Films in English and in Chinese
A Brief
Discussion about the BBC’s ‘Chinese School’ Documentary
This
was the provocative title of the famous BBC Two series in which five Chinese
teachers imposed their teaching methods on 50 unsuspecting Year 9 students in
Hampshire. This month-long experiment culminated in these pupils outperforming
the remainder of the school in exams. Since it was on BBC, there have been
ongoing discussions encouraging us to reflect on the differences between the
British and Chinese education systems.
If we adopt a strict ‘results orientated’ approach, it can be argued that the Chinese education system is significantly outperforming its British counterpart.[2] But education is much more nuanced than this and many Chinese parents actually prefer enrolling their children to the UK for education, partly for the perceived benefits (greater creativity, leadership, team spirit, etc) and partly to avoid the brutal Chinese system. Pre-covid, the statistics indicate a sustained growth (34% in the last five years)[3] of Chinese pupils entering the British education system, despite the eye-watering costs involved.
Firstly, I really surprised the BBC and the Bohunt school in Hampshire were brave enough to conduct this experiment. According to Mr. Neil Strowger, the Headteacher and what we see in the film, there were numerous conflicts and disagreements. For example, the Chinese teachers complained about the students’ poor attitude to study and their bad discipline. The English students could not cope with the 12-hour days only with 2 meal breaks and studying in a large group of 50 students.
The Headteacher’s report referred to the “very narrow curriculum, endless note taking, repetition, not many opportunities to express personal opinions, listen quietly, follow the instructions”.[4] Some teachers characterised this as a throwback to Britain in the 1950s, with too much theory and limited creativity and practice. Perhaps in time the students and the teachers became more familiar with one another and gradually the students’ behaviour improved, miracles happened, with some students even expressing a preference for the Chinese style. Some of students even cried and did not want to say goodbye to their Chinese teachers at the concluding ceremony when their exam results were announced. On average, the ‘Chinese school’ was about 10 marks better in all three subjects than the ‘English School’. One girl said “it was one of the most interesting months in my life” although she had earlier complained of feeling like a robot and hated the sense of competition.[5]
I’d like to share my opinions after having been studying and working in both countries. First, the positive side, Chinese school emphasises the importance of discipline, respect teachers and hard work. Also, long hours are quite normal. My eldest son was in an ordinary state primary school in Shanghai and at 7 years old would study from 8am until about 5pm, with about an hour’s homework too. When we returned to the UK, surprisingly, he was top of his class. The process of repetition may seem dull and uninspiring, but it is an effective means of learning. When we practice piano or any skill, this inevitably results is a significant amount of repetition. One point to note is that these determined Chinese teachers were from elite schools and were very successful. Whether the experiment would have worked if ordinary level Chinese teachers attempted it, this is an interesting debating point. A second point is that the British education system places greater emphasis on individuality, diversity, equality, etc.[6]
I agree with the Headteacher’s comments when he stated that “The Chinese parents, culture and values all are different”. There is great deal of cultural diversity in British schools, something that will be explored in my next assignment.
As a supplemental point, we should also note that in making this crude comparison between the different education systems, at no point are Special Educational Needs considered. The UK statistics (2019) indicate that the numbers of pupils with SEN has increased for a third consecutive year, representing 14.9% of the total pupil population.[7] As we all appreciate, not every learner is suitable to copy “stuff” from the board, as there are different type of learners (V. A. R. K).[8]
As a teacher, I try to combine the most appropriate elements of the Chinese and British methods. I also encourage students to take some important notes, use PPT, handout, written assignments, as well as audio and visual resources. When I teach the improvisation, for example, some ‘boring’ bits like theory, scales and arpeggios (foundation) must be practised numerous times until they can be recalled without hesitation. The improvisation concept and ideas are introduced with clear oral, written instructions and demonstration, and then let the students discuss, try and share their ideas, turn the theory into their creative practice part. Ideally in a mixed ability group, the capable one always contributes more, helps build a team ethos so that no one gets left behind. Between students, competition can be fun and drive success. Normally, I would suggest that why not try some higher or lower notes, two or three notes together, grace notes, or perhaps try different rhythmic patterns.
When I teach students who have an Asian background (diversity), I generally demand slightly higher standards, set more homework and am stricter just as their parents have requested. Of course, it is essential to make sure everyone understands the correct approach to learning and practice so that they are an effective leaner, no matter what their background (equality). I also regularly check how the student is coping (individuality), since even in Asian families a ‘Tiger mum’ may not have ‘Tiger children’. I am always curious about why it is my Asian or Chinese students who generally receive distinctions in their graded music exams. Of course, I cannot rule out the possibility that sub-consciously I expect this outcome and therefore it becomes a self-fulling prophesy but I do not believe this to be the case. I will explore this issue more in my next assignment.
Finally to end with two old Chinese sayings, firstly “not perfect, but better”. There is no perfect educational system in the world, but if we analyse them, “Learn from others’ strong points to offset one’s weaknesses”, we will all be better. With the role of music in the promotion of cultural understanding and multi-ethnic integration, both the British and Chinese educational authorities introduce the colourful world music to new generations.
Are Our Kids Tough Enough Chinese School | Season 1 Episode 3, 2015. https://www.youtube.com/watch?v=DYGxAwRUpaI.
Harris, Paul. ‘Preferred Learning Styles’. In Improve Your Teaching!: An Essential Handbook for Instrumental and Singing Teachers, 2006th ed., 64. Faber Music, n.d.
‘SEN_2019_Text.Docx.Pdf’. Accessed 25 August 2020. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/814244/SEN_2019_Text.docx.pdf.
‘UK Schools Stuck at Back of the Class | The Sunday Times’. Accessed 25 August 2020. https://www.thetimes.co.uk/article/uk-schools-stuck-at-back-of-the-class-5l8s5hvgphd.
‘Universities See Boom in Chinese Students’. Accessed 25 August 2020. https://www.universityworldnews.com/post.php?story=20200124135907396.
‘Would Chinese-Style Education Work on British Kids?’ BBC News, 4 August 2015, sec. Magazine. https://www.bbc.com/news/magazine-33735517.
‘Would Chinese-Style Education Work on British Kids?’ BBC News, 4 August 2015, sec. Magazine. https://www.bbc.com/news/magazine-33735517.
[1] Are Our Kids
Tough Enough Chinese School | Season 1 Episode 3.
[2] ‘UK Schools
Stuck at Back of the Class | The Sunday Times’.
[3] ‘Universities
See Boom in Chinese Students’.
[4] ‘Would
Chinese-Style Education Work on British Kids?’, 4 August 2015.
[5] ‘Would
Chinese-Style Education Work on British Kids?’, 4 August 2015.
[6] ‘Equality,
Diversity and Inclusion | British Council’.
[7] ‘SEN_2019_Text.Docx.Pdf’.
[8] Harris,
‘Preferred Learning Styles’.
