The Silent Majority

The Silent Majority

Last week, I stepped in to lead a class due to a teacher's medical absence. The opportunity to teach IG Global Perspectives excited me, as my background primarily revolves around humanities such as US and World History and Human Geography, having spent considerable time teaching in China. I welcomed the chance to shift away from mathematics and delve into a subject I am deeply passionate about. However, I quickly encountered a significant challenge – a lack of student engagement.

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Initiating the class with a seemingly straightforward question about Africa yielded deafening silence. Despite waiting patiently for an hour, only a single student, new to the AS program, dared to contribute. Encouraged by her response, others gradually joined in, but time slipped away, and class ended abruptly with the bell ringing.

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The following day, hoping for better participation, I turned the focus to China, expecting a more enthusiastic response, given our location in a school where all students are Chinese. Yet again, silence pervaded the room, punctuated only by the passage of time and the bell signaling the end of class.

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In a final attempt to engage the students, I screened a video about China, hoping to evoke emotional responses and spark discussion about their own country. Once more, silence prevailed, leaving me baffled by the lack of interaction from a group of students who had been part of an A-level program for over a year and a half.

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Reflecting on this teaching experience, I need clarification on the apparent disengagement of our students. While it's tempting to attribute this to the lingering effects of COVID, there must be a solution beyond such a simple scapegoat. I recall my earlier declaration to the school community that COVID's impact on Cambridge International Exams was over, emphasizing the return to pre-pandemic grading standards as mock exams approach; however, my confidence in the still determining' readiness wavers.

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Nonetheless, I refuse to give up. Achieving success requires more than the instructor's efforts; it demands a collective commitment from students and educators. Though challenges persist, I remain dedicated to guiding and encouraging our students toward their full potential.