Enhancing the Chinese Teachers’ Exchange Experience in Your School

A Guide for U.S. Schools Hosting Chinese Exchange Teachers

March 2011

National Committee on United States-China Relations (NCUSCR) Acknowledgements The National Committee on U.S.-China Relations wishes to thank the many American and Chinese teachers and administrators involved in the U.S.-China Teachers Exchange Program for willingly sharing their experiences and ideas for the benefit of future participants. This guide could only be developed with their generous input. InSites, a Colorado-based non-profit 501(c)(3) organization that conducts the ongoing evaluation of the exchange program, developed this guide based on its evaluations of the program and other information provided by the program staff. The following individuals served on the InSites evaluation team: Patricia Jessup, Beverly Parsons, Rosemary Reinhart, Jessica Germain, and Kathy Wyckoff. The National Committee on U.S.-China Relations (NCUSCR) uses this guide in operating the U.S.-China Teachers Exchange Program. It also is available online for other interested parties. Please contact the National Committee for permission to cite or quote from the guide. Table of Contents

Introduction...... 1

Chinese Teacher’s Background...... 1

Program Oversight...... 2

School Logistics Manager...... 3

Setting Up the Exchange Prior to Arrival...... 3

Introducing the Chinese Teacher to the School...... 8

Managing the Exchange through Ongoing Support...... 10

Academic Mentor...... 12

Helping the Chinese Teacher at the Beginning of the School Year...... 13

Providing Ongoing Assistance...... 14

Reviewing the Experience at the End of the Year...... 15

Community Logistics Liaison...... 16

Making Housing Arrangements...... 16

Welcoming the Chinese Teacher ...... 17

Ongoing Assistance with the Living Situation...... 19

Exploring Places of Interest...... 21

Reflecting on the Year...... 22

Appendix A: Resources for School Libraries...... 23

Appendix B: Asia-Related Programs Funded by the Freeman Foundation...... 28

 U.S.-China Teachers Exchange Program Revised March 2011 ii U.S.-China Teachers Exchange Program Introduction

Introduction

Your school is about to embark on an various tasks among different he U.S.-China exciting and possibly challenging year as a host members of your team. T Teachers Exchange Pro- school for the U.S.-China Teachers Exchange Pro- At the end of the guide, you gram (TEP) addresses these gram (TEP). Funded by the Freeman Foundation will find two appendices with three goals: and administered by the National Committee on information about additional ✦ United States-China Relations (NCUSCR) in con- enriching teacher and resources. Appendix A is a list junction with the China Education Association student understanding of resources, divided by time for International Exchange (CEAIE), the TEP ad- of the other country and period, that schools should con- dresses these three goals: sider adding to student or teach- culture ✤ enriching teacher and student understand- er libraries in order to support ✦ introducing or strength- ing of the other country and culture Chinese studies. Appendix B in- ening Chinese studies in cludes information on programs ✤ introducing or strengthening Chinese stud- U.S. schools funded by the Freeman Founda- ies in U.S. schools tion, which may be helpful ref- ✦ helping to improve Eng- ✤ helping to improve English language in- erences for U.S. teachers who lish language struction in participating Chinese second- want professional development instruction in about Asia. ary schools participating Chinese As a host school, you may have many questions The guide is based on inter- secondary schools about how to handle various aspects of hosting views, surveys, and workshops a Chinese teacher for a year in your school and during which participating Chi- community. The purpose of this guide is to ad- nese teachers, American teachers, and adminis- dress these issues and, in so doing, enhance the trators shared their experiences and suggestions. exchange experience for your school and com- We hope that you will use it throughout your munity and for the Chinese exchange teacher, year(s) of exchange and the ideas it contains will and further the goals of the TEP. assist you in future years, too. You will find information about the logistics of setting up and managing the exchange as well Chinese Teacher’s Background as suggestions about arranging for housing and helping the visiting teacher feel comfortable in Almost all Chinese exchange teachers are second- his/her new living situation. The guide covers ary school teachers of English in China. Since the advance planning, arrangements for the teach- program’s inception in 1995, a few teachers have er’s arrival and settling in period, and ongoing been elementary school English teachers, and the mentoring and involvement in school and in the 2004-2005 school year marked the first year for community. As we discuss later, you will prob- Chinese language teachers’ involvement in the ably want to distribute the responsibilities for the program.  U.S.-China Teachers Exchange Program Introduction

xchange teachers Teachers are nominated by their cause handling more than one of these responsi- generally wish to home schools. According to pa- bilities can become overwhelming for one person. E rameters designed by the Chi- This is particularly true for teachers who attempt improve their spoken nese authorities, they must have to add this work to already full teaching loads. English, learn about taught for a minimum of five American culture, expand The scenario suggested in this guide is to divide years, be at least thirty-five years the responsibilities among three key people: their pedagogical tech- of age, married and have a child. niques, and make friends Representatives of the National ✤ School Logistics Manager with Americans. Committee and of its Chinese ✤ Academic Mentor counterpart organization, the China Education Association for International ✤ Community Logistics Liaison Exchange (CEAIE), interview every candidate In this scenario, the logistics of the exchange pro- to assess English language proficiency, adapt- gram would be handled by a department head, ability (i.e., whether the teacher has the flexibility principal, or teacher. Academic mentoring would to adapt to a radically different professional and be undertaken by a teacher, preferably from personal environment), spoken Chinese (does the the department in which the Chinese teacher is teacher speak standard Chinese or does he/she teaching. And the living situation outside the have a strong local accent), ability and willing- school would be overseen by a retired teacher ness to contribute to the American host school, who has been to China or has a particular interest and the likelihood that the teacher will return to in China, a member of a Sister City committee, or China on schedule. another interested community member. The re- When their schools nominate them, most Chinese mainder of this guide is organized around these teachers are both thrilled at the opportunity and roles and provides a detailed description of how terrified by the notion of venturing overseas by each might be fulfilled. While each key person themselves for a year. A handful do not wish to would benefit from reading the entire guide, he/ leave China, but feel that they cannot refuse. We she might choose to focus only on the section that usually do not know who falls into the latter cat- is particularly relevant to the given role. egory until after their arrival in the United States. While this preferred arrangement might not al- Sadly, we have had some very unhappy people ways be possible, it is a goal to aim for as you as a result. continue in the program. Please give the National Exchange teachers generally wish to improve Committee the names and contact information of their spoken English, learn about American cul- those who will fill these key roles in your school. ture, expand their pedagogical techniques, and It is also helpful to maintain continuity from year make friends with Americans. Some will also to year in the mentors, and, if the school or dis- have been asked by their home schools to prepare trict has sufficient resources, it helps to provide reports on various aspects of American educa- stipends or release time for mentors. tion, and/or to collect material that could be used Regardless of how the responsibilities are del- in the teaching of English in China. Others may egated, it is essential that the Chinese teacher have been assigned to work on establishing sister know who to go to with questions and concerns. school relationships with American schools. As one American teacher noted, a “catch-as- catch-can policy” in a school is problematic. With Program Oversight designated people in place, the host school is in a strong position to move forward in working out the details of the exchange each year. U.S. teachers who have been involved with the TEP for a number of years emphasize the necessi- Please do not hesitate to contact the National ty of designating people to oversee the exchange Committee to discuss any issues or questions re- program, provide academic mentoring for the garding your hosting experience. Margot Land- Chinese teacher, and watch over the Chinese man, Program Director, can be reached at 212- teacher’s situation outside of school. Ideally three 645-9677, ext. 23, and by email at mlandman@ different individuals will take on these roles be- ncuscr.org.  U.S.-China Teachers Exchange Program School Logistics Manager

School Logistics Manager

tices, help the teacher organize e made classes in the beginning of the certain that The school logistics manager oversees year, and involve the teacher in and coordinates the many aspects of the exchange the exchangeW teacher was staff activities. program that take place within the school itself. “at the first faculty meeting Because the logistics manager is responsible for Each school’s situation is differ- We introduced her and making some decisions that require authority, the ent, but it is essential for the Chi- she was able to say a few role is best filled by a department head, princi- nese teacher to know who to go words. Then I assigned to with questions and concerns pal, or other administrator. If a teacher fills the (mentors) to make certain about curriculum, teaching role, he/she may need to obtain administrative that she felt comfortable. methods, and classroom man- support for certain responsibilities. Managing the They worked out her sched- logistics of the exchange involves making many agement. The mentor should not ule in discussion with her. arrangements prior to the teacher’s arrival and be the principal. In China, the They didn’t simply hand it providing ongoing support throughout the year. principal is an authority figure and it will be difficult for Chi- to her. As we do with every nese teachers to view the princi- teacher, we solicit informa- Setting Up the Exchange Prior to Arrival pal as someone with whom they tion and input” — US. host can share concerns. That said, school representative. it might be very productive for Designating an Academic Mentor a department chair or assistant principal to meet regularly – monthly, for exam- The Chinese teacher needs a “true identifiable ple – to discuss the teacher’s work. At first, the buddy teacher.” The importance of providing meeting might be quite formal and even stilted. academic mentoring for the Chinese teacher Over time, as the teacher grows more comfort- throughout the year cannot be overstated. A able and confident, genuine concerns may be primary goal of the TEP is the incorporation of shared. Through these regular conversations, the Chinese studies in U.S. schools. The Chinese ex- Chinese teacher will feel recognized and visible. change teacher is a key part of this process, and He/she won’t just blend into the woodwork. needs to have the necessary support to provide a strong learning experience for students. As you set up the mentoring aspect of the pro- gram, consider your specific plan for involving Designate a teacher, preferably in the department the exchange teacher. In making your plan, make in which the Chinese teacher is teaching, to serve sure that the Chinese teacher has a designated as a mentor or cooperating teacher. The mentor’s contact person at every school where he/she primary responsibilities are to help the Chinese teaches. For example, if the teacher will teach at teacher reflect on his/her teaching, learn new more than one school, have a designated mentor teaching strategies, and provide a positive learn- at each site and arrange for the mentors to talk ing experience for the students. In addition, the with one another. An alternative would be a sin- mentor should introduce school rules and prac- gle mentor who visits each school.  U.S.-China Teachers Exchange Program School Logistics Manager

