The Impact of Culture on Student-Teacher Relationships

by Maureen Muthoni, PharmD, PGY1, Sibley Memorial Hospital-Johns Hopkins Medicine

I remember my first day of school in the United States — January 7^th 2002. As I walked to the front of the class, I immediately noticed that I was one of only four students in the entire class wearing what the school’s dress code policy stated should be worn. Mrs. Walker greeted me and then introduced me to the class. I took my seat. I found it odd that students were talking to each other while the teacher was speaking. Moreover, the teacher was very welcoming during class and she even encouraged discussion and participation. I did not voluntarily participate that day, or week, or month.  But I was not the only one who did not feel comfortable engaging in conversations with the teacher.

Students spend many hours in school and most of that time with a teacher present. The relationships between students and teachers are crucial to the learning and development processes.¹ Positive student-teacher relationships improve academic performance, enhance self-esteem, inspire success, promote self-awareness, and create warm classroom environments.^1,2,3 But it is important to recognize that student-teacher relationships vary based on culture.  What might be considered a “good” student-teacher relationship is different.

Until the 6^th grade, I went to school in Kenya. My relationships with my teachers could be best characterized as me listening and them doing the talking. I only spoke after raising my hand in class and never really spoke to my teachers outside classroom times. If a teacher wanted to meet with a student after class, it was nearly always for disciplinary reasons.

In the Japanese culture, most teachers direct what students should do without student input. Classes tend to be very quiet and students address the teachers in a very formal way.⁴  Traditionally, in China, student teacher relationships are viewed as being similar to a parent and child. The teacher teaches the student about important virtues and morals, and bestows his/her wisdom.⁵ Students are expected to be very obedient and respectful to the teacher. And to value the teacher’s knowledge and principles.⁵ Although the formality of the relationship between teacher and student has decreased a little in recent years, Chinese students still hold full obedience towards their teachers and are very disciplined.⁵

A study done comparing student teacher relationships between Turkey and the United States showed that Turkish teachers reported more closeness with their students. In Turkey, students keep the same teachers throughout preschool and primary school, allowing for a close bond to form.² All over the world, one might find that student-teacher relationships are different.  But there are some similarities.

Many people refer to the United States as a melting pot. It is a place where many cultures mix.² It is important for students and educators to be aware that different cultures have different understandings of what appropriate student-teacher relationships are and different expectations may exist in one classroom.¹ For example, some students might feel very comfortable with speaking up in class and asking the teacher questions. Other students prefer to do their own research and will only ask a question as a last resort. Some students might make eye contact with the teacher while others will avoid eye contact at all times.³ Some students might eat and drink in class while others do not. In high school or college, it is common for teachers to give their telephone numbers to students and encourage them to contact when not in school. While some students might appreciate this, other students might perceive this as overstepping boundaries. When a teacher gave her mobile phone number to the class, I thought it was odd. So did my friends.

The great thing about this country is how rich it is in diversity. While this may be challenging for teachers and students coming from different cultures for the first time to get accustomed to, it is a great opportunity to learn from and teach others about your culture.^1,3  A great way for teachers, professors, and preceptors to help overcome difficulties faced due to cultural boundaries might include activities where students share information about their cultural backgrounds. This might help the students see different perspectives, create a friendlier classroom environment, help the teacher recognize ways he/she can connect with the students, and help the students realize they are not alone when it comes to cultural differences. In my sixth grade class, we had a class project where we presented on where we thought the Olympics should be held next and why that country/state was a great choice. Students could showcase their country of origin if they wanted or choose to speak about another country. This activity taught my classmates and teacher many wonderful things about different cultures all over the world.

As I look back now to my first day of school, I am grateful. Although it felt odd at first to be so close to a teacher, it is the relationship that I built with her that truly helped me through middle school. She helped me through a lot and made me feel truly welcomed. I cannot say that there is a culture that has the best student-teacher relationship, but I do believe that a healthy student-teacher relationship positively impacts learning outcomes.

A student summarizes the importance of a great student-teacher relationship this way:

“The key to being a good teacher is to know the kids. You have to know every single one and have a relationship with every single one. I think that one thing that really allows me to work hard is knowing that my teacher knows where I am in life at that moment. If they don’t know me, I will tend not to work as hard for them.”³

References

1. Rimm-Kaufman S, Sandilos L. Improving students' relationships with teachers to provide essential supports for learning [Internet]. American Psychological Association. 2011 [cited 2016 Mar 30]
2. Beyazkurk D, Kesner J. Teacher-child relationships in Turkish and United States schools: A cross-cultural study. International Education Journal 2005;6(5):547-554.
3. Knoell C. The role of the student-teacher relationship in the lives of fifth graders: A mixed methods analysis. Doctoral thesis, University of Nebraska, 2012. [cited 2016 Mar 30]
4. Takeya K. Culture Shock: Schools in the U.S. and Japan. KALEIDOSCOPE [Internet] 2000 [cited 2016 Mar 30]
5. Zhang X. Parent-Child and Teacher-Child Relationships in Chinese Preschoolers: The Moderating Role of Preschool Experiences and the Mediating Role of Social Competence. Early Childhood Research Quarterly 2011; 26(2):192-204.

