Being in Vietnam for this long, has definitely developed me as a person. I have grown so incredible so much, while being here. In the beginning I was a tourist, but several weeks later, it felt like home. I had the same daily structure as everyone else. I have become more fluent in the Vietnamese language, and have a better understanding of the north Vietnamese dialect - which I thought was impossible to me.
Even though I came here to work in the Kindergarten as a trainee, I feel this experience wasn't only a good working experience to me, but also a great personal experience. I have come so close to my own culture, and have finally got the last piece of the puzzle regarding parenting. Before I came here, I never clearly understood why parents raise their child(ren) in a certain way - that was just the way things were. Now, thanks to the teachers, because of all the discussions and reflections there has been, I have finally understood their way of thinking. I don't agree with all their methods - probably because of my Danish mentality. However, I can understand and appreciate why they raise the children which such strict and traditional norms.
It may never be a successful was of raising children in Denmark, however; we mustn't forget the fundamental requirements of the society, on parenting is essential due to the social context. The focus on the individual development isn't quite as important of the social integration in the parenting. The individual is latent controlled by the society - the parents must have solidarity, which means in this context, a common moral and understanding.
Reading about other cultures that are so distant to ones own culture, won't give you the complete understand. Adapting into the culture, day after day, gave me a significant better understanding of the culture.
Teaching the children in the class, and yet being the children's' "mother" takes a lot of pressure on the teacher/social worker. It's a very fine balance, and we (the Danish students) always had to be aware of our own working methods towards the children. I have often caught my self in a dilemma, when I was in a situation were I didn't agree with the teacher's behaviour/methods towards the children. I didn't interrupt the teacher, but just stood in the background, trying to understand why the teacher behaved like that. Afterwards I always discussed with the teacher. I can nod to some of their reasons for doing what they're doing, but other times I totally disagree - I guess it's our culture differences that is separating us, regarding norms, traditions and what's ethical to do towards the children as a professional - that's what alienating us from each others point of view.
It has definitely been the best working experience I've ever had during this education. It has been an utter joyful, painful, and excited journey - I feel I have accomplished much in the Kindergarten. My boundaries have moved incredibly much, since the first day I stepped into the Kindergarten!
I can only recommend it to those ones who's thinking of going abroad. Believe me, once you're there, in a new country, a foreign language, new surroundings, culture etc. it's going to be an experience for life!!!! Reading about their working methods in Vietnam, will not fulfill you with the same understanding as I have - then you're missing out on sensing the situation - you just have to experience it for yourself!!!
To me, being in the situation, is the best way to learn new things, because you will always have a graphic memory of what you have been taught or have learnt during the time you have spent in Vietnam.
Friday, July 31, 2009
Sunday, July 5, 2009
Reflection
The fact that I have a Danish/Vietnamese background, it didn't effect my pedagogic work in pr axis. When I was in a dilemma regarded the working methods, it was because I saw it from a Danish perspective. When I saw it from a Vietnamese perspective, I wasn't in a dilemma at all. I never saw the differences (Danish contra Vietnamese) as a conflict, but it allowed me to ask questions, in order to get a better understanding of their working methods. Sometimes they didn't understand why I had a different opinion than them, but its only because of the culture differences.
However, they're very open minded towards my opinion regarding parenting, and working with pedagogic methods. I don't always agree on how they think or how the working procedure is provided - but I have an understanding of why they do things in a certain way. It's because of the society in Vietnam, the culture, norms and traditions, that have been repeated for generations and are most certainly going to continue for many years from now......
Being in Vietnam for this long, has taught me to become a more patient person, more laid back, and takes things easily. Before I came to the Kindergarten, I didn't think I could be around children and enjoy being/working with them for an entire day. Working with children have given me the opportunity to understand a child. Theoretically I had a good understanding on children and their development. Although, I have never been so close to children (work wise), like I have in this Kindergarten. As I have mentioned before, the children considered me and the other teachers as our "mother". For that reason, the we bonded so quickly - no question asked, the connection between us developed in no time. This has benefit me, when I had to deal with conflicts in between the children, teaching them things, guiding them on how to behave so they could strengthen their social skills etc.
The Kindergarten has taught me so much regarding parenting, and how important teachings are, instead of playing like children should. It has taught me a million new things regarding the culture, which has given me a better understanding of the teachers' working methods.
Most of all, this experience has taught me, that even if the society is controlled form the higher forces, and everyone should be treated equally and, and not for being individuals....I could still see they were individuals. Living up to the role "a good student" in the Kindergarten - they all did everything in their power to live up to that role so they could make the teachers and parents proud. When I looked beyon that, the children had their own personality, own morals and norms.
I must admit I was a bit worried in the beginning of the practise, as they all seemed the same to me - that's the impression the teachers gave me in the beginning. But shortly after, I noticed, they're all individuals. The teachers are aiming for, the children to become the same, regardless of their family history, age, gender and social skills; the children know how to to adapt into certain situations, which was a positive experience for me, as it was a sign of that they could think independently, and it will develop the child and strenghtens the child's personality to become more mature in its own pace.
However, they're very open minded towards my opinion regarding parenting, and working with pedagogic methods. I don't always agree on how they think or how the working procedure is provided - but I have an understanding of why they do things in a certain way. It's because of the society in Vietnam, the culture, norms and traditions, that have been repeated for generations and are most certainly going to continue for many years from now......
Being in Vietnam for this long, has taught me to become a more patient person, more laid back, and takes things easily. Before I came to the Kindergarten, I didn't think I could be around children and enjoy being/working with them for an entire day. Working with children have given me the opportunity to understand a child. Theoretically I had a good understanding on children and their development. Although, I have never been so close to children (work wise), like I have in this Kindergarten. As I have mentioned before, the children considered me and the other teachers as our "mother". For that reason, the we bonded so quickly - no question asked, the connection between us developed in no time. This has benefit me, when I had to deal with conflicts in between the children, teaching them things, guiding them on how to behave so they could strengthen their social skills etc.
The Kindergarten has taught me so much regarding parenting, and how important teachings are, instead of playing like children should. It has taught me a million new things regarding the culture, which has given me a better understanding of the teachers' working methods.
