Culture Questions

1. You are a 5th grade teacher with a new boy in your class from an Arab nation. He speaks very little
English. He is having a problem getting along with the other students. He has fights on the playground
every day, which he seems to provoke by constantly touching the other boys.
Given that the student is in 5th grade, this student is most likely in their pre-adolescent
years. With this age in mind, I feel that the approaches I take can be more mature and can be
discussed with him as I correct the situation. If the student was younger, I would approach the
situation differently than explained below. I feel that the reason why this student is very disruptive
in my class might be because as stated on page 30 of the Egbert-Ersnt Slavit textbook, the Arab
culture has significant values of mutual trust, respect, and harmony. Because this student might
not understand the way to earn that trust and respect this might be why he is acting this way. The
prompt does not state how he is directly disrupting my class, but if he was often talking during
instruction time or even messing around during class time, I believe it’s most likely because he
values having mutual respect and harmony, and is seeking that through his actions since he cannot
exactly seek it fully through his words. This student’s actions could also be because he is not yet
used to the way that American schools are designed. As stated on page 33 of the Egbert-Ersnt
Slavit textbook, GCC countries have shifted from religious schooling to more modern schooling,
but these schools still most likely have some form of religious practices put into place. In the
American school design, we have extremely few religious practices still put into place, making it
less strict. This student might not be used to the way that schooling is done here, and might be
taking it less seriously. My solution to this situation would be to have a conversation with the
student’s parents and explain to them what is going on. They might have better incite to the
student’s previous schooling design, and may be able to communicate why they feel the student is
acting this way/what I can do as his teacher to correct his behavior. If discussing these ideas with
the student’s parents proves to be unhelpful, I would then consider alternative classroom rules.
This student might need more structure in their learning, as the Arab culture provides in their
schooling. I would potentially implement rules that closely resemble those of his culture, to
provide an environment for him that is slightly similar to what he is used to. I would also, of
course, communicate with the student. I would not want to go through these alternative solutions
without somehow discussing matters with him first. Though this communication might have to be
through another bilingual student, through a translator, through technology- I would want the
student to understand what is happening so they don’t feel blindsided by me going directly to their
parents regarding the situation.

2. You have a new Korean girl in your 4th grade class. The other students in your class don’t want to sit
next to her because they say she smells funny. You have a bad allergy and can’t tell. She appears to be
a clean, well-dressed child and you don’t understand your students’ objections.
In this situation, I would suggest that the students do not keep their lunches next to their
desks or tables. This would prevent the smells from the lunches from travelling around the room
and therefore prevent the students from smelling whatever is in the student’s lunch. Since I have
bad allergy and can’t smell it-- I could try this solution and then ask one of my fellow teachers to
see how the smells are accumulating. I might also try to host a classroom potluck, and request that
each student bring in a dish that resembles their culture or a popular family dish! I would require
(unless allergies or health issues were conflicting) that each student try at least a small portion of
every dish. This way, students can try each other’s dishes, and maybe my Korean student will
 bring in a Korean dish and allow other students to try it and see that even though it may smell or
look different, it does not mean that they should treat their classmate any differently.

3. You are a 3rd grade teacher who is having a parent conference with parents of an Asian student in
your class. You explain to the parents that the child needs to spend more time working on his
homework. The parents keep nodding and saying “yes” as you explain your reasons. You are
disappointed when there doesn’t seem to be any follow-up on the parents’ part.
I feel that the parent’s response of nodding and saying “yes” is because in China’s schooling system,
teachers are recognized as the authority, and challenging teachers is not accepted (Egbert Ernst-Slavit,
194). This shows that their response is not intended to purpose that they are brushing off what the
teacher is saying by only nodding, they respect me as the teacher and find it rude to combat or question
my authority. Due to the lack of follow-up on the parents’ part, I think it would be important to include
class time to work on the student’s homework. I think it would be beneficial to have the students have a
short 15-20 minutes of class time to work together on homework and have them be able to ask
questions and get a head-start on their assignments. In doing this, it gives this Asian student time to
work and gives him more time to work, since the parents provide minimal support at home. If over
time, the student still is not completing assignments and shows no improvement with the class time for
work, it might be beneficial to meet with the principal and the parents, to better explain the situation
and make them understand that they need to work with their student to help his school performance.