Office Hours: A Hidden Learning Experience

by Meryam Gharbi, Doctor of Pharmacy Candidate 2018, University of Maryland School of Pharmacy

Picture from: https://pixabay.com/

It’s 4:00pm. You had clinic for 6 hours this morning and taught a 2-hour class in the afternoon. As you relax into your office chair, you grab your second cup of coffee and take a gulp as you check your calendar for the day. You see “meeting with Jill” scheduled for 4:15pm. You take a deep breath and eye the clock. You open Jill’s email that she sent the other day:

“Hi Professor, I would like your advice about how to deal with some issues in pharmacy school. I hope we can meet soon! Thank you! Jill”

Exhausted, you close the ambiguous email and wait for your student to enter your office.

Whether it is something you enjoy or not, if you are an educator, it is inevitable that one of your students will request a one-on-one appointment with you. The truth is, students run into road blocks from time to time, and naturally, you are the one they trust to help solve problems.¹ Students initiate office hour visits for many reasons including to ask questions about course content, make up an assignment, seek advice, or simply to socialize.  Regardless of the reason, there are hidden learning opportunities in an office hour meeting – not just for the student, but also for the educator! 

Office hour visits can help enhancing problem-solving skills. Many times, students are entering your office because they need help solving a problem. Using your expertise and experience, you teach learners how to go about looking at a problem from a different perspective. The office provides a quiet and calm setting to slowly evaluate the problem and bounce ideas off of one another to solve it. Sometimes the problems students present can be quite unexpected and may challenge you as an educator to think outside of the box. Indeed, both the student and the educator learn from one another and enhance their problem-solving skills. The student can use what he/she has learned from the educator to apply to future situations, and the educator can use the experience to advise other students who may face similar issues.²

Jill frantically enters your office. “I am failing your class, Professor! I have studied for hours, I went to tutoring and I keep failing the tests.”

You think deeply. “Okay, Jill. Let’s think about why this is happening and ways to improve your performance.”

With that, you write down Jill’s troubles with learning the material and offer new ways she can study. As you consider Jill’s problem, you consider how to apply this to other students who may be struggling in your course.  You consider new strategies that might help all students.

Office hour appointments encourage metacognition. Metacognition is the process of thinking about what you are thinking. Talking over students’ problems related to academic performance or problems faced in their personal life should prompt them (and you) to think about thinking and evaluate how best to approach situations. By developing an awareness of their own thoughts, students become more successful during assessments and problem solving in real life situations. Having this conversation also encourages you as the educator to think about your own thinking. Understanding your own thoughts allows you to communicate your advice effectively and clearly to your students.³  Problem solving and metacognition go hand in hand. Without understanding how you think, it will be significantly more difficult to solve a problem.

“Have you thought about the way you study, Jill?”

Deep in thought, Jill analyzes the way she studies. “I guess I’m more of a visual learner. I understand things better when I read. However, I’ve been spending a lot of time listening to the recordings of your lectures. That’s what my classmates are doing and it seems to work for them.”

Office hours are an opportunity for students to Learn from Feedback. Office hours give you the opportunity to give personal feedback to your students that they can use to improve their performance in the future. But feedback during office hours is a two-way street. As an educator, you are learning what motivates your students, what they struggle with, and what they are confident about. It grants you the opportunity to get a glimpse of how well you are teaching your students, which will encourage you to constantly reevaluate yourself and improve.²

You smile at Jill and ask her “Please, be honest with me, is there a better way I can teach you this material?”

Jill smiles back and says, “maybe assigning more reading material could help me learn better.”

You nod, “Will do. You’re doing a great job by coming to me for help early. Come back whenever you are in trouble again, or just to say hello!”

Jill grins and thanks you profusely before stepping out of your office.

Although it can seem a nuisance, especially for a busy educator, office hours can be a rewarding experience! It not only allows you to get to know your students, but it also gives you the chance to teach them and learn from them too! Despite the potential benefits of meeting students one-on-one, a study found that only 76% of faculty actually keep their stated office hours.⁴

So next time a “Jill” visits your office, have an open mind and be ready to not only teach, but learn!

References

1. Barry, E. Using office hours effectively [Internet]. APS Observer. 2008; 21(6): 37-40.
2. Acitelli LK. Learning and teaching during office hours [Internet]. Ann Arbor, MI.: Center for Research on Learning and Teaching, University of Michigan at Ann Arbor; 2000. [cited 2016 Apr 12].
3. Tanner KD. Promoting Student Metacognition. Cell Biology Education. 2012; 11(2): 113-120.
4. Pfund R, Rogan J, Burnham B, Norcross J. Is the Professor In? Faculty Presence during Office Hours. College Student Journal. 2013; 47(3): 524-528.