Most of all, this experience has taught me, that even if the society is controlled form the higher forces, and everyone should be treated equally and, and not for being individuals....I could still see they were individuals. Living up to the role "a good student" in the Kindergarten - they all did everything in their power to live up to that role so they could make the teachers and parents proud. When I looked beyon that, the children had their own personality, own morals and norms.
I must admit I was a bit worried in the beginning of the practise, as they all seemed the same to me - that's the impression the teachers gave me in the beginning. But shortly after, I noticed, they're all individuals. The teachers are aiming for, the children to become the same, regardless of their family history, age, gender and social skills; the children know how to to adapt into certain situations, which was a positive experience for me, as it was a sign of that they could think independently, and it will develop the child and strenghtens the child's personality to become more mature in its own pace.
Thursday, May 28, 2009
Ha Long Bay
Inside the cave
The local people that live on floating houses
A little boat trip sailing in between the islands and underneath the caves
Sunset
Enjoying the sunset
Back in Hanoi, with some nice people whom we met at the Ha Long Bay trip. The picture was taking at the restaurant Quang An Ngon - highly recommeded if you're keen on authentic Vietnamese food!
My boyfriend's last night in Vietnam....
Nha Trang
After Hoa Loi, we went to Nha Trang. I've been there 3 times before, but I simply love that city! It's clean and the air is freash - not to mention, they have beautiful beaches there.....a good place to relax!
What a stunning view!!!
At VinPearl Beach
Cham Temple
Monkey Island
The beach again, from the main road...
What a stunning view!!!
At VinPearl Beach
Cham Temple
Monkey Island
The beach again, from the main road...
The Culture
The government sets the guidelines, which the teachers of the Kindergarten follow efficiently. Before I started the trainee position, the children have been taught about Ho Chi Minh; his love for Vietnam, passion for making Vietnam an independent country etc. The teachers teach the children to be proud of being Vietnamese. When they have finished their morning exercise, the teachers shout "Vietnam!!!" the children yells "co len!!!!" - which means "Vietnam is the best!".
Vietnamese New Year (Tet) is a national feast, and they also celebrate it in the Kindergarten. The children have been taught about Tet, were they welcome the new star sign "The Ox". Furthermore, they give lucky-money (in little red envelopes) to others, as a symbol of good health and prosperity for the new coming year.
At the end, they went to the temple, were they also burnt "money" (fake money notes), as a symbol of giving money to their relatives who has passed, their ancestors, prophets and Buddha. Visiting temples doesn't necessarily mean that you’re a Buddhist, as it has become a national custom to do during Tet.
I have mentioned in the earlier sections/chapters that the parents have a high influence on the teachings in the Kindergarten - not only the teachings, but also with the child upbringing. The children must obey the teachers as if they were the children’s parents. There are no room for individuals; the child must follow the rest of the group. The child represent their parents, the parents represent their child. One “weak link” could break the entire family name - so they're are taught by the teachers, not to display emotions in public. This has come to my understanding of why the teachers hardly comforts a child, when a child is crying - they don't want to make the child soft.
Children are often very emotional, and aren't always in control of their emotions - it's only natural. Maintaining the family name, is a big burden to carry on ones shoulder as a child, and they constantly need guidance from the teachers. Upbringing the cchildren is also one of the major part of the teacher's task in the Kindergarten.
A Vietnamese saying says "you're a child, as long as your parents live, regardless of your age". So with that understanding, it means that you have to show respect for elders - in this case, the teachers are like the children's mother. The teacher teaches the children, how to respect elders; love for their parents, teach them about empathy - how to treat others, which is bound to strengthen their social skills.
They have a lot of poetry reading which the children have to learn by heart. Most of the poetry is about one’s love for their parents, especially for their mother, love for their country, and love for the teachers....because the teachers are making an effort of upbringing the child, the child have to give again by showing appreciation towards the teachers.
When the children are being collected, it's highly important, that the children are dressed nicely (or have changed their clothes, if they have been sweating during playing) and that their hair is neat. If the parents turn up in the class, and their child looks messy, it also means (according to the parents) the teacher has failed to look after their child – that the teachers have been neglected their child. The same principles, if a child have been bruised during playing in the playground.
The consequences could be, that it will affect the teacher’s salary, as the parents pays a certain amount of their salary.
At our last workshop, the topic was Motor Skills. We were trying to make the teachers aware of, that children need to use their body more actively, so they could be more aware of their movements, so it could be more controlled. When the children run, the teachers scream “stop running” - as they will only trip and fall. In most cases, the teachers are right - but it's also because the child has no control over his/her movement.
We have encouraged the teachers to make more activities that involve movements and running. The teachers agree with us to a certain extent; however the obstacles are the parents. The parents will not approve the Kindergarten as a qualified place, if their child returns home with bruises or scratches on the body. So for that reason, the teachers are prevented in developing the children in certain areas - the parents are often focused on teachings, like school children, so they're well prepared when they start schooling.
So it's obvious, that the daily structure is teachings and lessons. When they play, it's controlled play, were the children are "learning by doing". If they have a certain topic, the children create things, draw things, and play with things that are related to the topic. There’s no time for free playing, when the government's guidelines and the parents are focused on teaching the children.
Vietnamese New Year (Tet) is a national feast, and they also celebrate it in the Kindergarten. The children have been taught about Tet, were they welcome the new star sign "The Ox". Furthermore, they give lucky-money (in little red envelopes) to others, as a symbol of good health and prosperity for the new coming year.
At the end, they went to the temple, were they also burnt "money" (fake money notes), as a symbol of giving money to their relatives who has passed, their ancestors, prophets and Buddha. Visiting temples doesn't necessarily mean that you’re a Buddhist, as it has become a national custom to do during Tet.
I have mentioned in the earlier sections/chapters that the parents have a high influence on the teachings in the Kindergarten - not only the teachings, but also with the child upbringing. The children must obey the teachers as if they were the children’s parents. There are no room for individuals; the child must follow the rest of the group. The child represent their parents, the parents represent their child. One “weak link” could break the entire family name - so they're are taught by the teachers, not to display emotions in public. This has come to my understanding of why the teachers hardly comforts a child, when a child is crying - they don't want to make the child soft.