4. You are a 5th grade teacher who is using a lot of cooperative learning strategies in your classroom. In
the middle of the year you get a new Arab boy in your class. The student doesn’t follow any of the
rules you have explained through a bilingual classmate. He is very disruptive in your class.
Given that the student is in 5th grade, this student is most likely in their pre-adolescent years. With this
age in mind, I feel that the approaches I take can be more mature and can be discussed with him as I
correct the situation. If the student was younger, I would approach the situation differently than
explained below. I feel that the reason why this student is very disruptive in my class might be because
as stated on page 30 of the Egbert-Ersnt Slavit textbook, the Arab culture has significant values of
mutual trust, respect, and harmony. Because this student might not understand the way to earn that trust
and respect this might be why he is acting this way. The prompt does not state how he is directly
disrupting my class, but if he was often talking during instruction time or even messing around during
class time, I believe it’s most likely because he values having mutual respect and harmony, and is
seeking that through his actions since he cannot exactly seek it fully through his words. This student’s
actions could also be because he is not yet used to the way that American schools are designed. As
stated on page 33 of the Egbert-Ersnt Slavit textbook, GCC countries have shifted from religious
schooling to more modern schooling, but these schools still most likely have some form of religious
practices put into place. In the American school design, we have extremely few religious practices still
put into place, making it less strict. This student might not be used to the way that schooling is done
here, and might be taking it less seriously. My solution to this situation would be to have a conversation
with the student’s parents and explain to them what is going on. They might have better incite to the
student’s previous schooling design, and may be able to communicate why they feel the student is
acting this way/what I can do as his teacher to correct his behavior. If discussing these ideas with the
student’s parents proves to be unhelpful, I would then consider alternative classroom rules. This student
might need more structure in their learning, as the Arab culture provides in their schooling. I would
potentially implement rules that closely resemble those of his culture, to provide an environment for
him that is slightly similar to what he is used to. I would also, of course, communicate with the student.
 I would not want to go through these alternative solutions without somehow discussing matters with
him first. Though this communication might have to be through another bilingual student, through a
translator, through technology- I would want the student to understand what is happening so they don’t
feel blindsided by me going directly to their parents regarding the situation.

5. You are a 6th grade teacher with your first student from China. She came with an excellent report card
from her school in China. She is outstanding in math but can’t seem to learn to read.
I feel that this student may just need some more one on one attention and may potentially need a little
more attention. In Chinese culture, only a few different characters are required in order to be considered
functionally literate (Egbert Ernst Slavit, 199). Thus explained, a student may only know a few Chinese
characters and be fine reading and writing wise, as they can get by with only knowing a few and being
considered literate. This is why in coming to America, this student may struggle. As literacy in America is
more complex and requires knowledge of a variety of sounds and letters, and not just a few. This is
potentially why the student might be struggling when learning how to read, and might require more
attention and repetition of words, letters, and sounds in order to master them.

6. You are Ms. Smith, a 3rd grade teacher. You don’t think your new student from Egypt is placed in
the correct grade. You set up a meeting with the parents to discuss placing the child correctly. The
student’s father comes in to see you but doesn’t seem to take your concerns seriously. I think in
regards to communicating with the student’s parents, it would be beneficial to show them where the
class average is, and where their child’s scores are. It might also be helpful to discuss this situation with
a form of authority such as the Principal, so that they can understand the student’s needs and struggles.
In Egypt, it is also important to understand that their schools are often overcrowded and have
insufficient resources, so this student is probably not used to the American schooling environment and
receiving so much attention (E/E, pg. 247). They are probably used to being behind and are probably
not used to having a steady curriculum level (because they are used to receiving mixed curriculum
levels due to the overpopulated schools). I also think it is incredibly important to communicate with the
student to see how they feel that they are doing and what would be okay with them. It would be
important to potentially have them take some baseline tests to see what their abilities are and what they
know. They might be better fit for a younger grade, or might just not have any experience in the
curriculum that you are teaching and need a bit more attention. I think since communicating with the
parents didn’t exactly work very well, potentially reaching out to other resources for assistance such as
higher levels of authority or other communal resources that could be of help to the student in need.