Designating a Community teacher from the host school is going to China as Logistics Liaison part of the exchange, the Chinese teacher cannot necessarily be expected to handle that teacher’s In addition to an academic mentor, the Chinese teaching assignment. teacher needs a contact person who will help to Some U.S. schools that have participated in the coordinate aspects of his or her life that occur TEP for a number of years have a fairly clear and outside of school. The Chinese teacher will en- consistent way in which they utilize the Chinese counter new and exciting things every day and teacher(s) in the World Languages and/or Social will want to be exposed to the many learning op- Studies curricula. Schools newer to the program portunities that exist in the community. continue to adjust their plans, as they see how the Designate a community logistics liaison who will Chinese exchange teachers best mesh with the coordinate the diverse aspects of community school’s program. Schools/districts also continu- life. Preferably, the liaison is a community mem- ally tweak their programs in response to chang- ber interested in or knowledgeable about China. ing student needs. For example, if a district be- It could be a retired teacher, former exchange gins teaching Chinese at the middle school level, teacher, member of a Sister City committee, or it typically adds a high school Chinese language any other community member. While it is prefer- class when those middle school students reach able to designate someone outside the school for high school. The school also adjusts the teaching the role of community logistics liaison, it may be assignment for the Chinese exchange teachers ac- difficult to do so. An interested teacher within the cordingly. Whether they have a fairly set program school may also fulfill this role. When designat- or one still in flux, participating schools/districts ing a community logistics liaison, consider that should give each exchange teacher a specific this is a job that will require energy, sensitivity, teaching assignment that fits with the school’s organization, and follow-through. academic goals. The goal of the TEP is to provide a robust learn- Assigning Teaching Responsibilities ing/teaching experience for your students and within the School the Chinese teacher. In order to achieve that goal, be willing to work with the Chinese teacher and/ Each U.S. school/district that participates in the or adjust the teaching assignment. Initially, and TEP incorporates the Chinese teacher(s) into the throughout the year, it is essential to assess the school’s ongoing curricular program in differ- suitability of the teaching assignment for the spe- ing ways. Some districts focus primarily on the cific teacher. If the Chinese teacher is not familiar Chinese language, others on Chinese culture, and with a particular topic you would like covered, others address both. Some focus only on elemen- consider how the teacher’s areas of expertise can tary, middle, or high school, and others cross be used instead. If the topic is considered critical, grade levels. However, it is important that each provide some tips on where the teacher might find school determine, in advance, what the Chinese materials to assist him/her in preparing to cover exchange teacher will teach and how those class- the subject. For example, many introductions to es fit into the school’s overall curriculum. Chinese culture quite appropriately include de- Almost all of the teachers are experienced teach- scriptions of Confucius, Mencius, and Lao Tze. ers of English as a foreign language (not litera- Many Chinese exchange teachers may feel insuf- ture) at Chinese middle schools (equivalent to ficiently knowledgeable about the philosophers American grades 7-12). They have taught English to present them well. An American mentor could as a foreign language for many years, and are guide the Chinese teachers to books or Internet generally accustomed to emphasizing grammar sites that would help. If a Chinese teacher is hav- and rote learning. Ideally, the Chinese teacher ing difficulty managing a particular class, con- will teach Chinese language classes and/or class- sider a co-teaching arrangement or decreasing es on Chinese culture, history, and/or literature the class size. while in the United States. If appropriate for the Be aware of the different challenges facing teach- school or district, the teacher might teach Eng- ers who are placed in elementary/middle schools lish as a Second Language (ESL). If an American  U.S.-China Teachers Exchange Program School Logistics Manager versus those placed in high schools. Elementary At an elementary school, the Culture Topics schools often are smaller and more tightly knit; Chinese exchange teacher there is more regular contact and communica- taught Chinese to every student uring previous school tion among all of their staff and faculty. It may be in the school. Over the course of D years, the culture top- easier for the Chinese teacher to navigate an ele- a week, the exchange teacher ics taught by the Chinese mentary than a high school placement. Although adapted her Chinese language exchange teachers at the there may ultimately be more opportunities for lessons for kindergarten through elementary, middle school, the Chinese teachers to have a larger impact in fifth-grade students. Similarly, and high school levels a high school, the compartmentalization can be at another elementary school, daunting and mentors must be aware of this. the Chinese exchange teacher included the following: taught Chinese language to all ✦ In the following you can see how schools across Architecture students from Pre-K through the country have and are utilizing their Chinese ✦ Calligraphy fifth grade. In both schools, the exchange teacher(s) and incorporating Chinese Chinese teacher incorporated ✦ Chinese Painting studies into their curriculum. information on Chinese culture ✦ Clothing One district hosts two Chinese exchange teach- into the language lessons. ers each year. They teach Chinese in the high ✦ Cuisine Fourth-grade geography is the school Chinese language program. Although this focus for Chinese exchange ✦ Everyday Life teaching assignment is consistent, the Chinese teachers in another district. teachers’ additional involvement in the elemen- ✦ Festivals They teach the geography, his- tary, middle, and high schools varies from year tory, and culture of China in ✦ Flag of China to year. rotation in each of the district’s ✦ Games A pre-K-8 school assigned its Chinese exchange five elementary schools. In ad- teacher primarily to the sixth grade. During the dition, they teach a high school ✦ Georgraphy first semester, the Chinese teacher assisted with elective class on Chinese culture ✦ Giant Pandas an expanded unit on China. In this unit, which and language and co-teach Chi- ✦ was taught over a period of three to four months, nese language classes with an History the Chinese teacher taught Chinese language, American teacher. ✦ Literature history, culture, and arts. During the second se- In another school, the Chinese ✦ Music mester, the Chinese teacher taught an enrichment exchange teacher consistently class for sixth graders who wanted to learn to ✦ Paper Folding and Paper teaches about China in kinder- read and write Chinese. She also taught a twice- garten, fifth, sixth, and eighth Cutting weekly Chinese language class for girls adopted grades, and in a high school ✦ from China, made presentations about China to Places of Interest/Travel World Religions elective class. other classes, and spent some time at the local ✦ Schools Sports By leaving the remainder of high school. Since then, the emphasis in the dis- the schedule open, the school ✦ Stories and Films trict has shifted. Chinese language is now part of provides the Chinese teacher the high school curriculum and so the teacher’s ✦ Symbols with a varied experience across responsibilities at the elementary/middle school the grade levels and makes the have been reduced. teacher available to many students. In another district, Chinese studies are included One school assigned the exchange teacher to at the elementary, middle, and high school. A for- teach Chinese in the high school and an enrich- mer Chinese teacher made presentations about ment class on China in the middle school. The China in the elementary school and taught Chi- Chinese teacher also tutored individual students nese in the middle school. For many years, the in Chinese. Two students who received tutoring Chinese teacher taught a Chinese history class went on to study in China. at the high school. As a result of students who studied Chinese in middle school moving to In one high school, the Chinese exchange teach- the high school, Chinese was added to the high er teaches a Chinese language class and an ESL school curriculum and the Chinese teacher’s as- (English as a Second Language) class. In addi- signment was changed to include teaching high tion, the teacher co-teaches an Asian cultures school Chinese.  U.S.-China Teachers Exchange Program School Logistics Manager

Language Topics class. In another school, the Chi- eral weeks before the teachers leave China for nese teacher teaches a Chinese their host communities in the United States. uring previous school language class in middle school D years, the language top- and co-teaches a Chinese class in Introductory Packet ics taught by the Chinese high school. Advance communication with the exchange exchange teachers at the In almost all schools, the teach- teacher while he/she is still in China provides elementary, middle school, ing load of the exchange teach- an opportunity to welcome the teacher to your and high school levels er is lighter than for full-time school, provide information about the school and included the following; American teachers. A reduced community, and communicate about the specific load recognizes that the teacher teaching assignment. It is best to make contact ✦ Animals is functioning in a foreign lan- as soon as you know the name of your exchange ✦ Body Parts guage (English), and allows teacher. Often you can make the initial contact by time for the teacher to observe e-mail and then follow this with an introductory ✦ Chinese Names American teachers’ classes and packet about your school or a reference to a web- ✦ Chinese Pinyin (translit- to prepare lessons. site about your school. It takes a few weeks for eration) System shipments to reach China, so consider what in- Preparing the Chinese formation can be sent via e-mail and what mate- ✦ Clothing rials can be sent home with the current exchange Teacher for the Exchange ✦ Colors teacher.

✦ Festivals Interviews with potential ex- The introductory packet should include the fol- change teachers take place in lowing: ✦ Family Members China shortly after Spring Fes- ✤ letter of welcome from the principal ✦ Food tival (Chinese New Year). The date of the Spring Festival is ✤ faculty handbook ✦ Greetings based on the lunar calendar and ✤ names of faculty ✦ Likes and Dislikes can vary from late January to late February. This, in turn, in- ✤ student handbook, including school rules ✦ Nationalities fluences the timing of the entire ✤ school calendar ✦ Numbers selection process and the noti- fication of placements. As soon ✤ ✦ Places typical daily school schedule for a student as a placement has been made, and for a teacher ✦ Plants the National Committee informs ✤ the Chinese teacher, including information about your school (e.g., grade ✦ Sports as much information as possible levels, size of the school, typical class size, ✦ Transportation about the host school and com- picture and map of the school) ✤ ✦ Weather munity and, if available, details detailed information on the teaching assign- about the teaching assignment. ment ✤ et ready for the The National Committee en- course curriculum and textbook, if avail- courages teachers to contact past challenge able exchange teachers who have G physically and ✤ information on your community (available worked in the school or district psychologically. It is not as “ to which they will be assigned from the Chamber of Commerce or other hard as you have expected as well as American teachers business or civic organization) and not as easy as they from the host school. The Chi- ✤ contact information for the host family have described. Keep alert nese teachers are required to ✤ and try to obtain as much participate in a six-day orienta- name and contact information of the aca- as you can and clear away tion program about various as- demic mentor barriers you have imag- pects of working and living in Information about the Teaching Assignment ined.” — Chinese Exchange the United States. The program The Chinese teacher’s primary task for the year Teacher takes place in China in July, sev- will be teaching. Thus, try to provide detailed in-  U.S.-China Teachers Exchange Program School Logistics Manager

