The teacher lectures with questions specifically directed toward selected students. Students seldom ask questions. In America, classes are smaller, and teachers expect active student participation with a high value placed on student interpretation and opinion based on evidence. Student culture also differs. Chinese high school students are typically diligent, obedient, and possess excellent powers of concentration.
American students are often independent, critical, and willing to argue with the teacher.
Finally, Chinese curriculum materials are typically utilized for twenty-year periods while American schools change teaching materials more frequently. In both daily life and the working environment, there exist innumerable causes for cultural tension. American educators planning to sponsor a teacher from China must address these issues. Teaching among the three areas is coordinated. We started this low-budget program by recruiting a teacher from the People's Republic of China, housing her with host families, and utilizing foundation financial support.