Children are often very emotional, and aren't always in control of their emotions - it's only natural. Maintaining the family name, is a big burden to carry on ones shoulder as a child, and they constantly need guidance from the teachers. Upbringing the cchildren is also one of the major part of the teacher's task in the Kindergarten.
A Vietnamese saying says "you're a child, as long as your parents live, regardless of your age". So with that understanding, it means that you have to show respect for elders - in this case, the teachers are like the children's mother. The teacher teaches the children, how to respect elders; love for their parents, teach them about empathy - how to treat others, which is bound to strengthen their social skills.
They have a lot of poetry reading which the children have to learn by heart. Most of the poetry is about one’s love for their parents, especially for their mother, love for their country, and love for the teachers....because the teachers are making an effort of upbringing the child, the child have to give again by showing appreciation towards the teachers.
When the children are being collected, it's highly important, that the children are dressed nicely (or have changed their clothes, if they have been sweating during playing) and that their hair is neat. If the parents turn up in the class, and their child looks messy, it also means (according to the parents) the teacher has failed to look after their child – that the teachers have been neglected their child. The same principles, if a child have been bruised during playing in the playground.
The consequences could be, that it will affect the teacher’s salary, as the parents pays a certain amount of their salary.
At our last workshop, the topic was Motor Skills. We were trying to make the teachers aware of, that children need to use their body more actively, so they could be more aware of their movements, so it could be more controlled. When the children run, the teachers scream “stop running” - as they will only trip and fall. In most cases, the teachers are right - but it's also because the child has no control over his/her movement.
We have encouraged the teachers to make more activities that involve movements and running. The teachers agree with us to a certain extent; however the obstacles are the parents. The parents will not approve the Kindergarten as a qualified place, if their child returns home with bruises or scratches on the body. So for that reason, the teachers are prevented in developing the children in certain areas - the parents are often focused on teachings, like school children, so they're well prepared when they start schooling.
So it's obvious, that the daily structure is teachings and lessons. When they play, it's controlled play, were the children are "learning by doing". If they have a certain topic, the children create things, draw things, and play with things that are related to the topic. There’s no time for free playing, when the government's guidelines and the parents are focused on teaching the children.
Sunday, April 26, 2009
Pedagogic methods in the Kindergarten
I find it difficult to compare the Kindergarten with a Danish Kindergarten (where the employees are social workers with pedagogic methods), and here in Vietnam, the employees are teachers – so for that reason, I consider Hoa Thuy Tien as a school. There aren’t any education for social workers with pedagogic methods here in Vietnam.
The teachers get a guideline from the government, and they have to follow it throughout. The teachers have a weekly schedule they must follow. The teachers don’t have much time for playing with the children, as they mainly have lessons. The children don’t bring their own lunch to the Kindergarten; it’s all prepared in the kitchen by the chefs. Their meals (nutrition and vitamins), how much liquid each child should drink for a day, is also a part of the guidelines from the government.
Even though they have to follow the guidelines regarding teachings/lesson, the teachers chose their own topics of the week. The topics are mainly relevant to the Vietnamese culture or social system. When the teachers have a meeting (once a week), they make plans for the following weeks, which the vice principal and the principal have to approve.
I consider the principal as a humble person, even though she has a lot of authority, however I don’t get the impression of that she’s taking advantage of her power. On the contrary, every teacher shows fear for the vice principal. During the lessons, the vice principal often visit all the classes; to check if the teachers are teaching the children in the correct way.
Apparently, there’s only one way to teach, one way to speak, one way to think. There are no room for being an individual, even though if you’re a teacher. Sometimes she tells the teachers how it should be done, because they’re not teaching in a proper way.
Most of the teachers don’t know how to justify what they’re teaching in, or why they use that kind of methods. Most of the times, they just say “Miss Phuong” which means, it’s because that’s how the vice principal wants the work to be done.
The children don’t have free play like the children in Denmark. It’s controlled by the teachers. Most of the times, they games are linked to the weekly topic. The only time they play were they aren’t under the influence of the teachers, is when they play Lego or in the play ground.
The Kindergarten has subjects like Vietnamese, maths, psychical skills, music, creativity, personal/social skills and topics that are related to their culture. The teachers chose the main themes of the week, were the children will be taught about the themes/topics, and they combine it with activities so the children get a better knowledge of the topics.
For instance, the topic was “Pagoda”. The children were taught what about the Pagoda – why it’s made and who comes to visit, and for what reason? A trip to the Pagoda was arranged, and the children spent a couple of hours at the Pagoda. When they returned, they had to draw their impression of the Pagoda.
This method is used in all the topics. They get taught about something, and then they make activities that are related to the topic. During my time, as a student (even though the children has to show the same courtesy to me as the other teachers) in the Kindergarten, we have had “Pagoda” “seed – plant a seed” “Hat” and now “Primary school”.
The children in my class are nearly at the end of their journey of Kindergarten. Right now they’re all preparing for school. In their last week of the Kindergarten, the children will have a test in all the subjects, so they can get evaluated by the teachers. This test is made, so the parents know what level their child is in, when they start at the Primary School.
If I should link any theory to the teachers’ methods in teachings, I’d combine it with behaviorism – more specifically “Operant conditioning” that sometimes also is referred to as instrumental conditioning. It’s a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
For instance, in the English classes they get rewarded. All the good “pupils” get stickers as a reward, or the teacher encourage all the other children to applause the good child, and tell them, that they should look up to the child for his/her exemplary behavior/skills.
They use the same method in the drawing classes. The child with the best drawing, get applauded, and the ones that are less talented get overseen by the teachers.
It’s funny the teachers have their own opinion on, what is pretty/nice. I believe all the children do the best they can, and should therefore be acknowledged for their skills – for who they are as individuals. But here in Vietnam, there are certain ways on doing things in a specific way.
In the writing class, a child showed me his handwriting. It was the letter “ph”. I thought he was doing well, but also told him he had to practice a bit more. He went proudly towards the head teacher, and showed her his handwriting. She said it was ugly, told him to rub it out, and start all over again. I fell so sorry for the poor boy, he was so proud of himself and suddenly he had to start over again. The children that finish quickly get to play Lego. His concentration was low, as all he could focus on, was the Lego, as he really wanted to play with his mates.