7. You are a first-grade teacher. A Korean student comes into your class in April. During a discussion
of age and birthdays, this student says that she is 8 years old. The other students in your class are
turning seven. The office tells you that she has been correctly placed.

I feel that in this situation it is best to understand that the Korean schooling system is different than that
of American schooling, and that students in Korea enter school at ages 3 and 4 before they begin formal
schooling (Egbert Ernst Slavit, 234). In this case, this student may have entered school early, and that is
why she is older than the rest of the class, but still in being correctly placed. She might be at the same
American schooling level as others, but just of older age. This does not mean that she is incorrectly
placed, as she might still be following along with content at the appropriate pace, she is just of an older
age. I would not be too concerned as this student’s teacher, and instead just keep this information in
mind.
 8. Guadelupe is a smiling 3rd grader from Argentina. She seems well-mannered and eager to
please. However, when you speak to her she refuses to look at you.

Because in Argentina, schools are complex and teachers are called “magisters” and are considered
masters, I feel that this is why this student refuses to look at me (Egbert Ernst Slavit, 106). Because
in Argentina schools are a little more formal with students dressing in white smocks and white
socks, it shows that the schooling system is significantly different and that Guadelupe might
consider me to be more of an authority figure and school to be more of a serious place. I think that
by sitting down with Guadelupe and asking her how she views me and our classroom would be a
very valuable ting to do. I think if I ask her how she feels about being at school and explain to her
that American schooling is potentially less formal and let her know that the classroom is a fun place
and a place to grow and be herself, that the situation might improve.
9. You are a 4th grade teacher who wants to write a quick note home to an ESL student’s family. You
pick up the red pen that you use to mark papers and write the note. When you hand the note to the
student, she looks upset.
I feel that because you wrote the note in red pen, the student might associate the color red with being
negative. The student might feel as though the red means the note contains something bad and that they are
in trouble, as red pen is usually used when correcting mistakes or making harsh remarks on assignments. I
would explain to the student that the note is not bad, and I would even allow her to read the note if it was
something appropriate for her to read. It is important to understand that the student feels scared or like she
did something wrong, so by confronting the situation and letting her know that the note was not negative
and was just a quick note home would potentially go a long way with the student and make her feel better.

10. The Japanese mother of one of your 1st graders picks up her child every day at your door. You are
upset because this mother seems unfriendly. She never smiles at you and you wonder if you have done
something to offend her.
It is important to understand that the Japanese culture will usually suppress themselves to conform to the
group and to avoid conflict and disagreements (Ebgert Ernst Slavit, 218). They tend to respect others more
than themselves and prefer to live in harmony and empathy. This might be why the parent avoids me and
never smiles at me, as she is trying to show little emotion and keep the respectful and professional
relationship with me, while remaining in harmony. I feel that I could potentially introduce myself to her in
hopes that she feels more comfortable, or just understand that she is not disagreeing with me or offended by
me, she is just trying to do her job as a parent and do things in a respectful and concise manner. I would not
take offense to her actions based upon this information, and would only take offense if she addressed me
with conflicting ideas or if she did something to greatly disrespect me. Every culture views teachers
differently, and she might just see me as an authority figure whom of which she wants to keep the peace
with.

11. Haitian brothers Jean-Baptiste and Jean-Pierre are often late for school. They are also each absent
about once a week but on different days.
I feel that a reason why these brothers are absent so much on different days is potentially to take care of
younger siblings or participate in family events or household chores and needs. I think that by
communicating with the parents in this situation might be best, and explain to them that by these students
missing a significant amount of school and learning opportunities that they are risking not progressing at the
same rate as others and missing social opportunities with their classmates. It is important to realize that their
Haitian culture might really value family and value it over their own individual interests and education. I
should not be offended by this, but instead communicate with the students and the parents as to why the
students are often missing school (Egbert Ernst Slavit, 80). This situation seems less of a lack of interest in
school and learning, but instead a greater desire of family values and needs.