formation about the teaching assignment, as the In terms of your community, repare a short video of more the teacher knows about the course content indicate whether it is a rural, Pyour school that shows and grade level, the better he/she will be able to urban, or suburban area and teachers interacting with prepare. Send a copy of the course curriculum. explain what types of housing students in their class- Or, if you are expecting the exchange teacher to and public transportation are develop his/her own curriculum or build on available. Point out the unique rooms. Request that the the previous exchange teacher’s curriculum, let strengths of your area and why exchange teacher bring him/her know that. Send sample lessons, a list of it is a good place for learning a video of his/her home topics that have been covered in the class previ- about American life, culture, school, including the ously, and a list of supplemental materials that and education. exchange teacher teach- are available. This will allow the teacher to con- ing and interacting with sider lessons and gather appropriate materials Preparing Your Faculty to students. while still in China. Work with Exchange teachers are often quite anxious about the Chinese Teacher American classrooms. Consider making a video ry to provide detailed of your current Chinese teacher conducting class. Having a Chinese exchange information about the If that is not possible, prepare a short video of teacher in your school provides T teaching assignment, as the your school that shows teachers interacting with a unique opportunity for the students in their classrooms. Also request that the host school’s faculty to learn more the teacher knows exchange teacher bring a video of his/her home about China, as the Chinese about the course content school, including the exchange teacher teaching teachers provide a link to mod- and grade level, the bet- and interacting with students. When asking for a ern China. However, American ter he/she will be able to video, specify what format you are able to use in teachers often are unsure of how prepare. Send a copy of the your school equipment. to connect with or utilize the course curriculum. Or, if Chinese teacher in their classes. you are expecting the ex- Develop a repository in the school where past Thus, it is important to prepare change teacher to develop exchange teachers can leave their teaching ma- the host school faculty members his/her own curriculum terials/lesson plans for the following year’s so they can maximize this expe- teacher(s). Many incoming exchange teachers rience for themselves and the or build on the previous find it helpful to review the work of previous exchange teacher. exchange teacher’s curricu- teachers. Creating a place to organize and store lum, let him/her know that. lesson materials will help the exchange teachers If you have a current exchange to develop the curriculum and foster a greater teacher and he/she has not yet sense of continuity over time. done so, ask the Chinese teacher to make a presentation to the aving the Chi- nese exchange Other Information faculty about schools in China. This could include informa- teachersH has authenticated Host schools and exchange teachers also suggest tion and pictures/video of the the study of Chinese in the including information about your schools’ teach- “ teacher’s home school and class- ers and their families, and descriptions of typi- eyes of the district.” — U.S. room as well as current issues in cal students in your district. Also, if you are able host school representative Chinese education. Plan to have to engage in an e-mail exchange, begin to learn the new exchange teacher do a about the Chinese teacher’s interests and areas similar presentation in his/her first semester at of expertise. You may choose to share what you your school. If you have a returned U.S. exchange learn with the teacher’s host family as a means of teacher on staff or in the community, invite that preliminary introduction. teacher to provide guidance to Americans on in- Share information about the host family with the teracting with and including the Chinese teacher. Chinese teacher. The teacher will be interested to Their tips can ease the initial interactions be- learn the names and ages of the people he/she tween U.S. teachers and the exchange teacher. will be living with. It would also be helpful to Returned teachers could also be asked to give a point out the house’s location on an area map. talk or video presentation on their experience in China for the faculty, the school, the community,  U.S.-China Teachers Exchange Program School Logistics Manager

✤ he exchange or all of the above. This can help Chinese food in Life Skills classes generate enthusiasm for the pro- teachers have ✤ Current events and life in China in Social gram and the arrival of the new had aT huge impact on Studies classes teacher. acquainting kids with what “ Although the Chinese teacher typically teaches China is like. The study Encourage the U.S. teachers to be fewer classes than his/her American counter- flexible and to invite the Chinese of the language becomes part, he/she is a part of the teaching staff for this teacher into their classes, pref- much more real and the year. Encourage all teachers to consider how they erably as an observer first and culture becomes much can welcome and incorporate the Chinese teach- then as a speaker/teacher. Also more embedded than it er into both the social and professional life of the provide information in writ- would have with just a Chi- school. It is important for the Chinese teachers to ing to the U.S. teachers about nese language class. This is interact with teachers who already include Asia the Chinese teacher’s teaching and/or China in a course they presently teach. a wonderful side effect of schedule in your school, level of Encourage administrators and department heads the teacher exchange pro- English, areas of expertise and to arrange for the Chinese teacher to talk about gram.” — U.S. host school interests, and other information China in a social studies course or other appro- representative provided by the National Com- priate course. mittee. Let them know that the Chinese teacher is not a para- The importance of involving the Chinese teacher professional and should not be expected to take in activities outside the school should not be un- over tasks that are not required of teachers, such derestimated. Many teachers will be living with as making copies for other teachers. a host family, but it cannot be this family’s sole responsibility to entertain the teacher outside of Involving the Chinese teacher across the curricu- school hours. The teacher will benefit from a wide lum will help the teacher feel a part of the school variety of social invitations from many different community. Show how teachers from across con- people, which should include strong representa- tent areas might utilize the Chinese teacher in tion from the faculty and staff at the host school. relation to their specific curriculum and invite Before the teacher arrives solicit a list of faculty them to specify when they will include the Chi- who would be willing to include him/her in so- nese teacher in their class. Suggestions on how to cial activities. Share this list with the community incorporate China and the Chinese teacher into logistics liaison and host family. various classes include: If there are returned American teachers in the ✤ Chinese songs and instruments in Music area, make sure to include them in planning for classes the teacher’s arrival and beyond. They may be ✤ Chinese art and calligraphy in Art classes particularly useful as a sounding board for teach- ing issues as well as for arranging social activities ✤ Tai Chi or Chinese dance in Physical Educa- for the visiting teacher. tion classes ✤ Chinese poetry in Literature classes Introducing the Chinese Teacher ✤ Chinese inventors and scientists in Science classes to the School ✤ China’s space program in Science classes Prior to the start of school, provide the teacher ✤ Chinese mathematicians and their contribu- with a school map, transportation schedule, tions to mathematics in Math classes school schedule, and school calendar. If the ✤ Family stories of life during the Cultural teacher will be using public transportation to Revolution in History classes get to school, accompany him/her on a trial run so any questions about getting to school can be ✤ Maps and geography of China in Social addressed. Also take the teacher on a tour of the Studies classes school building and point out key facilities such as the classroom, library, office space for the teacher,  U.S.-China Teachers Exchange Program School Logistics Manager

copy machines, teachers’ lounge, bathrooms, and ber that Chinese name order is chools vary in how they lunchroom. If classrooms are locked, obtain a key the reverse of American name S recognize the Chinese for the teacher. If the school or district provides order. In Chinese, the surname teacher but it is important identification cards for faculty, have one made for (family name) comes first. The to do so. It is standard the visiting Chinese teacher. In addition to mak- personal name is second. Wang . practice in China to ac- ing him/her feel a part of the faculty, the I.D. may Liming, for example, is Mr. Wang; . knowledge a guest formally also gain reduced admission to museums and Liming is his given name. Stu- other cultural facilities. dents would call the teacher and doing so here sends an “Mr. Wang.” Ask the teacher important message to the Welcoming Activities how he/she would like to be teacher. Schools vary in how they recognize the Chinese addressed by colleagues. Some teacher but it is important to do so. It is standard will ask to be called by the sur- practice in China to acknowledge a guest formally name alone (in our example, he PTA of and doing so here sends an important message to “Wang”). Some will prefer the commu- the teacher. Many districts have one or two days to follow American practice nity togetherT with my host of staff meetings prior to the start of school dur- and use the personal name. school hosted a ceremoni- (“Liming”). Some will choose to “ ing which the Chinese teacher can be welcomed ous welcome reception use an English name, especially to the school, introduced, and given time to say a for me. I feel it a great few words to the staff. if the Chinese name is difficult — Chinese exchange for Americans to pronounce. honor. The principal and/or superintendent should in- teacher vite the teacher to his/her office to welcome the Computer and E-Mail Access teacher officially to the school/district. A school Provide computer access and or district official should also invite the teacher to an e-mail account so the teach- hinese name order is lunch. Also, consider hosting a welcoming ban- er can communicate by e-mail C the reverse of American quet at a Chinese restaurant. Include the princi- and use the Internet. It is best name order. In Chinese, pal, the academic mentor, the community logistics to give the teacher a district e- the surname (family name) liaison, one or two members of the school board, mail address. If that cannot be comes first. The personal one or two teachers, members of the host family, done—some districts restrict name is second. Wang and members of the school community interested such addresses to district em- in the exchange. Enlist the help of the community Liming, for example, is Mr. ployees, which exchange teach- logistics liaison in planning all or part of the wel- Wang; Liming is his given ers are not—be sure to explain come banquet. If a banquet cannot be arranged, name. the policy to the teacher so that then consider inviting these people to lunch at a he/she doesn’t feel singled local restaurant. out. E-mail is a very important way for the One school acknowledged the exchange teacher teacher to communicate with family and friends in the first few days by creating opportunities for in China, other exchange teachers, school col- the exchange teacher to be with other staff mem- leagues, and the National Committee. Check bers during the two-day staff meetings before to be sure that the teacher’s personal e-mail school began. The principal arranged for his en- can be accessed at school. Some schools block. tire staff of 55 teachers to go on a museum tour on Hotmail, Yahoo, and Chinese sites such as sina. the first day. The second day he and the staff took com. If the relevant site is blocked, help the public transportation to the local Chinese classical teacher set up a different account. The Internet gardens, and thus focused on the Chinese teacher is a source of information for class material. If and the exchange program. Both outings served the teacher brings his/her own computer, help as an informal time for all of the staff to get to him/her to get the system ready for use in the know one another better, along with meeting the United States. Many of the Chinese teachers are Chinese teacher and learning about China. interested in learning about the latest technology used in the school/classroom. Most of the teach- Chinese Names ers are adept at using computers. Some, however, When introducing the Chinese teacher remem- may need training on the use of the computers in  U.S.-China Teachers Exchange Program School Logistics Manager

your school, especially grading software. If your ✤ Designate a person to explain school proto- school/district offers such training to teachers, col and procedures to the Chinese teacher. make sure that the Chinese teacher knows when This might be an aide, rather than a teach- and where the training takes place. If the school er, but find someone who can take the ex- does not provide training, perhaps the local pub- change teacher “under his/her wing” and lic library does. Help the teacher to find computer show how to obtain video equipment and training if it is needed. Another option is to find materials from the school library, public li- a technologically savvy student to help the Chi- brary, and video store. nese teacher (under the guidance of an American ✤ Ask the Chinese teacher to give a presen- teacher). If possible, make Chinese language soft- tation about his/her home school for the ware available on a computer the teacher can use school staff early in the school year. regularly – in the library, department office, or computer lab. ✤ Introduce the Chinese teacher at PTA, dis- trict level, and Board of Education meetings. As appropriate, have the teacher make a Managing the Exchange Through presentation to the PTA, district, and Board Ongoing Support of Education. ✤ Solicit the Chinese teacher’s input on what he/she would like to do during the school am extremely Including the Chinese year and send this information to the teach- satisfied with Teacher in ers via e-mail or other means. the supportI from my host the Life of the School ✤ Give the Chinese teacher ideas on ways to school. They arranged my be involved in the school. Do not expect “ During the school year it is im- schedule and invited me him/her to know intuitively what would be portant to arrange for both so- to all the activities held by possible or acceptable in your school. cial and professional contacts the school, such as field within the school day. Making ✤ Arrange the Chinese teacher’s schedule so trips, traveling, a workshop, social contact at school is vital his/her lunch coincides with that of other and a New Year’s party. The to your program’s success. Con- teachers in the department or grade. Then teachers appreciated my tacts made during the school day include the teacher in lunchtime discus- observations in their class- should lead to social invitations sions. rooms. I can turn to them that will enhance the teacher’s ✤ whenever I need help. They experience. The greater the num- Arrange for the teacher to receive a free provide me with free lunch. ber of contacts, the easier it is to lunch from the cafeteria each day if possi- ble. Some teachers will prefer to bring food I feel as if I were in my share the responsibility of enter- from home, but the offer would be greatly own school.” — Chinese tainment. Moreover, your faculty appreciated. exchange teacher will benefit from getting to know someone from another culture in ✤ If it is a custom in your school to recognize a personal setting. Ideas for in- faculty birthdays, please be sure to do so for verybody cluding the exchange teacher the visiting Chinese teacher. knows that on initially and over the course the firstE day of the year. I of the year include the follow- Helping the Chinese Teacher Make Social will get up and introduce ing: Contacts “ ✤ these [exchange] teachers Acknowledge the Chinese teacher in the Making the Chinese Teacher yearbook as you do other teachers. and give [the staff] a mne- Feel “At Home” in the School monic device to help them ✤ ✤ Find a “home” for the teacher Encourage the sharing of pictures and fam- remember how to pro- within the school, i.e., a space ily stories among teachers. nounce their names. I think for the teacher to work, prefer- ✤ Circulate a note in the school newsletter that’s important.” — U.S. ably with other teachers from indicating there is a Chinese teacher at the host school representative the same department. school who would like invitations, particu- 10 U.S.-China Teachers Exchange Program School Logistics Manager

