Self-effacement is a trait traditionally valued in many Asian cultures. Asian children tend to wait to participate, unless otherwise requested by the teacher. Having attention drawn to oneself, for example, having one's name put on the board for misbehaving, can bring considerable distress. Many Asian children have been socialized to listen more than speak, to speak in a soft voice, and to be modest in dress and behavior. By showing such interest, teachers can set the tone for better communication.
Teachers can also use English-proficient Asian students as interpreters with Asian parents.
Base academic expectations on individual ability rather than on stereotypical beliefs. Alleviate the disjunctures Asian children may experience between school and home. For example, while a student may be told at school to challenge others' views, the same child may be told at home to be quiet and not challenge authority. To avoid such conflicts, teachers can organize classroom activities around naturalistic interactions that permit the child to take the lead and to build upon modeling. Asian-American children who are not fluent in English may feel threatened by having to answer questions in front of the whole class.