Differentiated Instruction

by Cynthia Uche, Doctor of Pharmacy Candidate, University of Maryland School of Pharmacy

The recognition that all students do not learn in the same paves the way for differentiated instruction, or DI. DI is a type of instruction that is inclusive of different types of learners.^1,2,3 DI addresses the varying learning styles of students within the classroom.^1,2,3 Each student has different learning preferences and the aim of DI is to create options for the delivery of a lesson. This method of instruction is a form of multimodal learning and it is often applied in today’s classrooms. DI is part of the standard to which teachers and instructors are assessed.^4,5 Students’ needs, motivations, and abilities are varied, therefore, part of the instructor’s task is to construct lessons that address each student’s needs. DI principles are based on the idea of multiple intelligences, completing tasks/activities that are socially relevant to the student, along with incorporation of visual, auditory, and kinesthetic learning methods into each lesson.^1,3,5

Image from:  https://loorducation.wordpress.com/edu-605-differentiated-instruction/

Establishing clear objectives is the first step. In order to deliver content well, the content must be relevant to the students. Choosing a variety of instructional methods is the key to applying the DI method. For example, use of visual aids and textbooks for visual learners and incorporation of note taking for the tactile learners.^1,5 Another important component of DI is addressing the learning environment. The learning environment needs to be safe and encourage learning. Rewarding students’ for effort, despite less than perfect performance, is important in establishing a safe learning environment.

After the delivery of content, instructors may use DI to allow students the option of showing mastery of the content based on their learning style.^1,2 Kinesthetic learners may build a model and describe its relevance to the topic. Visual learners may wish to create a PowerPoint presentation or a graphic organizer that explains the assigned topic. Auditory learners may wish to deliver an oral report. Finally, learners who prefer to write may compose a written report based on the assigned content.^1,3 Assessing effectiveness throughout each lesson, is an important aspect of DI.  The infusion of formative and summative assessments during and following delivery of the lesson are great ways to assess student learning and progress. Multiple-choice questions that assess the students’ level of comprehension of the topic can be administered during and at the end of the lesson. In many classrooms, the instructor can employ student response software such as “clickers”, raising hands to indicated answer choices, or through traditional paper and pencil questions. Research has shown that DI is effective for learners of different cognitive abilities.¹ The availability of options motivates students to take responsibility for their learning.^1,4 One study found that student grouping based on learning styles improved collaborative learning.⁶ The accessibility of different options of assignments may better serve the students, if they work collaboratively, in groups, based on their similar learning styles.

With the expansion of course delivery to online classrooms, the application of DI methods to online learners is also important. Students enrolled in online courses have the same varied needs, experiences, intelligences, and learning styles as those enrolled in courses held in traditional classrooms.

In the online classroom, utilizing multimedia can help an instructor to differentiate the content, process, and outcomes. Interactive activities that foster cooperative learning, with shared ideas and open discussions among students, especially through online chat forums, are great tools for learning.² According to the DI model, direct instruction and inquiry-based learning should also be incorporated into lessons.¹ There needs to be a balance between all of these methods, no one method should be utilized more than the others.^4,5 For instance, in a course that is delivered in a 50 minute period, direct instruction may comprise only 10-15 minutes of that period. After which, the instructor can then segue into other forms of instruction, such as inquiry-based learning. DI model encourages student-centered learning over instructor-led learning.⁵ This method inspires student investment and accountability for learning.¹

As with any method of instruction, there are pros and cons of DI. DI requires a great deal of planning.¹ More time is spent adjusting delivery of a lesson after formative assessment indicates that the delivery is less than optimal. Professional development needs to be dedicated to assisting instructors learn how to apply DI methods to their classes. Ultimately, the success of DI that has been observed in the traditional classrooms can be translated to online classes.

References

1. Weselby C. What Is Differentiated Instruction, Examples of Strategies [Internet]. Concordia University: Teaching Strategies; 2014 Oct 1 [cited 2016 Mar 5].
2. Hampel R, Stickler U. The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL. 2012; 2:116-137.
3. Clayton K, Blumberg F, Auid DP. The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component.  Br J Educ Tech. 2010;3: 349-64.
4. Landrum T, McDuffie K. Learning styles in the age of differentiated instruction. Exceptionality. 2010;18:6-17.
5. Tomlinson CA. The Differentiated Classroom: Responding to the Needs of All Learners [Internet]. Association for Supervision and Curriculum Development; 1999 [cited on 2016 Mar 5].
6. Alfonseca E, Carro RM, et al. The impact of learning styles on student grouping for collaborative learning: A case study. User Modeling & User-Adapted Interaction 2006;16:377.