First thing to be aware of is that the Cultural Revolution changed the public perception of teachers. They became associated with the intellectual elite against whom Communism fought to gain control of the minds of the masses. If teachers don't have successful students, then the teacher is a failure and can get into trouble. Therefore, teachers do everything to make sure that their students perform well, and that includes turning a blind eye to cheating and sometimes actively participating in the cheating process.
In February 2016 The King's Calendar Website was given a new look and you can see the new site HERE. The King's Calendar Writers Journal has a new FRONTPAGE which can be viewed HERE
The New Kingscalendar has access to Various Social Media
Years ago we had to disable comments at kingscalendar because of all the pornographic spam. Today spam filters keep out the unwanted people and allow the rest to make comments, to post to Facebook, Twitter and other social media.
Education: A Real Pandora's Box
Since 2003 I have been a conversational English Teacher in China. I came for one year and then never went home. [My Children's complaints will testify to the truth of that statement.] I love China! I love my work! I love my students!
Today I was reading my 'back home' local paper the Couriermail, and came across an article entitled: (...news.com.au/couriermail/story/0,23739,24773404-5003402,00.html) Teacher given $2500 to help kid in exam at Westmead Public School December 09, 2008 in which it was related that:
The parents [Xiaodong Lu and Qinghua Pe] of a school student paid a teacher [Jodi-Lee Pearce] $2500 to improve their son's chances of getting into a selective school.
These parents are Chinese; a fact made obvious by their names. In China, 'paying a teacher' to 'look after a child,' is as common as pork and rice.
'So what?,' you say, 'we know that there is a lot of corruption in China.'
Well, you are right! Only in this case, the cause of it all is a thing called, 'Performance based Teaching.'
First thing to be aware of is that the Cultural Revolution changed the public perception of teachers. They became associated with the intellectual elite against whom Communism fought to gain control of the minds of the masses.
There is a saying here in China:'There are no bad students; only bad teachers!'
In China, teachers are rated by the performance of their students. If the students don't do so well, then the teacher can lose their job. The utter inanity of this type of situation is best exemplified by the situation faced by a Chinese teacher friend of mine.
He was castigated for being a 'bad teacher' because he had a class of underachievers who were failing. Never mind that those students were lazy, disrespectful, didn't do homework, and had no interest in learning. "He was a bad Teacher!."
One must wonder then how such a bad teacher can have another class who are brilliant and achieving high grades in tests.
The Chinese answer to that is that the students doing well are brilliant students and the ones doing bad have a bad teacher.
If teachers don't have successful students, then the teacher is a failure and can get into trouble. Therefore, teachers do everything to make sure that their students perform well, and that includes turning a blind eye to cheating and sometimes actively participating in the cheating process.
It might therefore seem pointless to 'bribe' a teacher, since the teacher doesn't want any failures in their class. But this is not the case.
Cultural Mentality - 1.
The Chinese believe [rightly or wrongly], that if you don't go to a famous university, then you won't get a good job. So if you happen not to be going to a famous university, then the best you can do is be at the top of your class in your not so famous university. And this is where bribery comes in to play.
Many many students object to the fact that they work hard to achieve high scores in their tests, only to find that the dummies of the class are getting the same or even higher marks. But the dummies need to get high marks to give them leverage in finding that perfect job.
The teachers don't want anyone failing, and are quite happy to take 'extra money' to help a student out. Many teachers of course make more honest extra money by privately tutoring poor students. 'Good on 'em!' you say, but the truth is, that if teachers were not constantly watching their backs and protecting their jobs, most of the failing students would not be failures.
Cultural Mentality - 2.
In China, no one seems to realise that if you ran your school according to the same high standards as are found in the 'famous schools,' then the quality of services and teaching would be higher, and students would be more successful.