If a child is behaving badly, the child gets told off, and as for punishment, they have to sit in a corner doing nothing. The child isn’t allowed to speak to anyone, and in this occasion, the other children laugh at the child and make fun of him/her. Sometimes, when the child is misbehaving, the teacher threat to call the parents, so they can get send home for the rest of the day.
They kiss and cuddle the children a lot, but when it comes to a crying child. They tell the child to stop crying (as I said before in “my expectations” section, it’s not a part of the culture to display one’s emotions). When a child is crying, it’s not considered as a positive behavior. It shows weakness, and the Vietnamese people are a very proud nation. When a child is crying and I’m giving them comfort, I usually get told, that I should leave the child alone, as I will shape the child into a soft person, or the child will get so used to it, that it will demand comfort each time he/she is hurt. I know it is part of the culture, but I can’t help on being frustrated sometimes.
My parents used exactly the same methods in my childhood when I was hurt – no comfort at all. I remember how devastated I was, when I was a child. I can relate to those children when they don’t get comfort when they’re hurt. However, I also know I can’t change this mentality which has been shaped for centuries. I just know, there’s a reason for the child is coming to me, when he/she is hurt and not the teacher. So I believe the child knows how to adapt to one another person – as they can tell the differences on me and the other teachers, when it comes to seeking comfort. I don’t think I’m confusing the child with mixed messages, regarding giving the children comfort, so I’ll continue on tat act, as long as no one is preventing me.
From a Danish perspective, I’m convinced that one would think these teachers are cold, unacknowledged towards the children and lack common knowledge on children. But we mustn’t forget, there a culture that is so strong in their traditions, norms, and child upbringing that it’s so far from the Danish culture. In order to get a better understanding of the teachers’ actions or teaching methods, you have to have a better understanding of the Vietnamese culture….
The teachers get a guideline from the government, and they have to follow it throughout. The teachers have a weekly schedule they must follow. The teachers don’t have much time for playing with the children, as they mainly have lessons. The children don’t bring their own lunch to the Kindergarten; it’s all prepared in the kitchen by the chefs. Their meals (nutrition and vitamins), how much liquid each child should drink for a day, is also a part of the guidelines from the government.
Even though they have to follow the guidelines regarding teachings/lesson, the teachers chose their own topics of the week. The topics are mainly relevant to the Vietnamese culture or social system. When the teachers have a meeting (once a week), they make plans for the following weeks, which the vice principal and the principal have to approve.
I consider the principal as a humble person, even though she has a lot of authority, however I don’t get the impression of that she’s taking advantage of her power. On the contrary, every teacher shows fear for the vice principal. During the lessons, the vice principal often visit all the classes; to check if the teachers are teaching the children in the correct way.
Apparently, there’s only one way to teach, one way to speak, one way to think. There are no room for being an individual, even though if you’re a teacher. Sometimes she tells the teachers how it should be done, because they’re not teaching in a proper way.
Most of the teachers don’t know how to justify what they’re teaching in, or why they use that kind of methods. Most of the times, they just say “Miss Phuong” which means, it’s because that’s how the vice principal wants the work to be done.
The children don’t have free play like the children in Denmark. It’s controlled by the teachers. Most of the times, they games are linked to the weekly topic. The only time they play were they aren’t under the influence of the teachers, is when they play Lego or in the play ground.
The Kindergarten has subjects like Vietnamese, maths, psychical skills, music, creativity, personal/social skills and topics that are related to their culture. The teachers chose the main themes of the week, were the children will be taught about the themes/topics, and they combine it with activities so the children get a better knowledge of the topics.
For instance, the topic was “Pagoda”. The children were taught what about the Pagoda – why it’s made and who comes to visit, and for what reason? A trip to the Pagoda was arranged, and the children spent a couple of hours at the Pagoda. When they returned, they had to draw their impression of the Pagoda.
This method is used in all the topics. They get taught about something, and then they make activities that are related to the topic. During my time, as a student (even though the children has to show the same courtesy to me as the other teachers) in the Kindergarten, we have had “Pagoda” “seed – plant a seed” “Hat” and now “Primary school”.
The children in my class are nearly at the end of their journey of Kindergarten. Right now they’re all preparing for school. In their last week of the Kindergarten, the children will have a test in all the subjects, so they can get evaluated by the teachers. This test is made, so the parents know what level their child is in, when they start at the Primary School.
If I should link any theory to the teachers’ methods in teachings, I’d combine it with behaviorism – more specifically “Operant conditioning” that sometimes also is referred to as instrumental conditioning. It’s a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
For instance, in the English classes they get rewarded. All the good “pupils” get stickers as a reward, or the teacher encourage all the other children to applause the good child, and tell them, that they should look up to the child for his/her exemplary behavior/skills.
They use the same method in the drawing classes. The child with the best drawing, get applauded, and the ones that are less talented get overseen by the teachers.
It’s funny the teachers have their own opinion on, what is pretty/nice. I believe all the children do the best they can, and should therefore be acknowledged for their skills – for who they are as individuals. But here in Vietnam, there are certain ways on doing things in a specific way.
In the writing class, a child showed me his handwriting. It was the letter “ph”. I thought he was doing well, but also told him he had to practice a bit more. He went proudly towards the head teacher, and showed her his handwriting. She said it was ugly, told him to rub it out, and start all over again. I fell so sorry for the poor boy, he was so proud of himself and suddenly he had to start over again. The children that finish quickly get to play Lego. His concentration was low, as all he could focus on, was the Lego, as he really wanted to play with his mates.
If a child is behaving badly, the child gets told off, and as for punishment, they have to sit in a corner doing nothing. The child isn’t allowed to speak to anyone, and in this occasion, the other children laugh at the child and make fun of him/her. Sometimes, when the child is misbehaving, the teacher threat to call the parents, so they can get send home for the rest of the day.
