October 23, 2025
Initial Impressions of the U.S. Classroom:
My first official experience in an American classroom was invaluable. I attended Park Crossing High School’s Chinese language class to observe and learn.
Each period, I gave a brief introduction to inform students about my background and presence for the next three months. The classroom atmosphere immediately eliminated any hesitation or fear. The freedom and independence, defining qualities of America, were present. For example, the students were comfortable and engaged. This disposition is a strong motivator for learning a new language.
Bridging Cultures through Conversation:
A memorable experience occurred when I mentioned my enthusiasm for Major League Baseball (MLB) and the National Basketball Association (NBA). One student asked me whether the league had any Taiwanese players. I confidently mentioned Jeremy Lin, whom many students recognized. Another student surprised me when he mentioned that Dwight Howard had played in Taiwan recently.
The conversation was lively, stirring great excitement in me. American students know Taiwan and are curious to learn more. This reminded me that cultural exchanges can happen in the smallest ways.
A few students mentioned other Asian players, such as Shohei Ohtani and Yu Darvish, who are Japanese. I received confirmation that American students are interested in Asia beyond academic instruction.
I will value that discussion. The ability to see authentic interactions that boost motivation to learn is inspiring.
Conclusion:
Here are a few of my takeaways from my first week:
- Integrate Current Events and Pop Culture
- Facilitate Peer Exchange
Discussing public figures with my students unlocked genuine engagement and interest. If teachers provide resource kits (e.g., short video clips, trivia questions), students will feel part of the discussion. For example, connect the Chinese language to relatable topics—such as current events, sports, etc.
Introducing students to native speakers provides exposure. My presence in the classroom substantially enriched students’ language-learning journey. Teachers, with ALIEEPs’ help, prioritize opportunities for students to have short informal conversations to practice knowledge and skills in a low-stress environment.
Remember, human connections are powerful motivators!
I remain enthusiastic about future interactions. I will implement my takeaways and continue to enrich the minds of Park Crossing students.
Experiencing a real educational environment in the United States has made my travels valuable. For example, interacting with high school students through teaching or conversations has solidified my purpose: teaching young minds. I am motivated to create relevant and innovative lesson plans that captivate students and help them enjoy learning Chinese. I will keep building students’ confidence and motivation by incorporating engaging activities.”
October 29, 2025, and October 30, 2025
Lesson Focus and Methodology:
For October 29-30, I focused on teaching basic greetings and introduction phrases. To ensure students remembered the lesson, I introduced core vocabulary and sentence structures in an unexpected way. As I mentioned previously, creativity and genuine conversations positively impact knowledge retention.
Therefore, I incorporated a greeting song as an ice breaker. The students quickly picked up the melody and phrases. Many sang along without realizing they were learning! Music has always been a great medium for memorizing key phrases and words. Additionally, the students felt a sense of achievement.
Observations on Engagement and Discovering Passions:
The implementation of educational songs into the lesson plan was an experiment. I knew that engaging a classroom for 90 minutes would prove challenging. As a result, I began structuring lessons that encouraged interaction through singing, group activities, and creative expression.
The songs helped overcome the boredom and repetitiveness of learning new phrases and words. Many students gave positive feedback about the song, both verbally and nonverbally.
I assigned a worksheet inviting students to share their passions through drawing or writing. This helped me know them better and build stronger connections.
Their submissions touched me. Some recommended excellent local restaurants, others suggested music and artists. These insights into their interests were invaluable.
I’ve learned that building deeper student relationships supports academic and personal growth. The USA’s teaching differences highlight my purpose here, and I am motivated to create more relevant, engaging lessons. Cultural exchanges ensure a stronger future.
Conclusion:
Relationship building enhances cultural exchange by sparking genuine, relevant conversations, whether about sports, music, or famous people. Creatively incorporating artistic expression into lessons helps with memorization and learning. The students have challenged my creativity and motivated me to think of innovative ways to teach Chinese.
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.
Editor: Nikki Smith, PR Specialist | LinkedIn
Nikki Smith is an innovative marketing professional passionate about articulating compelling brand stories that promote connection and community through inspirational rhetoric. Currently, the PR Specialist at the Alabama International Education and Economic Partnership, she leads the internal communication initiatives, develops marketing strategies, and creates multi-platform content. Nikki’s experience spans insurance, publishing, retail, and technology, bringing a versatile perspective to every project.