Unfortunately, the cultural mentality is that since this is not a famous school, then it is not a good school and it's teachers are not good teachers. If the teachers are not good teachers, then we won't learn much and we won't be prepared for the work place. If we are not going to learn much, then why bother, because "The teachers aren't going to fail us!" And therein lies the 'Catch 22.'
Students don't need to work hard because the teachers are not going to fail them. (And even if they did - you do a make up test and automatically pass!)
So the students become lazy! They cheat! The teachers don't care because it keeps them in their job! If necessary the teacher will assist the students to cheat. And if some parent wants to pay the teacher to keep an eye on little Johnny, then so much the better.
Students are being pushed through the system without the proper educational foundation to cope with the 'next level up.' Students then fall further and further behind which requires more and more cheating and more and more bribes.
To Demonstrate what happens when one gets pushed up and up the system, I will include here some excerpts from emails I received from the person in charge of the English Teaching Department in a certain tertiary college.
This teacher tells students that they cannot learn normative English unless they live in a foreign country. Incidentally, it was she to whom students were referring when they objected to teachers who enable dummies to cheat.
What you will read here demonstrates both the level of the teacher and the reality in Tertiary education when it comes to the attitudes of some students.
I have read your mail, as for what you mentioned HOW to have a conversation - the SKILL OF CONVERSATION, I don't know what really is the SKILL OF CONVERSATION. I think the problem of most students is that they have only a limited vocabury, and they are learning a foreign language in non-authentic environment, not acquiring. if they live in english speaking environment, then they are acuquiring.
what you called dissatification of mine is that the paper, which has something which Mr XX had told you: taboo or something which is beyond students. and different level students and different major share the same final examination paper, which is not acceptable for a professional teacher.
We often say that learning a language is also learning a culture. language and culture are unseparated, so while you try to ask them to speak in oral englsih class, you may tell them a lot of western culture. the students also lack a lot of input. Do you know sth. about the Input hyposis in Krashen's Theory of Second Language Acquisition and Merrill Swain's Output Hypothesis, what they need is a lot of input, for they lack the authetic environment.
but for the five year business class students, most of them even refuse to learn, they just want to play.
The newspaper article about bribery does not say whether the student had grown up in Australia or in China. But even in the school whose Teaching Director sent me the emails above, there were students intending to study overseas.
Given the paucity of English writing ability, and the attitude toward English learning that the Teaching Director had, together with the admission of the attitude of some tertiary students, how could we honestly expect Chinese students to cope in a truly academic environment in a Western Country?
I have been informed by a friend in Australia, that his particular university has encountered problems in relation to the Chinese students. I could concentrate on issues such as plagiarism/plagerism, but instead will demonstrate something related to Performance Based Teaching Assessment.
Apparently an Australian student decided to test his belief that the teachers are biased toward the Chinese Students (who pay a fortune to study in Australia), and so gave his assignment to a Chinese Student to copy. The mark given the Chinese Student was 90%. The Australian received 70%. Same Assignment!
On another occasion, a Chinese student was cheating during an exam. Everyone could see it, including the teacher who just ignored it. Finally a student stood up and demanded to know what the teacher was going to do about the cheating. The issue was not the student cheating, but the attitude of the teacher in allowing the Chinese student to cheat. It wouldn't 'pay' to have too many Chinese Students fail.
Today in Australia, there is a push toward Performance Based Teaching assessment. If that were not bad enough, there is also a politically correct push to adopt the same attitude toward children as is found in China: 'Just make the students happy!'
(...news.com.au/couriermail/story/0,23739,24745075-3102,00.html) Red pen too aggressive for marking, Queensland teachers told
TEACHERS are being warned to use bean bags to reduce student stress, organise "mind dumps" to clear kids' thoughts and even stop using "aggressive" red pens. In a controversial suite of tips that has divided psychologists, a Queensland Health kit tells teachers to use blue or black pens to mark assignments because red is considered too confrontational.