larly on weekends, to meet teachers’ fami- in the district at no cost, the teacher should lies and/or go on outings in the community. be included if possible. If the teacher would This is a good way for the Chinese teacher like to attend a relevant professional confer- and members of the American school com- ence—ACTFL, TESOL—and is willing to munity to meet each other, and serves to pay his/her own way, if the school is willing spread the entertainment responsibility to arrange coverage of classes, that would be among a lot of people. very generous and much appreciated, but it is certainly not required. ✤ If the teacher will be working with a specific grade level or department, encourage those Helping the Chinese Teacher teachers in particular to hold a welcome Participate in School Activities did have a great dinner or party. birthday, with ✤ Help the teacher set up ✤ manyI American teach- Arrange a series of dinners with teachers a monthly calendar and from various departments. point out how he/she will “ers coming up and saying be informed of meetings Happy Birthday to me! It is ✤ Ensure that the teacher has a place to go and what he/she is expect- really a big surprise to me. for all holidays. American holiday celebra- ed to attend. Busy as they are, how can tions such as Thanksgiving and Christmas all of them remember my are especially important both for making ✤ Invite the teacher to attend birthday!? It was the first the Chinese teacher feel welcome and for school assemblies, plays, their potential to impart information about concerts, field trips, and time I had been moved into American culture. The Chinese teacher may sports events. tears on my birthday!”— also experience acute homesickness around Chinese exchange teacher ✤ Encourage the Chinese the time of Chinese festivals. It would be teacher to delve into new a nice gesture to find out what Chinese areas as appropriate. holidays are important to your guest and recognize them in some way. Information ✤ Some schools sponsor overseas trips for stu- about Chinese holidays can be found at . dents. If possible, the Chinese teacher could www.index-china.com. be invited to go as a chaperone. He/she will need a visa to enter the country(ies) on the Including the Chinese Teacher in Professional itinerary. Information may be found on the Development Opportunities Embassy/Consulate website. ✤ Include the teacher in the district’s orienta- e encour- tion for new teachers. They might not un- Arranging for Other age the derstand all that is presented but it will give Teaching and Learning exchangeW teachers to share them an opportunity to obtain information Opportunities and meet new teachers. “their interests and talents with their classrooms ✤ Expect the Chinese teacher to attend staff Other Teaching Opportunities whenever possible. They meetings and professional development for the Chinese Teacher all come with their unique sessions as if he/she were a regular staff In addition to teaching as- talents and interests. For member. signed classes, some of the example, this year the ✤ Provide opportunities for the teacher to exchange teachers want op- teacher liked to do a lot of portunities to utilize their in- learn about special education in your school, paper cutting, also a little dividual skills and areas of as students with disabilities typically are bit of calligraphy. Not every expertise across the school not a part of the exchange teachers’ home exchange teacher wants to schools. community and, in this way, introduce many of the school’s deal with that. So a lot de- ✤ If there is fee-based training outside of students to China. Be creative pends on the interests of the school (e.g. IB training), the host school is in making use of each teacher’s exchange teacher.” — U.S. not expected to invite the exchange teacher expertise and talents, but be host school representative to participate even if the teacher asks to do careful not to overwhelm the so. If such trainings are offered at school or 11 U.S.-China Teachers Exchange Program Academic Mentor

ince we have teacher with requests. For exam- to education. The Chinese teachers should par- had the Chi- ple, if there are student clubs on ticipate in any regular activities for new teach- international affairs or Asia, the ers. Even though they are experienced teachers nese exchangeS teachers, club members could invite the in China (with anywhere from five to thirty years people have talked a lot “ teacher to speak to them about in the classroom behind them), they are new to more about China. People a topic of interest. If the teacher American education, and the differences are have been much more has the appropriate skills, he/ enormous. Include them in any orientation given aware about what is going she could join a music teacher to to new teachers. on with respect to China. introduce some Chinese songs, Schools participating in the TEP consistently em- Every time that China is in an art teacher to discuss and phasize the importance of providing time for the the news, for example, it demonstrate calligraphy and Chinese teacher to observe prior to teaching. The becomes a topic of discus- ink painting, a physical educa- amount of time a Chinese teacher spends observ- sion. Teachers in other tion teacher to introduce Tai Chi ing classes varies from school to school. Chinese or Chinese dance, or a literature disciplines have asked our teachers also differ in the length of time they teacher to share Chinese poetry. Chinese exchange teachers prefer to observe before teaching. If possible, it If there is a need for or interest in to come into their classes would be best for the Chinese teacher to spend a Mandarin language instruction to talk about these news week or more observing American teachers in the beyond that which is offered at items.” — U.S. host school classroom. If this is not possible due to schedul- the school, the Chinese teacher ing problems, assign an American teacher to the representative may volunteer to tutor an indi- Chinese teacher’s classroom in the beginning to vidual or group. help with classroom management. Team teaching Consider the Chinese teachers as invaluable re- is a very effective way of introducing the Chinese sources about China for teachers, students, and teacher to the ways of American schools and stu- parents. Work with your teacher to find ways to dents. share his/her knowledge of China in as many ar- Additionally, it is beneficial to allot time through- eas of the school as appropriate for the teacher out the year for the exchange teachers to observe and your school. For example, consider asking classes in order to deepen their understanding of the Chinese teacher to contribute to a Chinese teaching methods commonly used in American corner on your school’s webpage and/or student schools. Encourage American teachers to invite newspaper, and invite the teacher to talk about the exchange teacher to their classes. It is not particularly significant events that happen in enough to say, “Go into any class whenever you China during the school year. Of course, be sure have a free period.” There must be an invitation, the teacher is comfortable with his/her main and at least the first few observations should be teaching assignment before considering other ac- arranged for the exchange teacher. Continue to tivities. assist the teacher in arranging visits within the host school and in other schools within the dis- Other Learning Opportunities for the Chinese Teacher trict so that the teacher is able to observe a wide range of subjects and grade levels. Build time into the Chinese teacher’s schedule for him/her to learn about American approaches Academic Mentor

The role of academic mentor is usually resource within the school and one of the most filled by a faculty member who teaches in the crucial elements for the success of the program. same department as the Chinese teacher. The ac- Though all exchange teachers are experienced ademic mentor is the Chinese teacher’s primary classroom teachers, they are apt to have the same 12 U.S.-China Teachers Exchange Program Academic Mentor

questions, concerns, and challenges as a first year pal, because they may view fter our teacher due to the overwhelming newness of an this as a sign of their own exchange American school setting. A supportive mentor weakness or failure. Make teachersA arrive, they at- can have a positive impact on the Chinese ex- them aware that there are tend the orientation for change teacher’s self-confidence in facing this ex- certain situations which re- “ new teachers so that they citing challenge. Mentoring the Chinese exchange quire outside intervention. teacher is important not only at the beginning of understand how the school ✤ Introduce and clarify writ- the exchange year, but also throughout the school district works. But then gen- ten and unwritten school year. erally a previous American policies and rules, for ex- exchange teacher and I In China, Chinese teachers in the exchange pro- ample, reasons for which meet with them to talk gram generally work with highly motivated students may leave the about various scenarios. students at “key” schools. These schools attract class, when a student needs What could happen in this students whose families expect them to pass an a pass, and the importance extremely competitive national college entrance of not leaving the class un- situation or that situation? examination. The students do little but study. attended. What if you do this? What The priorities of American students, even highly if a student does that? We ✤ Familiarize the Chinese motivated students, may strike Chinese teach- offer suggestions for how to teacher with school prac- ers as very strange. Such things as students hav- cope with certain situa- tices related to attendance, ing part-time jobs, internships, boyfriends/girl- tions.” — U.S. host school discipline, grading, and friends, and responsibility for younger siblings, the school’s communica- representative or students living on their own independent from tion process, for example, their families are all completely unknown to Chi- newsletters, mail boxes, and e-mail. nese secondary students. A handful of Chinese schools have school-sponsored extra-curricular ✤ Since the Chinese teacher will be inundated activities but the emphasis of many American with information in the first weeks, remind schools on activities such as sports, school perfor- them about meetings and deadlines. mances, clubs, and debate teams will be utterly ✤ Tell the teacher in advance what he/she foreign. It might be helpful to explain why many should do during a fire drill and other emer- Americans think that academics are not the only gency drills. Few Chinese schools have fire purpose of school. or other drills, so the concept will be totally unfamiliar.

