A Comparison of Educational System of UK and China
Added on 2021-04-24
6 Pages1275 Words76 Views
Running head: ENGLISH ASSIGNMENTSDifference in learning processes in UK and ChinaName of the student:Name of the university:Author note:
1ENGLISH ASSIGNMENTSDescriptionCurrently, I am working on a teaching practice placement in one of the prestigiouscolleges of UK. It is located in the suburbs of Scotland, where I am entrusted with theresponsibility to GCSE English to a group of adults. In the initial stages, my responsibility is toassist the tutors in preparing the lesson plans and delivering lectures in class. I was allotted themorning class. The senior teacher was teaching about prepositions, which I was to continue. Ientered the class and the adult students wished me. I wished them back with a choked throat.However, the cooperation from the students slowly and gradually helped me to overcome mynervousness. My colleagues, who are in the same profession in China, narrate similar instancesof experiencing nervousness while facing a whole lot of adult students for the first time. Feeling While entering the classroom, my heart was beating rapidly. The inquisitive look of thestudents made me more nervous. I was feeling like I am stranded on a deserted island,surrounded by a group of strangers. When the students wished me together, my throat wasfeeling choked. I stumbled and wished them. As I went to the blackboard, I was feeling like I amunder intense pressure. As I started writing the basic rules of preposition on the blackboard, myadult students were eagerly waiting for my lecture, but I felt shortage of words. My colleagues inChina tell me about encountering falling things because of intense nervousness. EvaluationThe incident, which occurred with me, is common for the newly recruited teachers likeme. Here, nervousness overpowers the confidence, compelling me to stumble before thestudents. This created a negative image about me in the minds of the students, who have come to
2ENGLISH ASSIGNMENTSexpand their knowledge. As they are adults, therefore, chances of taunts and mocking are less.Otherwise, it is a common sight that the students ragging the new teachers. I was surprised thatthe adults, who came to learn, cooperated with me, so that I can deliver the lectures efficientlyand effectively. Their cooperation seemed crucial for me in terms of overcoming nervousness.My colleagues in china also suffer from the same predicament as mine. This is because; we arein the process of enhancing our professional development. AnalysisMy reaction towards the students is obvious, as I am confronting a large audience for thefirst time. However, all individuals experience this nervousness while penetrating into thethreshold of school, college or workplace. I can relate this nervousness with the stages ofdevelopment as proposed by Freud. This nervousness is an important aspect of behaviouralscience, which obstructs the progress towards initiating the tasks smoothly. Moreover, I think themajor drive behind this nervousness is the thoughts of “what will the others say”. In this context,the demarcations, “UK” and “China” are nullified in terms of our professional and personaldevelopment. ConclusionIf I could have gained more strength and courage while writing the lectures on theblackboard, it would have benefitted me to create a good image about me in the first sight. If Icould maintain the smile on my face, no matter how nervous I might be feeling, it would haveenhanced my personality. Transmission of these aspects to my colleagues in china would havebenefitted them in keeping cool and relaxed while first entering the workplace.
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