They kiss and cuddle the children a lot, but when it comes to a crying child. They tell the child to stop crying (as I said before in “my expectations” section, it’s not a part of the culture to display one’s emotions). When a child is crying, it’s not considered as a positive behavior. It shows weakness, and the Vietnamese people are a very proud nation. When a child is crying and I’m giving them comfort, I usually get told, that I should leave the child alone, as I will shape the child into a soft person, or the child will get so used to it, that it will demand comfort each time he/she is hurt. I know it is part of the culture, but I can’t help on being frustrated sometimes.
My parents used exactly the same methods in my childhood when I was hurt – no comfort at all. I remember how devastated I was, when I was a child. I can relate to those children when they don’t get comfort when they’re hurt. However, I also know I can’t change this mentality which has been shaped for centuries. I just know, there’s a reason for the child is coming to me, when he/she is hurt and not the teacher. So I believe the child knows how to adapt to one another person – as they can tell the differences on me and the other teachers, when it comes to seeking comfort. I don’t think I’m confusing the child with mixed messages, regarding giving the children comfort, so I’ll continue on tat act, as long as no one is preventing me.
From a Danish perspective, I’m convinced that one would think these teachers are cold, unacknowledged towards the children and lack common knowledge on children. But we mustn’t forget, there a culture that is so strong in their traditions, norms, and child upbringing that it’s so far from the Danish culture. In order to get a better understanding of the teachers’ actions or teaching methods, you have to have a better understanding of the Vietnamese culture….
Saturday, April 25, 2009
Hoa Loi - My Village
Hoa Loi is located 60 km from Qui Nhon, at the coast side. We stayed at a nice little motel nearby my village. After we have relaxed a little, my cousins came out to pick us up.
My grandparent 2-in-1 house. The second house was built approx. 5 years ago. They live 4 generations in the house. My grandparents, my auntie and my 4 cousins, one of my cousin is married, and her husband moved into the house. Their daughter is 9 months old.
I also have another antie and uncle and other cousins in the same village....we visited them all.
I haven’t seen my grandparents and my other relatives since the last time I was in Vietnam - which was a year ago. My boyfriend came and visited me for 2 weeks. We took the opportunity to pay them a visit.
My Grandpa
Me, my cousin Lien and her daughter.
My cousin Khanh at the beach, in between all the rocks!
My cousin Loan.
My auntie Di Nam, and me.
Me at the beach! It's an unusual beach, where the sand has turned into stone...
The local fish market during sunrise.
Grandma and her great granddaughter. She has now 12 great grandchildren!
My grandparent 2-in-1 house. The second house was built approx. 5 years ago. They live 4 generations in the house. My grandparents, my auntie and my 4 cousins, one of my cousin is married, and her husband moved into the house. Their daughter is 9 months old.
I also have another antie and uncle and other cousins in the same village....we visited them all.
I haven’t seen my grandparents and my other relatives since the last time I was in Vietnam - which was a year ago. My boyfriend came and visited me for 2 weeks. We took the opportunity to pay them a visit.
My Grandpa
Me, my cousin Lien and her daughter.
My cousin Khanh at the beach, in between all the rocks!
My cousin Loan.
My auntie Di Nam, and me.
Me at the beach! It's an unusual beach, where the sand has turned into stone...
The local fish market during sunrise.
Grandma and her great granddaughter. She has now 12 great grandchildren!
A typical day
I wake up at 6am. Sometimes I find it difficult to wake up, and let my alarm snooze for 10 minutes. After breakfast we (me and Majbrith) go down to the main road. Our private taxi driver waits for us at 7am. It takes 10-20 mins to drive to the Kindergarten, depending on the traffic.
I start my shift at 7.30am. I usually hang the children’s wet towels on the hanger. Each towel has the name of the child, so they don’t get mixed up, when they wipe their face or hands on them.
Afterwards I play with the children or talk to the teachers. They often ask about my family here in Vietnam, where they live, and how many relatives I’ve got here and in Denmark – and when I’m going to visit my village.
At 7.50 there’s morning exercise. It’s the same music and same routine every morning. I think it’s a good way to start your day with being a part of the social interaction, plus the children find it fun with using the pom pom during the exercise. The only downside I have to the exercise, it that the routine is designed by women, and the routines are quite girlie. I feel a bit sorry for the boys, when they have to shake their hips like the other girls….
7.30 am The children arrives to the Kindergarten
7.50 am Morning exercise (same music and same routine every single day)
8.05 am The children drinks soy bean milk
8.15 am Activities
8.30 am Teachings (the children are divided into two groups. The first group gets lessons, and the other group is in the playground. Approximately after 20 minutes, they switch groups).
10.30 am Lunch
11.15 am Nap time
2.00 pm The children wake up
2.30 pm Snack time (Mainly noodle soup - just a smaller portion than their lunch).
3.00 pm Drawing, piano or English lessons
4.00 pm Activities or playtime
4.30 – 5.00 pm Most of the children have been collected by their parents or grandparents. The parents usually spend a little time, talking to the teachers regarding their child/grandchild - what the children have been taught during the day etc.. The teachers also write notes on each pupils contact book, so the parents can be updated on their child’s development.
When they play, they have 4 options, were “learning by doing” is the main motive for each game:
· Grocery store – they get the understanding of the value of money, and speaking manners.
Drawings – they get the opportunity to express them selves via the drawings they’re making, plus they’re expanding their creativity.
Teacher and pupils – learning how to read, to become a good pupil. The children get the chance to become a teacher, so they can put them selves into the teacher’s role, and reflect on their own behaviour towards the teacher during the actual lessons.
Lego – most of them are very creative with building objects with the lego, in addition, they also strengthen their social skills.
One of the main goals of the Kindergarten, is to prepare the children to school, and to develop the children’s emotional and social skills.
When I'm off from work
We finish work at 4.45pm and typically return home at 5.30pm because of the rush hours. We have a house cleaner that comes twice a week, were she also cooks for all of us in the house. Those days we eat at home, otwerwise we eat on the street kitchens or at the restaurants.
I spend time on walking on the streets of Hanoi. I always manage to find a new street, with lots of interessting things. We go to the local store, or the local cafés and just hang out. Most of the times during the evening, we sit on the top floor and relax, talk about our day at work and our traveling plans while we're here in Vietnam.