Helping the Chinese Teacher at the Helping with the Teaching Assignment ✤ Review the teaching assignment with the Beginning of the School Year teacher. Attempt to assess which aspects the teacher is comfortable with and those with In the beginning of the school year, the mentor which he/she is uneasy. Consider whether typically will need to spend more time with the or not adjustments need to be made in the teacher than will be necessary later. Daily contact teaching assignment or if issues can be ad- is suggested for the first few weeks of school in dressed with the teacher through observa- order for the teacher to have a smooth beginning tions, dialogue, and feedback. For example, to the school year. The following are suggestions it might be preferable for some teachers to for the start of the year: begin with small groups before taking on an entire class; or co-teaching might be a good Clarifying Policies and Procedures first step. ✤ ✤ Explain the concept of ‘zero tolerance’ as it Schools often suggest that the Chinese pertains to discipline in the school. Chinese teachers observe classes during free time. teachers are very reluctant to send students Consider making it a requirement that the out of the classroom, especially to the princi- exchange teachers spend a few hours each 13 U.S.-China Teachers Exchange Program Academic Mentor

week in other classrooms to observe teach- classes and visits to other schools within ing and classroom management techniques. and outside the district. ✤ Show the Chinese teacher where to find ma- ✤ Expect the teacher to keep a professional terials left by previous exchange teachers as journal during the year. In this journal they well as other resources and equipment to could include topics covered in the courses, use in daily lesson planning. effective lesson plans, problems encoun- tered and how they were solved, and ma- ✤ Present the teacher with possible scenarios terials used for various lessons. Review this that might develop in the classroom and journal periodically over the year, possibly provide suggestions on dealing with them. at the end of each marking period, and pro- ✤ Help the teacher to organize his/her . vide feedback on their work. classes. ✤ Help the teacher to understand what they ✤ It can be difficult for the Chinese teachers are teaching and why it is important. Clarify to know how friendly to be with students. the state benchmarks and frameworks for Help them establish appropriate boundaries the courses. between themselves and the students. Assisting with Curriculum Develop- Providing Ongoing Assistance ment for the Teaching Assignment The course curriculum may or may not be well am not sure As the school year progresses, developed. Provide available information and the mentoring focus should how my English encourage the teacher to develop a syllabus or move from dealing with logistics plan for the course that builds on what was done has improved,I but I have and procedures to teaching and previously. It is likely that the teacher will need less difficulty in communi- “ instruction. View this program and welcome assistance in curriculum develop- cating with the students. I as one that is building from year ment. Chinese teachers use textbooks mandated found my best teachers— to year rather than just the iso- by the state, and rarely, if ever, incorporate sup- the students—can teach me lated experience of one exchange plemental material. They tend to be enormously a lot and make my teaching teacher. Though the frequency surprised by the lack of textbooks in many classes more effective. Teaching of meetings with the exchange in the United States, and by the expectation that helps learning and learning teacher may be reduced, it is teachers will pull together materials. As the men- can make teaching still important to make a regular tor, be available to answer curriculum develop- better.” — Chinese ex- meeting schedule. The Chinese ment questions and to help find resources. Mak- teacher may be comforted by the change teacher ing your own files and materials available, when formality of a regularly sched- appropriate, is especially helpful. uled time to discuss concerns ✤ If there is no textbook for the course, provide that develop as the year pro- hinese teachers use sample books or supplemental materials. A gresses. The following are ideas former mentor has suggested giving them C textbooks mandated by to keep in mind over the course “something to fall back on so they don’t the state, and rarely, if ever, of the year: incorporate supplemental have to kill themselves running off things.” material. They tend to be Developing Professional ✤ Make sure the Chinese teacher knows where enormously surprised by Goals to locate lessons from previous years’ ex- the lack of textbooks in change teachers. Also, make sure he/she is many classes in the United ✤ Discuss the teacher’s pro- aware of any resources available in teacher States, and by the expecta- fessional goals for the year. or student libraries (see Appendix A). Review these periodically tions that teachers will pull Remind the Chinese teacher of the guide How and assist the teacher in ar- together materials. Chinese Teachers Can Enhance Their Professional ranging desired experiences, Experience in the U.S.-China Teachers Exchange Pro- for example, observations of gram, which they have received. It provides ideas 14 U.S.-China Teachers Exchange Program Academic Mentor

✤ for overcoming challenges previous exchange As feasible, informally ob- n the very teachers have encountered, sample lesson plans, serve classes. In some ele- beginning, the and a list of resources for current topics in Ameri- mentary schools, the class- exchangeI teacher observed can education. It may be helpful to discuss the room teacher remains with other language teachers’ examples. This guide can be accessed through the the class when the Chinese “ classes in the department U.S.-China Teachers Exchange web site at www. teacher is teaching. If so, so that she could see them ncuscr.org/files/Guidebook_for_Chinese Teachers.pdf encourage the classroom first hand and witness teacher to provide feed- ✤ Remind the teachers that they should be back about teaching and what a typical foreign planning coherent lessons and units, not just classroom management to language class is like here doing isolated activities. the exchange teacher. in the United States. I think ✤ Focus on methodology. Cooperative learn- that helped her a lot. She ✤ In conjunction with the ing, hands-on activities, and student-cen- couldn’t get over how much Chinese teacher, develop tered learning are not common in China. students are involved. The an evaluative tool by which Encourage the teachers to attempt new give-and-take of teacher the mentor can track the strategies, as appropriate, in their classes. teacher’s progress, and to and students is the thing Some teachers are more open to new ideas which the mentor can add that surprised her..” — U.S. and more willing to try new teaching strat- a narrative on a monthly host school representative egies than others. Move forward from the basis. Address any con- point where the teacher is. cerns that emerge. Consid- ✤ Suggest or demonstrate ways that the Chi- er providing the evaluation to the building nese teacher might incorporate the use of administrator who then will have a basis for technology in their lessons. The teacher may acknowledging the teacher’s work, as the already be familiar with using CDs, DVDs “response of authority is very important” to and PowerPoint to enliven lessons. In keep- Chinese teachers. ing with your school’s technology guide- ✤ The Chinese teacher might expect to be lines, you could also introduce the possi- formally evaluated by a building admin- bilities of YouTube; Chinese television or istrator. If possible, schedule a time for the commercials; iPods; and email or blogging principal to observe and write up a formal to build e-pal connections between Ameri- evaluation. can and Chinese students. ✤ Encourage the teacher. The Chinese teacher Observing the Chinese might go through a period of not enjoying Teacher’s Classes teaching and, according to one teacher, “for any teacher who loves teaching that’s a hard ✤ Formally observe the Chinese teacher’s period.” classes on a monthly basis, if possible. (Ide- ✤ If you notice that the teacher continues to ally, your schedule will be arranged to allow have difficulty and is not responding effec- for observations.) Decide with the teacher tively to suggestions, please call the Nation- the focus of your observations. For example, al Committee. It is imperative that issues be if he/she is attempting a new teaching strat- nipped in the bud early. egy, focus your observations primarily on how the teacher is implementing that strat- egy. Or if you are aware of concerns regard- Reviewing the Experience at the ing classroom management, focus on that aspect of the class. Follow the observation End of the Year with a dialogue with the teacher about his/ her experience in the class and your obser- At the conclusion of the school year, spend some vations. Address any concerns that emerge time reviewing the year with the Chinese teacher. in the observations. Emphasize the importance of the teacher leaving a copy of their lesson plans, professional journal, 15 U.S.-China Teachers Exchange Program Community Logistics Liaison

tudents all over list of the topics covered in his/ it so that it can be sent via email if possible. This the world are her course(s), and list of available will be of great benefit to the next exchange teach- the sameS and remember materials to the next exchange er and to the development of the curriculum. teacher. Consider ways to send you are teachers and they Also ask the exchange teacher to make recom- “ these materials to the next year’s are kids. Every classroom mendations to the school regarding changes for exchange teacher before he/she needs rules and here is not the next exchange teacher. This might include arrives. Find a place to store that comments on the teaching assignment and sug- an exception.” — Chinese information until the appropri- gestions for materials the school should obtain. exchange teacher ate time, and condense or format Community Logistics Liaison

he role of community liaison may be T veto the selection if it is obviously—to you—un- filled by a community member with interest in savory. When the time comes, be ready to explain or knowledge of China, retired teacher, former leases, down payments, and the cost of utilities. exchange teacher or other teacher, member of a Sister City committee, or any other community Contact the Chinese teacher weekly during the member. The community liaison is responsible first few months to see that the housing arrange- for assisting with the many aspects of the teach- ment is satisfactory to the teacher and to the hosts. er’s living situation outside of school including Besides checking on the housing arrangements, making housing and other arrangements prior to ask about other aspects of the Chinese teacher’s the teacher’s arrival, welcoming the teacher, and life that may be affecting his/her well-being. For providing ongoing assistance throughout the example, he/she may need to get out to see the year. environs more, may be homesick, may need to know where the Asian food market is, or may The community logistics liaison works closely need help setting up an Internet connection. Also, with the host family. More information about contact the host family on a monthly basis to offer each of these responsibilities is provided in this your support and see if any issues are arising that section of the guide, including suggestions for you can help resolve sharing responsibilities with the host family or Sister City committee. Host Family Making Housing Arrangements If there is a Sister City organization, a member of the committee may be able to take responsibility for finding a suitable host family for the Chinese We have found that housing is o live with exchange teacher. For the provisional housing, a complex issue, both because an American try to find a host family open to a long-term stay. of expectations and because of familyT is better because one The teacher should have a private bedroom. Pre- finances. If possible, find pro- of my purposes to come paring for the teaching assignment may occupy “ visional housing accessible to so much of the teacher’s time that a quiet, pri- to America is to know and public transportation for the vate space for working without too many distrac- learn more about America, first few weeks or months. After tions will be greatly appreciated. The host family American people, Ameri- awhile, the teacher may prefer should make it clear from the outset to what ex- can culture, American cus- to make his/her own arrange- tent the teacher will be considered a member of toms, and to improve my ments—with guidance. Safety the family and to what extent a guest. The teacher spoken English.” — Chinese is a prime concern. Please be should not be considered an employee of the host sure that the teacher has chosen exchange teacher family, for example, there to clean or to take care a safe location, and be ready to of children. 16 U.S.-China Teachers Exchange Program Community Logistics Liaison

Many Chinese teachers express a preference for everything will seem quite expensive by Chinese living with “real Americans” – not an immigrant standards. family. It may seem to the host school that adjust- The teacher will probably not have enough cash ment would be easiest if the teacher lived with on hand upon arrival to cover rent immediately. a Chinese or Chinese-American family. While The host family should be advised that the first that is true, it doesn’t serve one of the fundamen- payment may be late. If an apartment is rented, tal purposes of the exchange program, which is arrangements may be made for the National to expose the visitors to the life of Americans. Committee to pay the first month’s rent. As one Chinese teacher recently wrote, “to live with an American family is better because one of my purposes to come to America is to know Welcoming the Chinese Teacher and learn more about America, American people, American culture, American customs, and to im- The Chinese teachers typically arrive about one prove my spoken English.” week before school begins so they can begin to There also may be a political issue if a Chinese adapt to their surroundings before they teach. or Chinese-American family is selected to be the The person designated to assist with housing and host. Some exchange teachers are very sensitive other aspects of life outside of school should be about living with hosts from Taiwan. available to help them with immediate tasks. As soon as a suitable host family has been identi- fied, make sure they have a copy of Assisting the Airport Arrival Chinese Teacher’s Home Stay: A Guide for Families The teacher should be met at the emember that your Hosting Chinese Exchange Teachers. Provide this airport by one or more members exchange teacher is your guide to the family as much in advance of the R of the host family and by at least guest and will expect to be teacher’s arrival as possible. If a hard copy is not one person from the school. available, the guide may be accessed at www.in- treated as a guest, particu- Make sure that the host fam- sites.org/projects_asia_k-12.html or www.ncuscr. larly at the beginning. He ily has the arrival time and has org/files/Guidebook_host_family_3-11.pdf. This or she might never before made plans to meet the teacher guide contains essential information for the host have left his/her home at the airport. In the Chinese family, practical advice, and valuable tips. Armed country, and will probably context, this is standard proce- with knowledge from this guide, the host fam- be anxious, exhausted, dure in greeting a newcomer. ily also will be better equipped to share respon- Flowers to welcome the teacher and perhaps airsick upon sibilities with the community logistics liaison. In would be a nice touch. Remem- arrival. He or she will prob- addition, contact previous host families to see if ber that your exchange teacher is ably have two of the largest they will serve as mentors to the new host family. your guest and will expect to be and heaviest suitcases you Facilitate contact between the host families. treated as a guest, particularly at have ever seen. the beginning. He or she might Rent never before have left his/her home country, and will probably be anxious, exhausted, and perhaps Rent paid to host families varies according to loca- airsick upon arrival. He or she will probably have tion. Depending on the cost of living, the amount two of the largest and heaviest suitcases you have will range from $300-$500/month. Teachers are ever seen. told that they will pay up to $500/month for their food and lodging. The funds should cover If the teacher will be living in an apartment, please the cost of food (breakfast and dinner during the check the apartment prior to the teacher’s arrival, week and three meals each weekend day); use of do any necessary cleaning, and provide a selec- the facilities (such as the washer/dryer, kitchen, tion of foods and beverages. Remember, in the local telephone), and a reasonable share of the first few days the teacher will not know how or cost of utilities. Depending on the local cost of where to procure food or how to prepare it. A bas- living, it is acceptable to ask teacher to pay less ket of fruit, bread or crackers, and loose tea (not than $500, but no less than $300/month. The Chi- tea bags) is an easy way to welcome the teacher to nese teacher will have no idea of costs here, and 17 U.S.-China Teachers Exchange Program Community Logistics Liaison