Performance Based Teaching Assessments are allegedly designed to provide better quality teaching, but if China is anything to go by in relation to Performance Based Teaching Assessments, then such 'performance' will become a catch-22 leading to all manner of problems that go way beyond the simple matter of a teacher taking bribes.
When a school adopts the attitude that there are no bad students, only bad teachers, then Pandora's box is well and truly open.
I turned back to the co-ordinator and said: "It doesn't matter if I speak fast or slow, loudly or quietly, because when you have MP3 earphones in your ears, you can't hear anything. When you are reading the Chinese newspaper, you don't listen to what I say. When you spend the whole lesson talking to your friend, it doesn't matter what I say!"
Finally I returned to the classroom, and spent the rest of our time, writing and speaking Chinese words from my Chinese Textbook, and they gave me the English translations.
As I was re-editing this page today I just had to laugh as I was reminded of what the Teaching Director said to me. That teacher kept telling me that students couldn't pass the test for which I provided the test questions. The thing is that most of them had already passed.
During 2016 I was again faced with some real doozies for students. My current school gave me five classes of between 37 and 49 students to teach. Mine is a language course - a speaking course. There were too many students in the class to start with, and half of them were of the mind that no matter what I did they would be passed. By December 2016 I calculated that I had 130 failing students. I altered the exam criteria from two of one type of test and two of another, to one of one and three of the other.
It became obvious that I still had about 80 failing so I decided that if over four tests my students could average 240 marks that I would give them the average mark for each test. I still had 50 students failing. In the second last week of semester I informed all classes and then emailed them the list of students who needed to come to a special EXAM day. Of the 50 students on the list, 19 turned up and eventually received enough marks to pass on average.
And here is the point: I had not even seen some of these students during the semester. They didn't come to class. Seven students actually turned up, gave me their names and then left again doing no test. I handed the school a list of 31 students who failed. There is no discipline for these students and no incentive to work. All they have to do is to arrange with the office to do one speaking test and they WILL receive an average of 60% for the semester.
I will point out that this is the first time I have ever had to fail more than two students in one semester but this is what happens when schools are less interested in academic performance and more interested in money. Teachers are blamed for student poor performance.
Since 2004 he has been writing academic articles, social commentaries and photographic 'Stories from China' both here at KingsCalendar, and formerly as a contributing columnist at Magic City Morning Star News (Maine USA) where from 2009 to 2015 he was Stand-in Editor. He currently has a column at iPatriot.com and teaches English to Business English and Flight Attendant College Students in Suzhou City Jiangsu Province People's Republic of China.)
BenDedek originally created the site to publicize his research results into the Chronology of Ancient Israel. Those results were published under the title: 'The King's Calendar: The Secret of Qumran.' Whilst there have been many attempts to solve the chronological riddle of the Bible's synchronisms of reigns of the kings of Israel and Judah and their synchronism with other Ancient Near Eastern Nations, no other research is based on a simple mathematical formula which could, if it is incorrect, be disproved easily. To date, no one has been able to dismiss the mathematical results of this research.
Free to air Academic articles set forth Apologetics for and results of his discovery of an "artificial chronological scheme" running through the Bible, Josephus, the Damascus Documents of the Dead Sea Scrolls, and Seder Olam Rabbah. Check the Chapter Precis Page to see details of each chapter and to gain access to the Four Free to Air Chapters
(The Download book does not contain a section on Seder Olam)
Definition: King's Calendar Chronological Research
The Premise: Between the 5th and 3rd centuries BCE (but continuing down to at least 104 BCE), Sectarian redactors transcribed the legitimate 'solar year' chronological records of Israel and Judah, into an artificial form, with listed years as each comprised of 12 months of 4 weeks of 7 days, or 336 days per year, thus creating a 13th artificial year where 12 solar years existed.
When the Synchronous Chronological Data provided in the Books of Kings and Chronicles for the Divided Kingdom Period are measured in years of 336 days, the synchronisms actually align. [Refer to Appendix 5. to see how it synchronises the Divided Kingdom Period]