During the weekends when it's boiling hot outside, we go to our local pool at Thang Loi Hotel. It's located away from the noisy traffic, and you can dip your body in the pool, when it's too unbearable in the heat! It's so peaceful there, that I sometimes get the feeling that I'm outside of Hanoi. I suppose I need that kind of peace and quiet, when I get so much impressions of being here in Hanoi, during working hours and in my spare time. The pool is a great way to chill, relax where theres no need for reflecting on what's going on around one self.
Tuesday, March 17, 2009
Melbourne
I took an extended weekend, and decided to visit my friends in Melbourne, Australia.
The view from my friends’ flat.
We had winetasting at some vineyard outside Melbourne. Afterwards we went to Wildlife Sancturary - I wanted to see a Koala bear hehe. The building behind my friend is the Wildlife Sanctuary Hospital.
The operation room…..Interesting to witness that.
My friend persuaded me to come on top of the building. I wasn’t so sure in the beginning, because I suffer from vertigo. I considered this for a while, and decided to challenge my fear.
When we went into the elevator, my heart beated briskly. It was a quick journey, as the elevator moved 9meters in a second. We reached the top floor in less than a minute (88 floors - 300 meter high)
It was a beautiful view. I was still hesitating with going close to the window, but after a while I felt comfortable, and enjoyed the amazing sight.
“The Edge” You can see people are inside the glass box. You enter into a room that slowly moves 3 meters out of the building. I was going to try this out too. I spent a few minutes calming myself, as it looked freaky to me.
This is the view from a different angle. The black square at the right side, is the Edge.
In this picture we’re inside the Edge. At the beginning, I was horrified! I was extremely precautious with walking around in the box, as I kept feeling that the glass underneath me would break - and kept thinking this would be the end of my days! However, I enjoyed this experience, as I have conquered my fear.
We went to an Italian restaurant were they only served pizza. I must admit, that was the best pizza I’ve ever had!!!! Afterwards we went to a bar called “Dog Bar.” The place had a pleasant atmosphere…….
Flying off to Singapore. What a view! It was priceless!
I stayed the night at the Ambassador Transit Hotel at the Singapore airport. Next to it on the top floor, they have an outdoor pool. I went there to relax, and had a little cocktail before I went to bed. The next morning I returned back to Hanoi
Tam Coc
Tam Coc is located approximately 100km south from Hanoi. It is known for the 3 caves. The staff from the Kindergarten and I rented a floating boat, and sailed at the Ngo Dong river.
Sailing between rice fields and mountains, no sounds of the noisy traffic, was utterly idyllic to me. The first cave was kind of scary to sail under - there was completely dark!
Imagine that you’re blind, and can only use your hearing sense, then you have come to the right place. We could wagely sense, if there were a boat in front of us or next to us……..
Some were screaming just to make others scared, but at that moment, we had already past the first cave sailing towards the second cave.
After the third cave, we took a rest....
There’re other boats were women sell snacks and drinks. Some of them were a bit annoying, because they kept on pressing us to buy more than we really wanted.
I know, they’re only trying to make a living, however I still think it’s tasteless to give us more food and drinks in our hands, than what’s nescessary.
Luckily the other staff from the Kindergarten helped us (told them off) to stop these women that were “attacking” us with their fruits, snacks and drinks, and they stopped persuading us to buy more products.
If youre nearby Tam Coc, I’d recommend you to try it for yourself. It was a nice and peaceful experience with beautiful sceneries, the air was fresh and free from pollution.
My Goals
Working elements:
I want to gain a better understanding of the teachers working process.
I have observed the teachers’ daily structure and yet not completely understood their procedures. I will not hesitate, if I have any questions or if I wonder about their methods in practice – I will have a dialog with the teachers, so they can give me a better comprehension of their methods regarding working and disciplining the children in the Kindergarten.
Sometimes they don’t have an answer for my questions, because it is something they ought to do from the government’s guidelines or from the principal. Then I’m told “that’s how it is” I also accept it, as it’s part of the culture, that you obey the authorities with no question asked.
I will continue on reflecting on the teachers methods and adapt (as long as my norms and personality doesn't get compromised) into the culture in the Kindergarten, as I know it's the most advantageous way I will get the full understanding of their working process.
I want to acknowledge the children as individuals.
If a child is sad, hurt or frustrated, I want to be there for them. I will listen to their words and acknowledge their feelings. I also want to acknowledge them for who they're as individuals with different social and learning skills.
I am aware of, that it’s not always possible to succeed. The teacher tends to get frustrated, when a child isn't capable of learning what the teacher wants to teach the child. At this very point, I want to guide the child, based at the child's competence. Although, I have experienced that the teacher has encouraged me to stop, because we have a tight working schedule. I still want to continue on giving the child a little extra help, because those children tend to be overlooked by the teachers. Even though they're a little more intellectual challenged, they still deserved to be acknowledged, as it makes one grow and become more confident as a person.
Especially if a child is crying, and I'm giving that child a little extra attention, the teacher has often stopped me during the process and encourage the child to stop crying. I know it’s not part of the culture, to display ones emotions in public – but I still believe the child has to be heard, as there is a reason for why the child is sad.
Furthermore, I want to break through this message to the teachers, that it’s acceptable to show emotions, and only natural that a few out of 36 children are being more challenged than others - they can't all be excellent "pupils". They might not agree with me, but it’s worth a try. I believe by showing any kind of acknowledgement such as empathy and understanding towards a child, is the first step of getting a solid relation to the child. It's important to me, I get their trust, if they want to receive my help.
Being different, yet still inspiring the teachers and the children.
Being a foreign student, I still have the same authority as the teachers. The children must obey and give me the same courtesy as the other teachers. I am aware of the power I have towards the children. I’m aiming for giving the children the same courtesy as they give to me. I want to be their role model, even though I can’t be the same role model as the other teachers, as I a westernized individual.
In Vietnam, it's a collectivised society, there’re no room for individuals – even the teachers aren’t individuals. They think, teach, and speak the same way. The children get the same treatment and expectations, regardless on their social or learning skills. Furthermore, the teachers expect the children to be equally good at the same subjects, and consider it as a personal defeat, if the child doesn't live up to their expectations during the lessons.