✤ he first few the host family. More extensive Explain how to use personal checking ac- weeks we do supplies should be stocked in counts and ATMs. Personal checking ac- an apartment: bread, rice, eggs, counts are virtually non-existent in China so everythingT we can to show cooking oil, some fruit and veg- explain how they work and how to write a them what’s available and “ etables and perhaps meat. check. ATMs may be familiar, but teachers introducer them to as many won’t be accustomed to English-language people as possible.” — U.S. prompts. Make sure that the teacher knows host school representative Immediate Tasks how to obtain cash! Many ATM cards in the United States can be used as debit cards. Certain tasks need to be taken Please explain how they work. Credit cards care of in the first few days after the exchange also are not as common in China as they are teacher arrives. However, do allow for jet lag as here, and may be difficult for the Chinese you go about these errands. The host family also teacher to obtain because they have no cred- will receive information from the National Com- it history in the United States. This varies mittee about these immediate tasks involving widely from place to place and credit card identification and financial matters. Discuss with company to credit card company. the host family the degree to which they can as- ✤ sist with these important concerns. The following Open a bank account. Security provisions are some of the items that need immediate atten- implemented since September 11, 2001, re- tion. quire banks to ask for Social Security num- bers when submitting an application to open Identification ost Chinese do not an account. Enforcement is quite variable. If M have driver’s licens- ✤ File for a Social Security num- the teacher must wait for a Social Security es—driving is a profession ber. Check your local telephone number, it may be several weeks before an in China—and the teachers directory or the Internet for account may be established and another should not be encouraged the closest Social Security Ad- few days before the stipend check from the to learn to drive. Driving is ministration office (www.ssa. National Committee will clear. The teachers dangerous, and cars, gas, gov). The teacher must present all come with some American money. They may need to break $100 bills. and insurance costly. his/her passport, I-94 form, . DS-2019 form, and the original letter of invitation to the United Transportation ecurity provisions imple- States. In the past, it has taken ✤ Provide a map of the area. mented since September two or three weeks to process S ✤ Walk with the teacher around streets in the 11, 2001, require banks applications. It might take lon- local area. to ask for Social Security ger now, as the Department of ✤ numbers when submitting Homeland Security must ap- Introduce the public transportation system. an application to open an prove applications from for- Go on trial runs using public transit to get account. eigners. to school, shopping, and other necessary locations such as the post office and public ✤ Obtain an identification card. library. The teacher needs an official form of iden- tification. Ideally, the teachers should apply ✤ Provide a bicycle, if possible and if appropri- for non-driver’s license ID cards from the ate to your location and to the needs of the state Department of Motor Vehicles (DMV). Chinese teacher. Urge the teacher to wear Application requirements vary from state to a helmet. This is not done in China but is state. Check with the local DMV office for important here because of the large number details. (Most Chinese do not have driver’s of motorized vehicles on the roads. Some licenses—driving is a profession in China— teachers may not know how to ride a bike, and the teachers should not be encouraged and/or may not feel comfortable riding to learn to drive. Driving is dangerous, and here because of unfamiliar traffic patterns. cars, gas, and insurance costly.) If a teacher prefers not to ride a bike, please don’t push him/her to do so. Financial Matters 18 U.S.-China Teachers Exchange Program Community Logistics Liaison

✤ Solicit a list of contact information for people television station to the exchange program and who are willing to assist with the teacher’s encourage them to interview the exchange teach- transportation. Share this list with the host er. It would be best to schedule interviews a few family. weeks after school has started so that the teacher can talk about initial impressions of American Shopping and Communications school life. ✤ Introduce the teacher to local shopping. If there is a Chinese or Asian market, be sure to point it out. If there is not a local Asian Ongoing Assistance with the market, find out if Asians in your commu- Living Situation nity periodically visit markets in a wider area and arrange for the Chinese teacher to be included in a trip to the market Connecting to the ✤ Show the teacher how to use the telephone. Community Help the teacher obtain a phone card and The host school has the oppor- show him/her how to use it so he/she can hinese are not accus- tunity to show American life to call family in China. tomed to solitude, and the Chinese exchange teacher. C ✤ Accompany the Chinese teacher to the post Encourage teachers and others will want a community office and public library. in the local community to invite of people with whom to the teacher to social activities, interact and do things. ✤ Show the teacher how to access current particularly at the beginning Invitations to lunch, cof- news from China on the Internet. of the year. Chinese are not ac- fee/tea, and dinner will be customed to solitude, and will hugely appreciated. Given Welcoming Activities want a community of people the importance of family to with whom to interact and do The custom in China is to welcome guests with a Chinese culture, the teacher things. Invitations to lunch, banquet very soon after arrival. Plans should be will value meeting mem- coffee/tea, and dinner will be in place to take the teacher to a welcome dinner, bers of the family. hugely appreciated. Given the perhaps at a local Chinese restaurant since this importance of family in Chinese food will be relatively familiar and may help to culture, the teacher will value settle a stomach that is queasy from unfamiliar ake conscious efforts meeting members of the family. food and water. Coordinate plans with the School to keep in touch and The activities might seem very M Logistics Manager and host family. see that the teacher is not ordinary to you, but such invita- becoming too lonely or If someone in your school or community speaks tions will make the teacher feel homesick. Such signs of Chinese (Mandarin), it would be wise to inform welcomed and cared for, and hospitality are standard him/her of the exchange teacher’s arrival in ad- will save him/her from a poten- vance. Including this person in early welcoming tially lonely weekend. Although practice in China, and will activities could be an invaluable asset in mak- Chinese teachers enjoy social be expected. In addition, ing the teacher feel comfortable and in facilitat- interaction, do not expect them the Chinese teacher may ing communication. Someone from China who to initiate it, especially at the be- feel uncomfortable calling has been in the United States can also help to ginning of their stay. Members on you for help, especially introduce the teacher to American-style shop- of the host community must at the beginning. ping. The teacher might not recognize foods we make it a point to reach out to find common, and may need help in discover- them. Establish a pattern of so- ing which items to substitute for those typically cial invitations and a broad base of social contacts found in China. When selecting someone for this early in the year before isolation sets in. role, remember that there might be sensitivities After the initial weeks of adjustment, keep in about Taiwan. If possible, find somebody from touch with the Chinese teacher on a regular basis the Mainland. to assess the teacher’s living and social situation. If appropriate, alert the local newspaper and/or If the teacher is not living with a host family, it 19 U.S.-China Teachers Exchange Program Community Logistics Liaison