12. Your new Kurdish student seems to be sick all the time. He is lethargic and doesn’t seem to even
try to learn what you are teaching him.

As this student’s teacher, it is important to realize that Iranians work hard to acquiring multiple skills
and talents, such as learning how to fix things, developing artistic talents, and speaking new
languages (Egbert Ernst Slavit, 56). This is important to realize as this student is probably not used to
American curriculum such as math, science, social studies, and language arts. They are used to more
hands-on work and learning different subjects. I feel like as this student’s teacher, it is important to
create a more hands-on environment for them and create a classroom more like they are used to.
While I would still teach American schooling subjects, I could make the environment faster paced
and independent for him- as he is used to. Maybe this would engage him a bit more, and make him
want to participate more often. I also feel that opening up a more social realm for this student would
be helpful. Maybe he is struggling socially and that is why he does not want to participate as much. I
feel as this student’s teacher it is important to consider the deeper aspects of his learning and see what
I could potentially change to make the environment more suitable and comfortable for him. I would
also communicate with him and see what he is used to, and go from there. If things do not improve, I
would communicate with his parents to see what his previous schooling system was like, and try to
get them involved with his learning. This sounds more like something that is on my part as the
teacher, rather than on his home life, so I think I should try some alternative strategies before I get
them involved.

13. A Russian student, who has learned English and is able to do much of the work in your 4th grade
classroom, copies work from other students during tests. When you talk to him about this, he doesn’t
seem at all contrite. His parents act like you’re making a big deal about nothing.
In the Russian culture, everybody’s business is everyone’s (Egbert Ernst Slavit, 296), so this is probably
why this student thinks it is okay to cheat on tests, and he feels that nothing is private and it is okay to just
copy. In the Russian culture, they practice more group orientation and less individualism as we do in
America, so this student is looking to communicate with their peers and help each other out. I think to solve
this I would again explain to the student that tests are private information and we do them individually. I
would create more group opportunities in the classroom, but enforce that tests are private and individual. I
would also create “offices” for students to put up on their desk during test times, to better exemplify that a
test is a private thing. I feel that the idea of individualism in the test taking setting is something that just
needs to be enforced with the student, as it is something that they aren’t used to, and it is clear that the
parents aren’t used to either. Which I understand and would work with the student on.

14. You have a Puerto Rican student in the 3rd grade who speaks English fluently. She participates orally in
your classroom and socializes well with her peers. She even translates for other students. However, she
is doing very poorly in her content area schoolwork.
I think in this student’s case, it is important to understand that the student is socializing with other students,
and seems to be doing a great job at it. The curriculum will be easy to add in for her, as she already excels
in the other areas. I think it is important in this case to create a comfort zone for the student and then work
her school work into that. I think it would benefit her to do group work, since she seems to be a particularly
social student. Maybe working in a group rather than individually would help her learning development. I
also think that looking deeper into her learning situation and seeing where she is dropping off or maybe
getting stuck at with her content work is important to do. Maybe she is very good at speaking English but
not as good writing it, and that is why her schoolwork is suffering. Maybe she needs clearer or even verbal
instructions with her assignments.

15. Some of your most advanced ESL students do not understand many of the geometric concepts which
are taught in American classrooms starting in kindergarten.
I, personally, am not concerned with this issue! I think it is reasonable to assume that the students are
most likely not familiar with these concepts. I would give them a baseline assessment to see how much they
already know and what they do not know. I would then review that baseline assessment to help the students
from there! I could provide additional support after reviewing what skills the students do and do not know.
This support might require one on one work time or additional practice problems.

