Normative teacher and student role behaviors in the U.S. with a contrast to Japan

Abstract

Title: Normative Teacher and Student Role Behaviors in the U.S. With a Contrast to Japan APPROVED BY MEMBERS OF THE THESIS COMMITTEE:janette DeCarricoThe purpose of this thesis is to (1) discover normative U.S. classroom teacher and student role behaviors; (2) contrast these to one other culture, Japan and (3) anticipate the difficulties both teachers and students would face if placed in a culturally mixed class unaware of the cultural differences between them. This study also (4) extends the issues theoretically beyond the cultural differences between the U.S.and Japan to other cultures. 2In addition to the literature review, data was gathered by means of a questionnaire and observation checklists. Both the questionnaire and observation checklist were matched with ones used in the Barna (1986) study which was conducted in Japan. U.S. high school and college students completed the questionnaire and several high school classes were observed. A reliability test was done on the questionnaire and those items that proved reliable were statistically analyzed. Items that were reliable in both the U.S. and Japanese study were then contrasted.Differences were found in classroom role behaviors between the U.S. Feeling prepared, self assured, yet somewhat anxious, she approached her classroom with confidence and a smile. As she entered, the entire group of Japanese high school girls stood up and in unison said, "Good morning teacher." Deborah blushed returning the greeting and encouraged the class to sit down--to relax. "This is going to be fun!" she thought.Yet, no one smiled ••• blank faces. "What's wrong with these girls?" she wondered. "Maybe it's jet lag." When she asked, "How are you?" to some of the students, she was given a flat "Fine thank you and you." from everyone she asked.Discouraged with the formal seating arrangement, she asked the students to help her put the desks in a circle--again blank faces.Before she knew it, the girls were holding a conference. Finally emerging from the group came one girl who acted as a spokesperson for the rest. She wanted to know exactly how the desks were supposed to be placed. Feeling awkward, Deborah tried to explain. The girl returned to the group and delegated the work. In no time the desks were placed in a perfect circle. Deborah's attempt to make the class more informal was a failure, the circle seemed as formal as the straight rows. When the students sat down they retained the same blank faces, but with an occasional whisper and giggle.2 Deborah started to feel rather self conscious. She found that every time she asked a question, it had to be addressed to a specific student, a general question to the class yielded no response. After a posed question, several would confer and the answer always emerged resembling a line from a grammar book. Often when called on, the students giggled, holding their hands against their mouths--how silly Deborah thought. Feeling frustrated, she decided to drop her attempt at conversation and try a pronunciation exercise. When she asked the c...