is particularly important to call once per week, thon in your area, recommend that the teacher drop by when convenient, and make conscious watch. Some have been especially moved by the efforts to keep in touch and see that the teacher is wheelchair athletes. not becoming too lonely or homesick. Such signs of hospitality are standard practice in China, and Invitations will be expected. In addition, the Chinese teacher may feel uncomfortable calling on you for help, Chinese customarily respond to invitations dif- especially at the beginning. ferently than Americans. Invitations to DO things are not usually turned down. It is more likely that Recruit other teachers and non-teaching friends offers of food or drink would be refused the first to invite the Chinese teacher on sightseeing trips, couple of times. Therefore, if you are on an out- family outings, holiday activities, and community ing on a hot late summer/fall day, don’t ask the events. Include a non-teaching friend when you teacher if he/she would like something to drink. plan an outing with the exchange teacher(s). Hav- Just buy a bottle of soda or water for the teacher ing a friend along can make the outing easier for as you buy one for yourself and anyone else in you, as well as provide a chance for the Chinese the group. Encourage Americans to persist and teacher to get to know an American who is not not to accept an initial negative response to their an educator. Besides helping the Chinese teacher invitations. meet a variety of people, it will also spread the responsibility for activities across a wider group When an invitation is extended in China, the of people. expectation is that the person making the invita- tion will pay for the activity, whether that’s an Assist the exchange teacher in making connec- entrance fee, the cost of a meal, or anything else. tions within the community, for example, with a Although the teacher knows that American cus- book group, a retired educators’ group, a sister toms differ, he/she may not always remember to city committee, and local universities. Also build carry enough cash to cover all costs, especially on connections that any local businesses might at the beginning when prices are unfamiliar. If have to China. One possible activity is to develop you do not wish to cover the cost, tell the teacher a panel of business people who can come to the ahead of time how much money he/she should classroom to talk about their experiences in do- expect to spend. Tips such as these can ease the ing business in China. The Chinese teacher could initial interactions between Americans and the comment on how he/she sees this business influ- exchange teacher. encing life in China. Be sensitive to topics or locations that might of- Some teachers have volunteered at community or- fend the Chinese teachers, and be aware that ganizations. Activities have varied widely, rang- teachers vary in their sensitivity to issues. Taiwan ing from tutoring immigrants in spoken English and religious activities are two areas that have to teaching computer skills to working in a soup been pointed out by participating schools as po- kitchen. If during the course of the year a host tentially touchy issues. family member is he Chinese customarily involved in some Transportation Trespond to invitations sort of charitable differently than Americans. fundraising effort Depending on the location, teachers might be able such as an AIDS Invitations to DO things are to use public transportation to visit many areas Walk, invite the not usually turned down. of the community. In rural, suburban, and many exchange teacher It is more likely that offers urban locations, they might need rides even for to join you. He/ of food or drink would be day-to-day activities. Take teachers to the places she may not raise refused the first couple of they cannot or might not go on their own, but much money, but times. Encourage Americans you do not need to take the teachers everywhere. this is American to persist and not to accept Having a list of people who are willing to pro- volunteerism in vide transportation will give the teacher many an initial negative response action. Similarly, options for exploring the community. As the year to their invitations. if there is a mara- 20 U.S.-China Teachers Exchange Program Reflecting on the Year progresses most become more and more comfort- and, sometimes, spicy food. Although there is a able with going places on their own. strong Buddhist, vegetarian tradition in China, most Chinese will eat anything (as long as it is Teachers vary, however, in their level of comfort cooked Chinese-style) and find self-imposed di- and degree of initiative in exploring the area in- etary restrictions surprising. dependently. It is often easier for teachers to go places without an American guide in those com- munities where there is more than one exchange Exploring Places of Interest teacher, where teachers have been placed for a number of years, and/or there is good public Consider the unique areas of your own commu- transportation. Exchange teachers who are alone nity that will give the exchange teacher a glimpse in the district or city will need more assistance of your part of the United States. The following is from the host school. Stay in touch with the host a list of places and activities that have been sug- family to ensure that the teacher’s transportation gested by participants in the TEP as of interest to needs are being met in a way that is manageable exchange teachers. Included in this list are places for both the teacher and the host and activities that might be available in any com- It is important to have bicycles available for Chi- munity and some that are specific to one city. nese teachers who don’t live in urban environ- ✤ Beaches and parks ments, even if they don’t use them much. If there are two teachers and they don’t live within walk- ✤ Farms ing distance of each other, it becomes important ✤ Aquariums to have a bike. Perhaps you can ask the school or community to lend/donate bicycles. ✤ Botanical gardens, Chinese gardens, . and arboretums Religious Practice ✤ Zoos Most of the Chinese teachers do not practice re- ✤ Museums ligion. They will be curious about American re- ✤ Movies ligion and will assume that all Americans are Christian. If an American teacher or the host fam- ✤ Theaters ily regularly attends church or synagogue ser- ✤ Operas vices, it is appropriate to invite the teacher to go along but no pressure to do so should be exerted. ✤ Free cultural events Some teachers are very interested in attending re- ✤ ligious ceremonies, such as weddings, baptisms, Parades and Christmas festivities, but are wary of further ✤ Oktoberfest activities involvement. Others will welcome an invitation ✤ to a Sunday service once or twice, but may not Halloween activities, including trick or want to go every week. Please include the teach- treating in costume ers in major holiday celebrations – both religious ✤ Holiday events such as Thanksgiving Day and secular. Parade, Thanksgiving dinner, Christmas parties Food ✤ Religious ceremonies such as weddings, Many Chinese visitors will miss Chinese food. baptisms, the blessing of animals The most difficult foods for many Chinese are ✤ Local high school or college sporting events uncooked things (e.g., salad), rare meat (that ✤ juicy steak could be a big problem!), and cheese. Family dinners and celebrations such as Some teachers are willing to try everything and birthday parties learn to love things that were originally prob- ✤ Dining out lematic. Others have a hard time throughout the ✤ year. Favorites often include ice cream, pizza, Renaissance Festivals 21 U.S.-China Teachers Exchange Program Reflecting on the Year

✤ Kennedy Space Center at Cape Canaveral ✤ West Point ✤ Staten Island ✤ Coney Island ✤ Local marathons ✤ YMCA

Reflecting on the Year

As the end of the school year approach- classes. Based on this evaluation, fine-tune the es, the person overseeing the exchange program curriculum, teaching assignment, and teacher could invite those most closely involved to dis- support in order to strengthen the exchange ex- cuss the year, how it has built on previous years, perience and the place of Chinese studies in your and how the current experience can be strength- school’s program. As a result of their experi- ened for your staff and students and the Chinese ences with the Chinese exchange teacher, some teacher in the future. If the mod- of your teachers may be interested in learning eople are kind el in this guide was followed, more about China, how to incorporate informa- everywhere. It the School Logistics Manager, tion about China into their curricula, and where is valuableP to travel abroad Academic Mentor, and Com- to obtain curriculum related to China. Appendix “to know the people here. munity Logistics Liaison will B provides information on other Freeman Foun- I find the longer I am here be able to provide insights fo- dation funded programs through which teachers and the more I get to know cused on various aspects of the can obtain professional development on Asia. the people, I have fewer exchange program and specific Some programs also provide curricular materials stereotypes of people.” suggestions for improvement. on their websites. Also included is information Also, gather feedback, formally — Chinese exchange on the China Exchange Initiative, which assists and/or informally, from teach- schools in developing partnerships with schools teacher ers, students, and parents re- in China. garding the Chinese teacher’s

22 U.S.-China Teachers Exchange Program Appendix A. Resources for the School Library

Appendix A Resources for the School Library

The work of Chinese exchange teachers and U.S. teachers is enhanced by the availability of quality materials on the history of China and on contemporary China. American teachers who have taught in China in the TEP suggested the following resources as ones to have available in your school. In ad- dition to acquiring some of these resources for your media center, you may wish to make these lists available to your staff. It is not expected or required that you obtain any or all of these resources. This list is provided to guide those who wish to obtain additional resources. More information about many of these resources is available through web sites such as amazon.com. The list is divided into four time periods––contemporary China (1976-present), revolutionary China (1949-1976), modern China (1800-1949), and traditional China (before 1800). Some books cover more than one time period but are only listed in the most recent time period that is appropriate. If known, grade levels (E=elementary, MS=middle school, HS=high school) are suggested at the end of the cita- tion. Books are listed alphabetically by author; films alphabetically by director. At the end of the list are suggestions of other materials and resources that may be useful for any of the time periods.

Resources for Contemporary China (1976-present)

Books

Ada, A., Harris, V., & Hopkins, L. (1994). A Chorus of Cultures Anthology: Developing Literacy through Multicultural Poetry. Hampton Brown Co. Inc. Dreyer, June Teufel. (2005). China’s Political System: Modernization and Tradition (5th edition). Longman. (HS/Adult) Gao, Xingjian. (2001). Soul Mountain. Harper Perennial. (HS/Adult) Goldstein, Peggy. (1992). Long is a Dragon: Chinese Writing for Children. Pacific View PR. (E) Hessler, Peter (2001). River Town: Two Years on the Yangtze. Harper Perennial. (HS/Adult) Hessler, Peter (2005). Oracle Bones: A Journey through China’s Past and Present. Harper Collins. (Advanced HS/Adult) Hessler, Peter (2010). Country driving: A Chinese road trip. Harper Collins. (HS/Adult) Jin, Ha. (2001). The Bridegroom: Stories. Vintage. (HS/Adult) Jin, Ha. (2004). The Crazed. Vintage. (HS/Adult) Jin, Ha. (2000). In the Pond. Vintage. (HS/Adult) Jin, Ha. (1998). Ocean of Words: Stories. Vintage (HS/Adult). Jin, Ha. (1998). Under the Red Flag. Zoland Books. (HS/Adult)

23 U.S.-China Teachers Exchange Program Appendix A. Resources for the School Library

Jin, Ha. (2000). Waiting: A Novel. Vintage. (HS/Adult) Kalman, Bobbie. (1989). China: The Culture (lands, peoples and cultures series). Crabtree Publishing Co. Kershul, Kristine. (2002). Chinese in 10 Minutes a Day. Bilingual Books. Knapp, R., Spence, J, & Ong, A. (2005). Chinese Houses: Architectural Heritage of a Nation. Tuttle Publish- ing. (HS/Adult) Knapp, R. & Lo, K. (2005). House, Home, Family: Living and Being Chinese. University of Hawaii Press. (HS/Adult) Lau, Joseph, & Goldblatt, Howard. (1995). Columbia Anthology of Modern Chinese Literature. Columbia University Press. Lo, Kai-Yin. (2001). Living Heritage: Vernacular Environment in China. First Asia Resources. Salzman, Mark. (1987). Iron and Silk. Vintage. (Advanced HS/Adult) Schell, Orville. (1998). The China Reader: The Reform Era. Vintage. (HS/Adult) Steele, Philip. (1996). Journey through China. Troll Communications. (E) Stepanchuk, Carol. (1992). Mooncakes and hungry ghosts: Festivals in China. China Books and Periodicals Inc. (E/MS) Stepanchuk, Carol. (1994). Red Eggs & Dragon Boats: Celebrating Chinese Festivals. Pacific View PR. (E/ MS) Tan, Amy. (1993). The Kitchen God’s Wife. Vintage. (HS/Adult) Winchester, Simon. (2004). The River at the Center of the World: A Journey Up the Yangtze, and Back in Chi- nese Time. Picador. (HS/Adult)

Resources for Revolutionary China (1949-1976)

Books

Chang, J. & Halliday, J. (2005). Mao: The Unknown Story. Knopf. (HS/Adult) Chang, Jung. (1991). Wild Swans: Three Daughters of China. Simon & Schuster. (HS/Adult)1 Cheng, Nien. (1988). Life and Death in Shanghai. Penguin. (HS/Adult) Granat, D. & and Brimberg, S. (1999). China (Grades 4-8). Scholastic. (E/MS) Jiang, Ji-Li. (1999). Red Scarf Girl: A Memoir of the Cultural Revolution. Sagebrush. (MS/HS) Ma, Bo. (1996). Blood Red Sunset. Penguin. (HS/Adult) Ma, Jian. (2001). Red Dust: A Path through China. Pantheon. (HS/Adult) Mao, Tsetung (Zedong). (1967). Quotations: The Red Guard’s Handbook. International Centre, George Pea- body College. (Advanced HS/Adult) Mao, Tsetung (Zedong). (1990). Quotations from Chairman Mao Tsetung. China Books & Periodicals Inc. (MS/HS/Adult) Min, Anchee. (1995). Red Azalea. Berkley. (Advanced HS/Adult) Spence, Jonathan. (1999). Mao Zedong. Viking Adult. (HS/Adult) 24 U.S.-China Teachers Exchange Program Appendix A. Resources for the School Library

Williams, Maslyn. (1967). The East is Red. W. Morrow. Yan, Mo. (1994). Red Sorghum. Penguin. (HS/Adult) Yang, Rae (1997), Spider Eaters: A Memoir. University of California Press. (Advanced HS/Adult) Yu, Hua. (2003). To Live: A Novel. Anchor. (HS/Adult)

Films

Zhang, Yimou. (1999). Not One Less. Zhang, Yimou. (2000). The Road Home. Zhang, Yimou. (1993). The Story of Qiu Ju. Zhang, Yimou. (1994). To Live.