16. Thi Lien is a new student from Viet Nam. She seems bright and alert but gets no help from home.
The papers you send home are still in her backpack the next day. Important correspondence is never
acknowledged. She doesn’t do homework and forgets to bring back library books. Her home life
appears to be very disorganized.
Because the Viet Nam culture relies on Confucian ideals, it is often believed that the students teacher is
the considered to be “the master”, and serve as a key role model, so the parents may think that the
teacher has it all together and will provide the prime amount of support for the student (E/E, 138). The
parents also might expect that she is getting enough support from their groups/fellow students at school,
as in Viet Nam schooling, the students often work in groups and are dependent upon each other and
upon the teacher, and not dependent on the parents. In this case, I feel it would be important to
communicate with Thi Lien, and see what kind of support she needs and what support she is currently
receiving. Since the scenario does not state how old the student is, she might forget to bring library
books back or to complete her homework, since she might be the only one responsible for/supporting
her education. As Thi Lien’s teacher, it might be valuable to start including more group time for her,
and potentially giving the students group time to work on their homework. This way, she can get a head
start on her homework, and knows what to do on her own when she gets home. I think it would also be
important to consider her home situation, and see if you should communicate with her parents. It
appears her parents are not involved in her education, which provides you, as the teacher, limited help
from them. A parent-teacher conference might be necessary, or trying to reach out in other ways besides
through the student.

17. Pablo is a well-mannered boy from Colombia. He insists on calling you “Teacher” instead of
your name which you are sure he knows.

I think as Pablo’s teacher, it is important to understand that in Pablo’s culture, the schooling system
teachers are often called “magister” or “professor”, which explains why Pablo calls me “teacher” (Egbert
Ernst-Slavit, 106). While in American culture, being called “teacher” might be considered disrespectful or
insulting, that is potentially what Pablo is familiar with. He might not intend it in a disrespectful manner, as
in his culture, it is considered respectful to call your teacher “magister” and “professor”. I would sit down
and talk with Pablo, and discuss the differences in schooling between his culture and American culture
when it comes to schooling, and politely request that he call me “Ms. Bartlett”, instead of “teacher”.
However, if the conversation proves to be not helpful, and he still calls me by that name, I do not think I
would be offended. After learning the cultural intentions behind him calling me “teacher”, I understand that
it is out of respect and not that he does not know my name or is trying to be funny or rude. I would explain
to the class that in his culture, that is the schooling procedure and that while they call me Ms. Bartlett, he
may call me by a different name.
18. Hung is a bright ESL student in your 3rd grade class. He listens to you attentively and follows
directions well. However, he is very rude when a classmate is speaking. He either talks to his
neighbor or daydreams. He never joins in any class discussions.

I feel in this situation it is important to look into the student’s culture. It might be that the student is not
familiar with the proper classroom procedures of not talking when others are talking or does not understand
that it is disrespectful to daydream or not pay attention to others when they are sharing with the class. In this
situation, I would have a one on one conversation with the student and let them know that it is disrespectful
to not listen to others. I feel that it is not an issue that requires a punishment or disciplinary action, just one
that needs to be addressed and talked through.
19. You are a 3rd grade teacher. Your new student speaks Arabic. He seems to hold his pencil in a very
clumsy way and has a great deal of difficulty even copying work in English.
I think this is a perfect case to work one on one with the student regarding their writing and even
implement some technology while teaching them. Obviously using technology will not help with
students writing, but it might help in fast paced situations. I would also work one on one with this
student to improve their writing abilities and go back to the basics of writing. Because Arabic
writing/letting is significantly different than English, I understand that it is difficult for him to
keep up.

