Nonverbal communication and culture. Identity, stereotypes and prejudices, страница 63

The Spanish classroom is characterized by a lack of competition. Spanish students do not compete for grades. Because Spanish schools do not emphasize extracurricular activities, Spanish students tend to spend a lot of time studying academic subjects. Because the Spanish culture has a high level of uncertainty, the classroom tends to be structured so that students feel comfortable. Teachers outline specific objectives for the day, enforce rules of conduct, and explain assignments clearly. Spanish teachers tend toward traditional styles of instruction such as lectures and drills.

Since the Spanish place a high value on loyalty and group consensus, disagreement may disrupt the cohesiveness of the learning environment. In the Spanish classroom, teachers are considered to be experts. Students, therefore, are expected to agree with their teachers at all times or be viewed as disloyal. On examinations and written assignments, students are expected to repeat the teacher's ideas rather than provide their own thoughts or creative answers. Students are rewarded for their ability to solve problems accurately rather than for their ability to think creatively.

Reward for student achievement is delayed in the Spanish classroom. Students are expected to complete their homework assignments and other projects on time, but they must wait until their final examination to receive a grade. The evaluation of student work does not emphasize how well the student did, but rather what needs to be improved.

In Japan, prestige is determined almost entirely by education. This has led to the development of a teaching system that is intensely competitive yet nourishes group solidarity and collaboration. The Japanese have a school year of 243 days compared to 180 days in the United States. Over the course of nine years of education, this can add up to an extra two full years of schooling. Despite the collective emphasis of the culture, the Japanese educational system makes distinctions in individual ability very early in the academic process. Only the most academically advanced students gain entrance into the most prestigious college-preparatory junior and senior high schools. Many students often attend additional private schools called juku. Classes meet every day after school, on Saturdays, and during school vacations.

As with what is taught in Mexico, how it is taught is also quite different from the other cultures you have just examined. Teachers are expected to be the autocratic head of the classroom, but they are also expected to be sensitive and nonabrasive toward their students. Because there are fewer teachers in the Mexican school system, classes tend to be very large. This leads to an expectation that students will obey class rules. Mexican teachers hold the authority to permanently expel a student from class for unruly behavior. Yet, rather than being cold and aloof, Mexican teachers are usually involved in their students' personal lives. In short, as well as being academic instructors, Mexican teachers are friends with their students.

In the Mexican classroom, the school reinforces the primary cultural value of cooperation. As a result, Mexican students may allow others to share their homework or answers in order to display group solidarity, generosity, and helpfulness. In the Mexican classroom, group interaction is the primary learning mode, yet there are times when the teacher will talk and students will sit quietly at their desks. Because Mexican culture values conversation, when students are engaged in group interaction, they will participate enthusiastically in classroom discussion. It is not considered impolite for more than one person to speak at the same time. Multiple conversations may be carried out simultaneously. Teachers move about the classroom during these periods, interact at very close distances, and offer pats on the back or touches as a means of praise or reinforcement.

Finally, Mexicans value the present. This focus on the present pervades the Mexican classroom. Rather than moving from one subject area to another simply because the clock tells them it is time to change topics, Mexican students work at a relaxed pace even if it means taking longer to finish. Mexican students are more concerned with doing a job well, regardless of the amount of time required.