Resources for Modern China (1800-1949)

Books

Agress, Clarence. (2004). Wansan: the Last Manchu Princess. Authorhouse. (HS/Adult) Buck, Pearl S. (2004). The Good Earth. Washington Square Press. (MS/HS/Adult) Buck, Pearl S. (1994). A House Divided. Moyer Bell Ltd. (MS/HS/Adult) Buck, Pearl S. (1993). The Mother. Moyer Bell Ltd. (MS/HS/Adult) Buck Pearl S. (1992). Sons. Moyer Bell Ltd. (MS/HS/Adult) Buck, Pearl S. (1991). Three Daughters of Madame Liang. Moyer Bell Ltd. (MS/HS/Adult) Chang, Iris. (1999). The Rape of Nanking: The Forgotten Holocaust of World War II. Sagebrush. (HS/Adult) Kendra, Judith. (1994). Migrations: Chinese Migrations. Hodder & Stoughton Childrens Division. Lin, Yutang. (1998). The Importance of Living. Harper Paperbacks. (HS/Adult) Lin, Yutang. (2005). Between Tears and Laughter. Kessinger Publishing. (HS/Adult) Pu Yi, Henry. (1967). The Last Manchu: The Autobiography of Henry Pu Yi, Last Emperor of China. Putnam. Scher, L. & Johnson, M. (1999). Culture Kit: China (Grades 1-4). Scholastic. (E) Spence, Jonathan. (1999). The Search for Modern China. W. W. Norton. (HS/Adult)

Films

Fong, Mona, & Wu, Tian-Ming. (1999). The King of Masks.

25 U.S.-China Teachers Exchange Program Appendix A. Resources for the School Library

Resources for Traditional China (Before 1800)

Books

Cooke, Bill. (2000). Imperial China: The Art of the Horse in Chinese History. Harmony House Publishers. Cotterell, Arthur. (2005). Ancient China (DK Eyewitness Books). DK Children. (E/MS) Gilchrist, C. & Mistry, N. (2005). Stories from the Silk Road. Barefoot Books. (E/MS) Fisher, Leonard. (1995). The Great Wall of China. Aladdin. (E) Knapp, Ronald G. (1999). China’s Old Dwellings. University of Hawaii Press. Lee, Gus. (1994). China Boy. Plume. (E/MS) Li, Hwui. (2005). The Life of Hiuen-Tsiang: By the Shaman Hwui Li. (With an introduction containing an ac- count of the works of I-tsing, by Samuel Beal). Adamant Media Corporation. Major, J. & Fieser, S. (1996). The Silk Route: 7,000 Miles of History. HarperTrophy. (E/MS) Moore, Charles A. (1967). The Chinese Mind: Essentials of Chinese Philosophy and Culture. East-West Center Press/University of Hawaii Press. Simpson, J. & Michaelson, C. (1996). Ancient China. Time-Life Books. Steele, Philip. (2002). Ancient China. Southwater (E) Steele, Philip. (1999). Chinese Empire. Lorenz Books (E) Williams, S. & Fong, A. (1997). Made in China: Ideas and Inventions from Ancient China. Pacific View PR. (E/MS) Xuanzang. (1997). The Great Tang Dynasty Record of the Western Regions. Numata Center for Buddhist Translation & Research. Zhang, S. & Zhang, H. (2000). A Time of Golden Dragons. Tundra Books. (E/MS)

Other Suggested Resources

Books

Mythology Books Picture Books (Chinese fables/folktales, mythology, non-fiction) Art Samples (Calligraphy, painting, crafts) Calligraphy Sets (Ink, brushes, paper) Language Materials (Books, CDs, DVDs, dictionaries) Magazines News Films News (e.g., CCTV9 via internet) Newspapers (e.g., China Daily via internet or hard copy)

26 U.S.-China Teachers Exchange Program Appendix A. Resources for the School Library

Philosophy (Confucius, Lao Tzu, Mencius, Hanfeitzu, Zhuangzi) Pictures (Famous Chinese people, famous inventions) Time Lines Travel Brochures Chinese Publications about Taiwan

Online Film Resources www.asianfilms.org/china/ www.dianying.com

27 U.S.-China Teachers Exchange Program Appendix B. Asia-Related Programs Funded by the Freeman Foundation

Asia-Related Programs Funded by the Freeman Foundation

The Freeman Foundation funds a number of programs related to China and Asia in various parts of the U.S. The primary focus of these programs is professional development for K-12 educators. The activities offered by these programs vary but include seminars, workshops, study tour programs, and cultural events. In addition, the websites of many of these programs provide valuable resources related to teaching about Asia. Teachers and administrators who are interested in learning more about Asia and/or about how schools are incorporating China and Asia into their schools will find these programs useful sources of information. AsiaPacificEd Program East-West Center www.eastwestcenter.org The AsiaPacificEd Program aims to improve teaching about Asia, particularly Southeast Asia, across the curriculum in grades 3-12 and to facilitate cross-cultural learning. Located in Hawaii, AsiaPacificEd offers various professional development programs for U.S. teachers and students, and institutes for Asian teachers. For example, twenty-four teachers from Thailand and Indonesia went to the East-West Center for a week of learning followed by home stays and week-long visits to schools in six communi- ties across the U.S. Asian Studies Outreach Program University of Vermont www.uvm.edu/~outreach/about/about.html The Asian Studies Outreach Program (ASOP) sponsors numerous activities to support the inclusion of Asia in the curriculum statewide in Vermont elementary, middle, and high schools. Activities to sup- port this goal include teacher in-service education through after-school workshops and comprehensive support for teachers, such as a library of curriculum materials/kits that address Vermont curriculum standards, touring exhibits, and listservs/newsletters. In addition, ASOP conducts school-based pro- grams that include school-wide, district-wide, and county-wide models emphasizing curriculum revi- sion, professional development, student and teacher exchanges, community outreach, and leadership development. They advocate for policy change at the state level to support teaching about Asia and conduct research to determine needs related to providing Asian Studies in the state. Bringing China to Arkansas Arkansas Global Programs University of Arkansas at Little Rock www.ualr.edu/arkansasglobalprograms/china/ Since 2001, Arkansas Global Programs (AGP), University of Arkansas at Little Rock, has provided ex- tensive and lengthy training programs on China. Bringing China to Arkansas Program (BCAP) orients 5th-12th grade teachers; expands partnerships with their Arkansas schools; links them with Chinese 28 U.S.-China Teachers Exchange Program Appendix B. Asia-Related Programs Funded by the Freeman Foundation schools and colleagues, and fosters exchanges and Chinese language and culture courses in Arkansas schools. BCAP conducts a spring self-study program and workshop for learning about China and a three-week summer study tour of China; facilitates exchanges between Arkansas and Sichuan Province schools; connects current participants and alumni via a website and blog; fosters changes in Arkansas state policy to increase teaching about China in Arkansas schools; promotes Chinese language and culture courses in Arkansas schools; presents at professional conferences; provides assistance to new Chinese teachers in Arkansas schools; conducts extensive outreach by participants and staff in partner schools and communities; assists alumni who wish to return to China to teach or travel; encourages alumni and participants to interface with Chinese participants visiting Arkansas on other AGP ex- change projects such as connecting with Chinese museum directors, archaeologists, and university researchers and professors; and develops strong Chinese institutional partnerships, for example, with Sichuan Department of Education, International Exchange Office; Chengdu Municipality Bureaus of Culture, Education, and Sports; and Sichuan University Museum, Archaeology Department, and Cen- ter for Tibetan Studies; and Chengdu Sport University. China Exchange Initiative www.thechinaexchangeinitiative.org The purpose of the China Exchange Initiative (CEI) is to build and support educational exchange pro- grams between schools in the United States and schools in China. CEI provides support for and infor- mation about establishing sister school relationships. To this end, the staff at CEI offers a wide range services which include: leading exploratory discussions with interested teachers and administrators, making formal presentations to school boards and other groups, introducing schools to an appropriate sister school, assisting with formal exchange agreements, and suggesting funding sources. In addition, CEI provides a handbook for U.S.-China school exchanges, ideas for curriculum development, semi- nars, and suggestions for utilizing exchange teachers in the school. China in Missouri International Education Consortium www.csd.org/csdrpdc/IEC/iecchinainmissou.html China in Missouri is one program of the International Education Consortium (IEC), a professional development effort of the area’s Cooperating School District. China in Missouri offers a study tour program, primarily for high school teachers, that combines an intensive preparation seminar on China, travel for three weeks in China, and follow-up work by teachers in the form of curriculum and dissemi- nation projects. In addition, the IEC offers National Consortium for Teaching about Asia seminars, AP World History Institutes, Human Geography Institutes and one-day workshops, such as one involving the Asian Galleries at the St. Louis Art Museum. Japan Society www.japansociety.org. The Japan Society ofers professional development opportunities for teachers in the New York City area. These include Japanese language courses, seminars and one-day workshops, study tour programs to Japan, various art programs, including Japanese films, and exhibitions of Japanese art, performances, and lectures by Japanese artists and writers. Resources such as teaching units are included on the Jour- ney through Japan web site. The Japan Society has developed a partnership with a New York City high school and also is considering ways to link schools together around Japan-related activities.

29 U.S.-China Teachers Exchange Program Appendix B. Asia-Related Programs Funded by the Freeman Foundation

National Consortium for Teaching About Asia www.nctasia.org National Consortium for Teaching about Asia (NCTA), a consortium of seven national coordinating sites, offers seminars related to Asia and study tour programs to China, Japan, and Korea. The seminars and study tour programs are primarily for middle and high school teachers of world history, geogra- phy, social studies, and literature. Links to national, regional, and partners sites are available through the NCTA website. Primary Source www.primarysource.org Primary Source strives to integrate content on China into elementary, middle, and high school cur- ricula in significant ways. Primary Source offers an array of professional development courses and workshops related to China and study tour programs to China for teachers and administrators, along with a website and catalogue of courses. The organization also engages in partnership relationships with school districts in New England. Districts receive a variety of professional development services and resources in exchange for integrating China into the K-12 curriculum in significant ways. Other resources available through Primary Source include connections with local university professors with expertise on Chinese history and culture, and an on-site library that includes curriculum units. Primary Source also participates in the Massachusetts Institute for International Studies that provides a forum for administrators to participate in a broader discussion/advocacy for China in the curriculum within the framework of international studies. Teach China China Institute www.chinainstitute.org The China Institute offers courses and study tour opportunities for teachers in the New York City area with the goals of building teachers’ content knowledge through firsthand experience, confronting commonly held stereotypes of China, and increasing teachers’ understanding of China’s importance in the world. The Institute encourages teachers to participate in its numerous activities including lec- tures, workshops, and courses on Chinese history, culture, language and literature. Institute staff also attempt to build long-term relationships with teachers that participate in their study tour programs in order to assist the teachers in growing professionally around their teaching about China. Teachers are also encouraged to make use of the resource center and access curriculum projects such as From Silk to Oil: Cross-cultural Connections Along the Silk Road, which was produced through grants from vari- ous sources. Units are appropriate for a wide range of grade levels, as New York curriculum standards touch on China at grades 3, 6, 9, and 10.

30 U.S.-China Teachers Exchange Program