||What is the main theme of the
reading? Is it...
||a. academic success in schools in the
||b. behavior, attitudes, and values
found in the American educational system
||c. competition in American society
||The authors say in Paragraph A that
international students and immigrants must adapt to new
classroom norms when they study in a foreign educational
institution. How have you had to adapt to culturally different
classroom norms? How would American students have to adapt to
educational norms in classes in your culture?
||In Paragraph C, the authors say that
older and younger people study together in America. Does this
occur in your culture? Have you ever been in an educational
setting with much older or much younger students?
||Student participation is expected in
most subjects, according to the authors' discussion in Paragraph
E. Did you ever have a class in which the students did most of
the talking? If so, was this classroom style comfortable for
||In Paragraph E, the authors state
that it is confusing for some students to take the lead in
deciding upon topics and choosing books and articles for their
classes. Why is this so?
||In Paragraph F, the authors say that
a certain type of student is expected to be actively involved in
his or her own education. What type of student is this? What
behavior would make a professor think that this type of student
was uninterested in learning?
||In Paragraph G, the authors discuss
the fact that many professors encourage their students to
challenge their ideas. If a student makes such a challenge, what
must the student be prepared to do? Do experienced teachers
become insulted by students who disagree with them? Discuss.
||Describe the "ideal"
student discussed by the authors in Paragraph I. In your
opinion, what else makes an ideal student? What makes an ideal
||According to the authors' statements
in Paragraph J, how do egalitarianism and informality relate to
the way students and teachers interact?
||According to the authors' discussion
in Paragraph K, are the roles that professors establish outside
the classroom the same as the roles that they maintain inside
the classroom? Have you ever become friends with a teacher? Were
there any conflicts in the relationship because you were also a
||The authors say in Paragraph M that
the "honor system" is imposed by the teacher and the
school. In your culture, do university students expect to be
||Reread the list of examples of
academic dishonesty in Paragraph N. Are these acts considered
dishonest in your country of origin? What are the consequences
of breaking these rules in your own country?
||How can cultural background affect
the way that students understand academic rules? Give specific
examples, using the discussions in Paragraphs N, O, and P as
||In Paragraph S, the authors say that
when students disagree with their professors about a grade, they
can approach them in an attempt to change the grade. Is this
true in your culture? Would you feel comfortable asking a
professor to change your grade?
||In Paragraph T, the authors say that
younger students especially may tend to have emotional problems
in their educational environment. What is an aspect of the
academic atmosphere that may cause some difficulty? Give three
specific tips you would offer to a new international student or
immigrant at an American university or college.
||In Paragraph U, the authors suggest
counseling for American students who find it difficult to cope
with academic stress. In your culture, if students feel
overwhelmed by the demands of a university, what do they do? Do
they turn to friends, seek counseling, talk with their
professors, or go to their families? Explain.
||Reread the list of stress management
techniques in Paragraph U. Which do you think are the most and
least helpful? Choose two of each and discuss.
||What are some ways that the authors
suggest in Paragraph V for making friends in the university
setting? From your observations of Americans, have you noticed
that they use these ways of making friends?
||According to the authors in Paragraph
W, which students appear to be most successful in "learning
the ropes?" Do these skills rely on language ability only?
||In Paragraph X, the authors say that
having both an awareness of cultural differences and flexibility
in one's expectations and behavior are important factors in
successful learning. Do you agree? Are other elements involved
in successful learning? If so, which would you add?