help me on rivse my essay

These days, I read an article “Internalized Oppression and the Culture of Silence Rethinking the Stereotype of the Quiet Asian-American Student,”  which is from my core class reader. In this article, the author, Keith Osajima talks about a  situation of oppression that faces the Asian American learners. He says that the students face a situation whereby they feel that they are not part of the larger education systems and this has resulted in a lot of fear in themselves. The students do not speak in class as often; they are afraid of answering questions, they also find it difficult asking questions for suspicion of belonging to the minority group. They term the where students who apparently are the children of their colonizers to belong to the majority group with higher intellectual capacity and also aggressiveness. As a International student from China, I can say I am a really Asian learner who study in this country for many years. I agree Osijima’s view, and the reasons cause this happen is the different education method between Asian countries and the United States. My own experience can tell the difference of them.

In the beginning, talks about the feeling when he gets to the class after the schools have reopened and finds the students in groups chatting. However, when they stop and look at him, he remembers the experiences when he was teaching the Asian American students. “I walked into the room and went to the head of the class. Before I could put my books down and turn around, silence filled the room”(152).  He found that the Asian students would find it very difficult to take part in such like discussions, and this would make the author look at something else to cheer up the class.  I think this is the different teaching method between two cultures. I still remember when my first year in my high school. We had a class to talk about a different between the classroom in Asian countries and the US. In this class, we had students from China, Japan and Korean. In the class, we talked about the difficulties in our transition from our old education system to the new environment. After a year, we realize that we could not really adapt to the class discuss, because we really got used to the education method in our country. China has always attached great importance to the dignity of the teacher, and the teacher has the supreme authority in the classroom, which makes the whole class teaching in China have the characteristics of unidirectional, hierarchical and orderly. In a word, teacher is the main character in the class, and students just sit down and listen the class carefully. We already got used to this thing for ten years, so it is hard for us to talk about our trought in the class.

In the article, Osijima also talks about “ a ‘good student’ is quiet obedient, unquestioning, prompt, and attentive. They do well on tests designed by the teacher. They can give the ;right’ answer.”  Osijima claims that these students do not learn but instead record the information so that they can replay it at a later date in their exams. The students who seem to answer the questions better are termed as bright students and are honored in different ways including recognition by the teachers. I still remember my experience in my Chinese writing class. Chinese teachers like their students using a lot of  rhetorical devices in their paper, because they think Chinese writing should be beautiful. In the class, we were assigned to read a large amount of reading materials which have wonderful rhetorical devices and are written by famous Chinese writers. In Chinese writing, the main rhetorical devices are metaphor, anthropomorphism, exaggeration and exclusion. My teacher wanted me to learn from reading materials and use these skills in my writing, but I was totally confused by all these rhetorical things. What I wrote was too simple. I wrote all my papers in the same way that I talk. I did not know how to use the teacher’s suggested literary devices to improve the language in my essay. I could not get a passing grade in my class, because I did not follow all the instruction to finish a free thinking writing. This shows that It never allows the students to think on their own but instead follows a set of rules that has for the longest time denied them the chance to disempower.  

Overall, Osajima concludes by stating on some measures that he put on the place to improve the reception of the internally oppressed. He says that “I tried to limit the amount of time I lectured” and “I had them regularly do “dyads”…” just in a bid to restructure the contradictions in the class to see that the Asian students had a better learning experience. I think the reasons cause this is the different teaching way between two countries. A lot of Asian kid are from immigrant families. Their parents may like me had a experience about going classes in their country, and it could not be changed. This also affect to their kid.