20. Maria is a Mexican student whose attendance in your 6th grade class is very poor. It is affecting her
academic performance. After an absence of several days, you ask her why she was out and she
explains that her aunt was sick and her family went to help her. Although you explain the importance of
good attendance in school, the same thing happens a few weeks later. You wonder if Maria’s family
considers education important.
As Maria’s 6th grade teacher, I think it is very important to understand that it is obvious that her and
her parents greatly value their family. I feel that this is something that I cannot particularly punish Maria for,
because those are her family’s values. As stated on page 64 of the E/E textbook, “the traditional family is
large and is comprised of the father, mother and children with large input from the grandparents, aunts,
uncles…” (Egbert/Ernst-Slavit, pp.64), thus explained, I feel that it is important to notice that extended
family is a huge element in the Mexican culture. It is also explained on page 66, that some of the core values
of those from Mexico consist of family, respect, hospitality, passion, and hard work (Egbert/Ernst-Slavit,
pp.66). This would show me as a teacher that Maria being pulled out of school is not because her family
considers education to be unimportant, but that culturally, they consider family to be of a higher value.
Though some teachers might find that Maria should be punished for missing so much instruction, I feel that
it is not exactly her fault. Her parents are choosing to remove her from school, and to take care of her sick
aunt. Therefore, in this case, I feel that good attendance isn’t exactly something that needs to be discussed
with Maria, and should more so be discussed with Maria’s parents. The text also explains on page 65 that
those in Mexican rural areas have more of a limited range of educational options, and lack educational
opportunities (Egbert/Ernst-Slavit, pp.65). Depending on where Maria’s parents grew up, it is important to
realize that this might be what Maria’s parents are familiar with. They might not understand that in the
public American schooling system, there is a variety of educational opportunities for Maria to explore.
Therefore, by missing so much instruction time, she is missing those educational opportunities that are
available to her. As previously mentioned, I feel that this a conversation that needs to be had with Maria’s
parents, but should be carried out in a manner that makes them feel comfortable and not attacked for pulling
Maria out during instruction time. In this conversation, I feel that it would be important to address the
opportunities available to Maria in our schooling system, and explain that while they feel it is important for
Maria to be with her family, it is also important that she gets an education and engages socially with her
peers.
21. Mei, a new student from China, is scheduled to begin your 4th grade class in the middle of the school
year. On the day she registers, she is introduced to your class and shown where she will sit. She is to
begin school the next morning. You arrive in your classroom at 7:45 a.m. for a day that begins at 8:30.
Mei is waiting at her desk in the dark. The custodian tells you that she arrived at 7:00a.m.
This situation is sad to hear! I think as this student’s teacher I would ask why she arrived so early and let
her know what time school starts and what time she should plan to be at school. Especially because it is
only the first day and is not a regular occurrence yet. If it becomes a regular thing in the future, I would
check with the students’ parents and let them know what time school starts. Because school in the
Chinese culture is extremely important and highly valued, the student might not see the cultural
differences.
22. Korean parents bring you a gift because you have helped their child. You open it and thank them
profusely for their generosity. The parents look uncomfortable.
I think the reason as to why the parents look uncomfortable is because in Korea, parents really invest in their
children’s education, this involves paying high amounts of money for their children attend well developed
schools and engaging themselves in providing the best education for their students (Egbert Ernst-Slavit,
236). Thus explained, it is probably weird for them to experience me being so thankful for their involvement
in their child’s schooling. I would hope that I would react better in the future regarding these kinds of
situations, especially with these specific parents.

23. You notice that a Muslim child in your classroom refuses to take a sheet of paper from a classmate.
This isn’t the first time this has occurred.
I think in this situation it is important to consider it a bit more. I would communicate with the Muslim child
and ask him why he feels he cannot take a sheet of paper from the classmate. This could be that the student
feels that the teacher needs to pass the paper out, as schooling in the India region is very formal and is very
strict (Egbert Ernst Slavit, 150). I would check in with the student, and in the future, pass the papers out
myself. I do not think this is something that needs to be dealt with by authority figures or by involving the
parents. I think this is a situation to be dealt with between me and the student, which is alright with me. I do
not think this is the biggest issue, just something to be aware of and monitor.

24. You have a new 3rd grade student from Bosnia. During recess time, the child hides under and bench
and cannot be persuaded to come out.
As this student’s 3rd grade teacher, it is important to understand that in that area of the world
(Bosnia/Ukraine area), individuals pride themselves on hospitality and welcoming others in (Egbert Ersnt-
Slavit, 307). That is not the same as America. This student might be waiting for others to invite them to
play, and even be ashamed that nobody has invited them already. This might be why the student is under the
bench and refuses to come out. This was the case for 10-year-old, Denny, when he came to the United
States, as shown on page 305. In Ukraine, children often do not have to invite themselves to play with others
or express interest, usually individuals are very inviting and welcoming. I think it is important to not draw
attention to the student but to communicate and ask them why they are hiding and if they have any desire to
play with others. It is also possible that the student is trying to receive attention or that they are playing a
game that is popular in their culture. It is important to properly assess the situation from a culturally aware
standpoint.