4 OPINIONS ‘CAI’ND OF DIFFERENT
THE MATADOR
thematadorsghs.us WEDNESDAY, OCTOBER 28, 2020
Exploring untapped learning resources ILLUSTRATION BY ANDREW LAM
Clash of cultures LAURA CAI REPORTER
I
t was either having slanted eyes and living in Mexico or living in the U.S. but not “looking” Mexican. Comments related to my distinguished roots or eccentric appearance made me feel excluded. My sensitivity was steep, and those words cut deep. In Mexico, I was constantly asked, “¿Hablas Español?” (Do you speak Spanish?). Timidly, I would take a long pause before answering, “Sí,” (Yes). They were astonished that I, an Asian, could. But I was unsurprised because every encounter I had yielded this same reaction. Everywhere I went, eyes followed me in every direction. Even when I didn’t make eye contact and ignored their tracking gazes, I always felt judged when looking at their emotionless expressions. After sixth grade, my parents decided to move to the U.S. I wondered whether I would still be the odd one out and, surely, I once again found myself alienated. Although not brought up as much, my Mexican roots were still mentioned when I first moved. I distinctly remember when a substitute teacher took attendance and called my name. He didn’t recognize me and asked where I was from. Shyly, I said I was from Mexico. I heard laughs spiraling and echoing the room, growing stronger and wilder. I didn’t know why they were laughing at me. Maybe they thought I was joking? Whatever it was, I was severely hurt. I sobbed endlessly until the bell rang, and all I could think of was getting home and feeling the comfort of my mom’s arms hugging me. I realized that living in Mexico and the U.S. wasn’t all that different. Despite this, I have fond memories of people reacting to where I’m from. I always talk with my family in Spanish, and because of that, some people overhear and immediately ask us where we’re from. When we say from Mexico, they smile and chuckle sweetly. In the U.S., I can immerse myself in my peers’ diverse cultures and they can learn more about mine. Meeting diverse people allowed me to begin loving my heritage and roots. I realized that my “differences” did not make me peculiar. These events made me emotionally stronger and able to love both sides of me. The languages, the foods, and the traditions of both cultures are now something I look forward to learning more about. My cultures have shaped me into the person I am now.
STAFF STANCE
The struggle with transitioning online
T
he pandemic has taken its toll on society, but it has especially affected education. Teachers have had to alter lesson plans to adapt to distance learning, but these changes are too minute and ineffective. As a result, students are not fully learning the material that they would in a normal classroom setting. Teachers must fully utilize the advantages of online resources to maximize the effectiveness of their lessons during distance learning. Teaching techniques dependent on a classroom environment lose effectiveness once taken out of that setting. In the classroom, group work was vital in allowing students to learn from their peers’ perspectives, allowing easier comprehension. In distance learning, group work is ineffective due to lack of face-to-face interactions. In class, students’ webcams are seldom on, prompting minimal participation.
MATADOR BULLRING Students share their opinions on current topics.
How have teachers adapted to an online learning format? INTERVIEWS BY MYTAM LE PHOTOS COURTESY OF INTERVIEWEES
Teachers must adapt familiar teaching methods tailored to the classroom to complement the online setting. In doing so, teachers are able to maximize the benefits of distance learning. One distance learning benefit is that it offers teachers the opportunity to utilize resources that work best online. Teachers underwent hours of training focusing on implementing apps and programs in teaching. However, teachers are not taking advantage of these options and, instead, lecture continuously. This prompts the question of whether students are truly absorbing the information. Teachers must have flexibility when adapting their teaching style and seize this opportunity to explore new ways to maximize the potential advantages of distance learning. The expression “Do not fix what is not broken” appears to be the philosophy many teachers are abiding by during distance learning. Despite the
circumstances demanding change, they continue to assign the same amount of homework, under the impression that these are still pre-COVID times. Teachers must consider that learning at home is completely foreign for students, and students do not absorb lecture content as well as teachers expect, resulting in them facing motivational blocks and feeling stumped when completing independent assignments. “Do not fix what is not broken” cannot be the reigning mentality because of the flaws that need to be addressed. Teachers must ensure that they are exploring all possible resources in enabling students to truly succeed during this time. They cannot assume that students are fully mastering topics based on the inactivity of class. Teachers can utilize different online resources, like Kahoot or Socrative, to make class more engaging and adopt new methods of teaching in distance learning.
Cindy Phan, 9
Calvin Troung, 10
“I think the best approach to distance learning that I’ve seen is encouraging student interactions with each other, where they’d say “Hello” and “Bye” in [a] chat that’s open to everyone.”
“One way teachers have efficiently adapted to online learning is [by] giving their students breaks every once in a while. Small breaks and kind gestures have really helped me focus and stay on track.”
Joseph Becerra, 11
Esperanza Pacheco, 12
“Teachers have had to utilize a variety of websites to complete lessons now. Some of these lessons are actually a lot better now than they might’ve been in normal circumstances.”
“I think using Google Forms was a good idea for engagement. My teachers would use it as [a way to get] feedback [and] to try to get what we understand as lesson [reflections].”
DISCLAIMER: THE OPINIONS EXPRESSED ARE THOSE OF THE ATTRIBUTED WRITER. ARTICLES WITHOUT BYLINES ARE THE OPINIONS OF THE ENTIRE STAFF.