Those children whom are challenged, need more time to learn new things. I want to focus on them, in order to improve their learning skills. Most of the times, there’s only ONE WAY of teaching/learning certain things – that's what the teachers can relate to, because that's how they were taught during their education. As I mentioned before, the teachers get frustrated, when a child doesn’t understand the task.
I don't blame the teachers. I know the teachers are lacking of tools to help a child that is challenged. This is were I've got the opportunity to inspire them with other pedagogic methods on helping a child . I've already given them inputs on how to do things differently (thinking outside the box), and they appreciate my help, and hope for more inspiration. I'm aiming for on keeping giving them new inspirations regarding those situations.
My personal goals:
I want to gain a greater understanding of the Vietnamese culture.
I myself am raised with Vietnamese norms and traditions by my parents. The Danish institutions taught me about the Danish norms and traditions, and I’m well socially integrated in the Danish society.
Even though I have a good understanding of my own culture, I still manage to get puzzled on the local Vietnamese' behaviour. The way they think, talk and behave in public. Additionally, the way the parents raise their children. I will still observe what’s going on in my surroundings and reflects on their actions - sometimes I've blatantly asked them "what is the purpose of your action?" They usually give me a good philosophical reason - other times they tell me they have no clue, the just do it, because it's a way of life, which is related to their culture. Even so, it still improves my understanding of the Vietnamese culture.
This will provide me a better insight to have a continual development as a social worker with pedagogic methods – especially if I happen to meet a Vietnamese child (or a child with a similar culture) in a Danish Kindergarten with parents whom feel so strongly about upbringing their child with Vietnamese norms, traditions and culture. Instead of judging them for being ignorant, I have the understanding of their culture - their way of life. This will enriched the coorporation between me and the child's parents in the Kindergarten.
I speak Vietnamese, not fluently…….however I get by.
I'm aiming for better speaking skills and to have a broader vocabulary in the Vietnamese language. So far, the children and the teachers have taught me so much in Vietnamese. It’s excellent, and a useful way of learning new vocabularies with all their objects/material in the class. We use them on each other to translate from Vietnamese-English/English-Vietnamese.
This method is good for training our memory, because we remember new words easily when we have an actual object associated to the word. I intend to become much better at the Vietnamese language, and to have taught the children/teachers a greater variation of the English language.
I want to gain a better understanding of the teachers working process.
I have observed the teachers’ daily structure and yet not completely understood their procedures. I will not hesitate, if I have any questions or if I wonder about their methods in practice – I will have a dialog with the teachers, so they can give me a better comprehension of their methods regarding working and disciplining the children in the Kindergarten.
Sometimes they don’t have an answer for my questions, because it is something they ought to do from the government’s guidelines or from the principal. Then I’m told “that’s how it is” I also accept it, as it’s part of the culture, that you obey the authorities with no question asked.
I will continue on reflecting on the teachers methods and adapt (as long as my norms and personality doesn't get compromised) into the culture in the Kindergarten, as I know it's the most advantageous way I will get the full understanding of their working process.
I want to acknowledge the children as individuals.
If a child is sad, hurt or frustrated, I want to be there for them. I will listen to their words and acknowledge their feelings. I also want to acknowledge them for who they're as individuals with different social and learning skills.
I am aware of, that it’s not always possible to succeed. The teacher tends to get frustrated, when a child isn't capable of learning what the teacher wants to teach the child. At this very point, I want to guide the child, based at the child's competence. Although, I have experienced that the teacher has encouraged me to stop, because we have a tight working schedule. I still want to continue on giving the child a little extra help, because those children tend to be overlooked by the teachers. Even though they're a little more intellectual challenged, they still deserved to be acknowledged, as it makes one grow and become more confident as a person.
Especially if a child is crying, and I'm giving that child a little extra attention, the teacher has often stopped me during the process and encourage the child to stop crying. I know it’s not part of the culture, to display ones emotions in public – but I still believe the child has to be heard, as there is a reason for why the child is sad.
Furthermore, I want to break through this message to the teachers, that it’s acceptable to show emotions, and only natural that a few out of 36 children are being more challenged than others - they can't all be excellent "pupils". They might not agree with me, but it’s worth a try. I believe by showing any kind of acknowledgement such as empathy and understanding towards a child, is the first step of getting a solid relation to the child. It's important to me, I get their trust, if they want to receive my help.
Being different, yet still inspiring the teachers and the children.
Being a foreign student, I still have the same authority as the teachers. The children must obey and give me the same courtesy as the other teachers. I am aware of the power I have towards the children. I’m aiming for giving the children the same courtesy as they give to me. I want to be their role model, even though I can’t be the same role model as the other teachers, as I a westernized individual.
In Vietnam, it's a collectivised society, there’re no room for individuals – even the teachers aren’t individuals. They think, teach, and speak the same way. The children get the same treatment and expectations, regardless on their social or learning skills. Furthermore, the teachers expect the children to be equally good at the same subjects, and consider it as a personal defeat, if the child doesn't live up to their expectations during the lessons.
Those children whom are challenged, need more time to learn new things. I want to focus on them, in order to improve their learning skills. Most of the times, there’s only ONE WAY of teaching/learning certain things – that's what the teachers can relate to, because that's how they were taught during their education. As I mentioned before, the teachers get frustrated, when a child doesn’t understand the task.
I don't blame the teachers. I know the teachers are lacking of tools to help a child that is challenged. This is were I've got the opportunity to inspire them with other pedagogic methods on helping a child . I've already given them inputs on how to do things differently (thinking outside the box), and they appreciate my help, and hope for more inspiration. I'm aiming for on keeping giving them new inspirations regarding those situations.
My personal goals:
I want to gain a greater understanding of the Vietnamese culture.
I myself am raised with Vietnamese norms and traditions by my parents. The Danish institutions taught me about the Danish norms and traditions, and I’m well socially integrated in the Danish society.
