Classroom Management: Creating a Positive Learning Environment

2 - The Influence of Chinese Culture on Hong Kong Classrooms

2 The Influence of Chinese Culture on Hong Kong Classrooms Hue Ming-tak Only the soft overcomes the hard, by yielding, bringing it to peace. Even where there is no space, that which has no substance enters in. Through these things are shown the value of the natural way. The wise man understands full well that wordless teaching can take place, and that actions should occur without the wish for self-advancement. Lao Zi (500 BC) Synopsis This chapter looks at the influence of Chinese culture on the Hong Kong classroom. It begins by describing the three schools of Chinese philosophy: Legalism, Daoism and Confucianism. Their effects on how teachers develop their strategies for classroom management are discussed. Also, four cultural features of the interpersonal relationships in the Hong Kong classroom are summarized as (1) hierarchical human relationships; (2) collectivism and conformity; (3) Chinese practices of childhood socialization; and (4) the social game of “face”. Lastly, the yin and yang doctrine is adopted for understanding the complexity of the classroom and the teaching roles of teachers. Objectives After reading this chapter, you should be able to: • identify the four aspects of classroom management — physical, cognitive, social and affective; • understand the different approaches to classroom management; • show awareness of the influence of Chinese culture in interacting with students; • use the doctrine of yin and yang to explain the dynamics of classroom behaviour; • identify the teacher’s role as a classroom manager. 22 Classroom Management Pre-Reading Reflection and Discussion • How would you define the term “culture”? • What does Chinese culture mean to you? • How familiar are you with the key beliefs of Legalism, Daoism and Confucianism? • In the ongoing process of modernization, how sharply does Chinese culture differ from Western culture? • To what extent do you think the classroom life of teachers and students has been influenced by Chinese culture? • Are there any current disciplinary practices which can be explained by the Chinese philosophies of Legalism, Daoism and/or Confucianism? Introduction Culture is a complex and elusive concept. It is embedded within almost all elements of daily life such as language, ideals, beliefs, customs, gestures and ceremonies. In using all these elements, individuals can make sense of their social world and interact with others. Culture also helps people to connect and integrate various parts of their lives as a meaningful whole. Because of its monolithic nature, culture can be inherited from one generation to another and can be shared in common by all members of a society. Despite this, one should note that it has some flexible and varying characteristics: it has a life of its own which evolves and transforms through time, in the course of which some new dimensions of meaning are added to people’s preconceptions of the social world to which they belong. What is going on in the classroom is related to the wider context in which the school is located, and cannot exclude itself from the influence of the culture to which it belongs. In Hong Kong society, Chinese culture has a significant influence on the social behaviour of most people, even though Western culture and trends in globalization have produced some profound and extensive changes in the society. In education, we can still trace back some influences to their roots in Chinese culture. The scenario below is seen in most classrooms in Hong Kong schools. Can you identify any influence of Chinese culture on the behaviour of the teacher and students? Can this be explained by any Chinese philosophy with which you are familiar? Classroom scenario When the teacher, Miss Lam, entered the classroom for an English language lesson, all the students became alert. The monitor reacted immediately to The Influence of Chinese Culture on Hong Kong Classrooms 23 announce loudly, “Stand up!”, and the students stopped whatever they were doing and stood up politely without pausing for a second. Miss Lam kept her back straight and stood in front of the whole class, with an obvious sense of authority, and constantly glanced round to make sure everyone was paying attention to her presence and was standing in an orderly fashion.As the classroom became very quiet at this point, she felt satisfied with their behaviour and said to the class in a serious tone, “Good morning class!” In doing so, she kept looking around the classroom and made eye-contact with as many students as she could. This was done as...