only to other-culture students but to parents and faculty members of other cultures and host country citizens. In these sessions activities relate to relationships with other-culture members of school, expatriate and host communities.
|
|
|
|
A1 Living Overseas. Features of overseas transition with special reference to the unique situation of overseas teachers; dealing with culture shock, making the most of the comfort zone in a sojourn, keeping re-entry in mind. Activity I Activity II A2 Personal Background We do not consider other cultures from a neutral point but are bound to our own culture on many levels. This session explores overt effects of cultural conditioning; perception and communication, existing stereotypes and the effects of stereotypes on others. Activities explore personal perceptions and stereotypes and the use and limitations of cultural stereotypes in the expatriate environment. Activity III Activity IV and V
B1 Teaching Overseas: Unique Elements This session highlights the special features of international schools and their students and how these affect teachers in general terms, and in the classroom. Activities are designed to help teachers consider how to apply their current skills and what knowledge and skill areas require development. Video clip. Activity VI B2 Relating to other-cultures: students, parents, teachers and members of the host community. Outline of potential strategies both general and specific. Participants develop potential strategies.
|
|
| About Us | Programs | News & Events | Literature |Links | Contact Us | Schools Main | Home | |
© Caitcheon Cross-Cultural Services 2001 • All Rights Reserved