Even though I have a good understanding of my own culture, I still manage to get puzzled on the local Vietnamese' behaviour. The way they think, talk and behave in public. Additionally, the way the parents raise their children. I will still observe what’s going on in my surroundings and reflects on their actions - sometimes I've blatantly asked them "what is the purpose of your action?" They usually give me a good philosophical reason - other times they tell me they have no clue, the just do it, because it's a way of life, which is related to their culture. Even so, it still improves my understanding of the Vietnamese culture.
This will provide me a better insight to have a continual development as a social worker with pedagogic methods – especially if I happen to meet a Vietnamese child (or a child with a similar culture) in a Danish Kindergarten with parents whom feel so strongly about upbringing their child with Vietnamese norms, traditions and culture. Instead of judging them for being ignorant, I have the understanding of their culture - their way of life. This will enriched the coorporation between me and the child's parents in the Kindergarten.
I speak Vietnamese, not fluently…….however I get by.
I'm aiming for better speaking skills and to have a broader vocabulary in the Vietnamese language. So far, the children and the teachers have taught me so much in Vietnamese. It’s excellent, and a useful way of learning new vocabularies with all their objects/material in the class. We use them on each other to translate from Vietnamese-English/English-Vietnamese.
This method is good for training our memory, because we remember new words easily when we have an actual object associated to the word. I intend to become much better at the Vietnamese language, and to have taught the children/teachers a greater variation of the English language.
Description of Hoa Thuy Tien Kindergarten
Hoa Thuy Tien kindergarten is relatively new. It was established in Feb. 2001. The Kindergarten is located on the outer side of Hanoi. At the moment the Kindergarten has 380 children - they’re divided into 11 classes, in 3 different sections.
There’re Class C (3-4 yrs. Old) Class B (4-5 yrs. Old) and Class A (5-6 yrs. Old). Each class has approximately 35- 40 children, 1 head teacher and 2 other teachers.
The Kindergarten has 33 teachers, 6 staffs in the kitchen, 1 janitor, 1 doctor, 1 vice principal and the pricipal.
The principal has a master degree in “educational management”.
All the teachers have a 3 yrs. long education from College and some of them are still studying at the University during the weekends, which takes another 2 yrs.
Besides the 11 classes, the Kindergarten has a play ground, a gym room (but they mainly use it as an English class room), a music room, a computer room, several libraries (they’re so tiny you can hardly consider it as a library), offices, dining room and a kitchen.
The Kindergarten is placed under the government, who settled the guidelines for the Kindergarten, which the teachers must obey. Although there are guidelines, the Kindergarten works out their own agenda. The government finds a subject, and the Kindergarten decides from there, what to do and how to do it.
The Kindergarten is also under management of National College for education, which it is a part of. This college educates teachers and it is placed right next to the Kindergarten.
The weekly plan contains 7 subjects; such as Vietnamese, maths, psychical skills, music, creativity, personal/social skills and topics that are related to their culture. All those subjects is a part of their daily structure. The teachers chose the main themes of the week, were the children will be taught about the themes/topics, and they combine it with activities so the children get a better knowledge of the topics.
On top of that, they also have 2 other subjects, such as martial art (Kung Fu) and drawing class. 
The Kindergarten receives support and money from the government for different things such as materials, furniture, books, the teacher’s salary and basic things like toys.
None of the children bring their own lunch meal to the Kindergarten. The parents pay for the children’s meal, learning fees and some of the teacher’s salary. The payment per month is 20 – 50 U.S $.
Those teachers that have a “teaching contract” receive their payment from the parental payments and the Kindergarten. The other teachers that have a “government contract” get their salary from the government. The parents of the children are from the middle class and upper classes. The majority of them are working in offices, as professors and teachers.
The Kindergarten has had Danish students (plus from Singapore) for the past 3 years – they find our knowledge and ideas very useful, as much as we can learn from them too.
I’m in class A2. At the moment there’re 36 children, a head teacher, two other teachers, a Vietnamese student from college (to become a teacher), and myself as Danish student to become a social worker (working in institutions with pedagogic methods in practise). The other student and I, have a role as a teacher, so the children must give us the same courtesy like the other teachers.
The classroom has 4 functions:
· Teachings/playing
· Dining room
· Dressing room
· Sleeping room
Reflection:
Usually when we think of a Kindergarten, terms like “kids being kids” and “playing” are terms that pop up into our minds. According to the Danish educational system, I would consider class A2, as a year 1 class or year 2 class in a Danish Primary School.
However, here in Vietnam, they’re more focused on the teaching, because they believe, the more knowledge the child has, the more the child will develop. These children are able to get dressed and undressed from top to toe by themselves. They fold their clothes nicely, and don’t roll their clothes together and throw them into some corner. They’re well mannered and are polite when they speak to an elder person. They always greet each teacher the first thing in the morning and before they go home – one by one. They’re helpful towards the other pupils. They manage to eat nicely. I’ve been here for 3-4 weeks now, and I’ve never seen leftovers on their cheeks, fingers or clothes. They’re quite competent comparing to the Danish children ages 5-6 in the Kindergarten.
Although I’m a bit worried about the children’s personal hygiene. Either the children haven’t been taught about bacteria, the awareness of how fast bacteria can spread, or they’re just being lazy. Maybe it’s a combination of both? I’d like to make more observations on that.
Apart from that, I suppose the reason why these children in my class are so competent, is because the entire day is structured with teachings. This has shaped these children into “little students”. It’s all a part of preparing the children to Primary School, which is also why they’re so focused on discipline.
For instance, if a child is behaving badly, he/she gets taking away from the rest of the group. As a punishment, the child has to sit in a corner by oneself with crossed legs, and crossed arms, and reflect on what he/she has done wrong. Furthermore, the child has to apologize to all the teachers and his/her classmates for disturbing the lesson. There’re no tolerance for misbehaved children, and the punishments can sometime seem hard from a Danish perspective, but as the teachers believe it’s part of growing up, as the child should learn the consequences for ones actions.
Another example is, when the children are getting too noisy, the teacher claps on their hands twice “clap clap!”, and the children stops up and say “Be quiet, please!” And then it’s quiet in the entire class. I think it’s quite impressive, that the children obey the teachers so much – The Danish Kindergarten or Primary School could learn a lot from that kind of discipline.
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