Educational systems mimic the cultural aspects of a country and its people. Over my professional career and personal experiences, I have encountered a spectrum of instructional practices and educational standards. My unique perspective is a byproduct of valuable exposure and immersion. The time I spent at Park Crossing High School in Montgomery, Alabama, contrasts with that of my upbringing in Taipei, Taiwan.
Throughout this blog, I will cover three distinct differences observed. Please note that all information provided is based on personal experience and deep reflection. I aim to educate readers while prompting an open discussion on cultural influences in education.
Scheduling Structure: Block vs. Segmented
I understand that America does not resort to a standard educational structure regarding scheduling or attire. However, Park Crossing used a block schedule, which rotates attendance to four classes each day, depending on whether the day is even or odd. As a result, instruction time increases to 100 minutes. This deep immersion in subject matters is accompanied by short five-minute breaks for changing classes, socializing, and using the restroom. Also, the lunch break is rushed, giving students only 20 minutes to eat.
Consequently, Taiwanese schools provide a packed experience for students. Monday through Friday, students attended seven or more classes. The instructional time varied by grade level: 40 minutes in elementary and up to 50 minutes in high school. This approach offered quick, focused bursts of learning. Unlike Park Crossing High School and other American schools, Taiwanese students enjoy longer break times. For example, an hour and a half, plus lunch, which many students used to nap. Also, school ends around 4:00 PM, whereas American students leave between 2:00 and 3:45 PM.
The cultural impact on time allocation is prevalent. The U.S. emphasizes extracurricular activities and providing substantial time for involvement, such as leaving school early. On the contrary, Taiwan emphasizes collective responsibility through 20-minute daily cleaning periods in which students clean classrooms, bathrooms, and public areas. This approach shifts the environmental responsibility to the community.
Curriculum Navigation: Choice, Cohorts, and Classmates
The biggest difference is the ability for students to choose their classes. At Park Crossing, students capitalized on the freedom to select classes (electives) outside core subjects. As a result, the social landscape was dynamic, with students of all grades interacting in classrooms and hallways. For example, one of the Chinese language classes contained ninth and tenth graders. It reminded me of collegiate lecture halls.
Additionally, students changed classes, providing the opportunity to meet new people daily and decreasing the school’s size through relationships.
In Taiwan, students are not given this opportunity. Classmates remain the same for the year. Therefore, students attend science, English, and music classes with familiar faces. Grade 12 allows students to select an elective or broad track, such as science/engineering or liberal arts/social sciences.
There are pros and cons to the Taiwanese structure. Students create strong, close communities in your classroom. However, socializing outside of your core classmates proves difficult.
Workload and Accountability: Homework vs. Review
Homework provides additional practice by testing students’ knowledge outside of teacher instruction. Simultaneously, it limits students’ opportunities to engage in character-building, creatively stimulating extracurricular activities. I observed that Park Crossing does not historically assign homework. If assigned, students actively finish the work before the class ends. The lack of a purpose and a deadline weakened accountability.
After leaving Park Crossing, I was informed that this educational approach has been relatively new over the past decade. Previously, students received homework daily to gain additional understanding of the material. Also, students were subjected to pop quizzes, tests, and graded work.
The Taiwanese educational system highly values practice and review. Students received a high volume of homework to help them prepare for frequent tests. A communication book is a daily record of homework assignments, a personal diary, and a source of communication between parents and teachers. The book’s existence highlights the systematic expectation of continuous learning beyond school hours. Students must remain diligent and parent-involved in their development.
Educational System Purpose: U.S. vs. Taiwan
Ultimately, the U.S. system prioritizes flexibility, exploration, and diverse social interactions, allowing students to shape their paths. On the other hand, the Taiwanese approach cultivates tightly-knit groups and emphasizes diligence through regular homework and shared responsibilities. Both systems foster learning and community in different ways.
Both approaches prepare students for the future, though the paths to the desired destination differ.
Author
Pan Yiling, ALIEEP Trainee | LinkedIn
Pan Yiling is an experienced and qualified educator with five years of experience. Her background stems from teaching English to Taiwanese and Japanese students. Currently, an ALIEEP trainee is tasked with promoting Taiwanese culture through educational endeavors. She aspires to help more people fall in love with language learning. Her curiosity and joy of exploration have motivated her to visit various countries in the course of her professional pursuits.