Tag Archives: BBC

While Black folk are immobilized and stuck on Ferguson, Asian ‘star’ tutors advance Asian achievement

31 Aug

Here’s today’s COMMENT FROM AN OLD FART: Amanda Ripley wrote in the Wall Street Journal article, The $4 Million Teacher: South Korea’s students rank among the best in the world, and its top teachers can make a fortune. Can the U.S. learn from this academic superpower?

Kim Ki-hoon earns $4 million a year in South Korea, where he is known as a rock-star teacher—a combination of words not typically heard in the rest of the world. Mr. Kim has been teaching for over 20 years, all of them in the country’s private, after-school tutoring academies, known as hagwons. Unlike most teachers across the globe, he is paid according to the demand for his skills—and he is in high demand.
Kim Ki-Hoon, who teaches in a private after-school academy, earns most of his money from students who watch his lectures online. ‘The harder I work, the more I make,’ he says. ‘I like that.’ SeongJoon Cho for The Wall Street Journal
Mr. Kim works about 60 hours a week teaching English, although he spends only three of those hours giving lectures. His classes are recorded on video, and the Internet has turned them into commodities, available for purchase online at the rate of $4 an hour. He spends most of his week responding to students’ online requests for help, developing lesson plans and writing accompanying textbooks and workbooks (some 200 to date).
“The harder I work, the more I make,” he says matter of factly. “I like that….” http://online.wsj.com/news/article_email/SB10001424127887324635904578639780253571520-lMyQjAxMTA0MDMwMTEzNDEyWj

It is difficult to theorize or surmise what is going on in a particular culture if one is not imbued with understanding the context of that culture. Still, Yojana Sharma’s BBC report about Hong Kong’s star tutors makes moi theorize that the families paying the hefty bill are not satisfied with being “minority” anythings.

Sharma reports in BBC article, Meet the ‘tutor kings and queens’ about the educators who are accorded as much adulation and status as rock stars in Hong Kong:

They strike glamorous poses in posters in shopping malls and on the sides of buses.
But they are not movie stars or supermodels: they are Hong Kong’s A-list “tutor kings” and “tutor queens”, offering pupils a chance to improve mediocre grades.
In Hong Kong’s consumer culture, looks sell. Celebrity tutors in their sophisticated hair-dos and designer trappings are treated like idols by their young fans who flock to their classes.
And they have earnings to match – some have become millionaires and appear regularly on television shows
The celebrity tutor phenomenon is a result of the huge growth in out-of-school tutoring in Asia.
It is fuelled by highly pressured examination systems and ambitious parents wanting their children to secure places at top universities and high-status secondary schools.
In societies where success is equated with good exam results, parental anxiety converts into a “steady stream of revenue” for tutoring establishments, according to a study by the Asian Development Bank (ADB). http://www.bbc.co.uk/news/business-20085558

One person does not speaks for a group, but members of a group can often provide useful insight about the group.


One of the most central features of a culture are its values. Values are the standards by which one may judge the difference between good and bad, and the right and wrong things to do. Though some values are universally shared among all cultures, it is the contrast and differences in values of different cultures that can account for the interactions and perceptions that occur between different cultures.
Traditional values are a common thread among individuals in a culture. Stereotyping comes about because of common behavior patterns that are based on common values, and distortion and misperception can come about as a result of misunderstandings of those values. Stereotyping can also be dangerous because people are individuals with their own values which may vary a great deal from the traditional ideal. Values can vary quite a bit depending upon one’s generation, class, education, origin, among other factors. For example, there is considerable difference in what might be called “traditional” and “modern” American values.
Although each distinct Asian culture actually has its own set of values, they all share a common core, which is probably best documented in the Japanese and Chinese traditions, and by philosophers such as Confucius, whose writings had considerable influence throughout Asia. In the Asian American experience, these values interact with what might be called simply “western” or “Caucasian” values, but if one contrasts the values of America with those of Europe, it can be seen that these are really “Modern American” values that provide the best contrasts.
Asian values are very much inter-related. They all support the view of the individual as being a part of a much larger group or family, and place great importance on the well-being of the group, even at the expense of the individual. American values, on the other hand emphasize the importance of the well-being of the individual, and stresses independence and individual initiative. Although it may seem that values such as education, family, and hard work are shared between cultures, these values manifest themselves quite differently in the two cultures.
Some Asian values are so important that some of the cultures, especially the Japanese have given them names of their own, and are used commonly. Here is a list of some of the most outstanding values:
Ie (japanese) – The family as a basic unit of social organization, and as a pattern for the structure of society as a whole.
Education – The whole process of child rearing and education as a means of perpetuating society, and of attaining position within society.
Enyo (japanese) – The conscious use of silence, reserve in manner.
Han (chinese) Conformity, and the suppression of individual attriputes such as talen, anger, or wealth which might disrupt group harmony. (Chinese)
Amae (japanese) – To depend and presume upon the benevolence of others. A deep bonding in human relationships between one who is responsible for another, and one who must depend on another.
Giri (japanese) – Indebtedness, obligation and duty to others, reciprocity.
Gaman (japanese) – Endurance, sticking it out at all costs. Self-sacrifice for the sake of others.
Tui Lien (chinese) – Loss face, shame. The final standard as to how well one lives up to these values.
Family and Education
Probaly the most notable aspect of the modern “Asian Model Minority”¬stereotype is that of the academic overachiever. A number of asian students have done conspicuously well in terms of test scores, gifted student programs, admissions to prestigious schools, academic awards, and in classical music. Though obviously not all Asians fit this pattern, this trend can be attributed primarily to the basic notion of the family, and the central role that education plays in the family.
Great importance is placed on child rearing, and education is a funda¬mental aspect of this. Asian parents are more likely to spend much more time with their children, and drive them harder, sometimes even at the expense of their personal time and ambitions of the parents themselves. Though Americans might consider Asian parents to be dominating, parents in turn are expected to give children all the support they can.
While it would no be unusual for an American parent to hire a babysitter to watch the kids while they go out, or expect their children to put them¬selves through college lest the parents sacrifice their own stand of living, this is much less likely in an Asian family. Living in an extended family is not unusual, and filial piety, respect for parents is a very important principle.
Unlike the youth orientation in American culture, age and position are most highly respected. The Asian family has within it a heirarchy which is a mirror of the structure of society as whole. For example, the parent child relationship is carried further on to ruler and ruled, employer and employee. Education is the most valued way of achieving position, an success in education is viewed as an act of filial piety. In imperial times, examinations were the only way to achieve position in China. Even in America, education is seen as a key to social mobility, and economic opportunity. Education for their children was a major reason why many immigrants came to America from Asia. http://www.asianweek.com/2012/04/28/introduction-to-basic-asian-values/

Moi wrote in 3rd world America: The link between poverty and education:
The Huffington Post article, Poor Students With Poorly Educated Parents More Disadvantaged In U.S. Than Other Countries about the effect of income inequality:

Intuitively, a child’s academic performance is likely higher if he or she has highly educated parents, and lower if the child has less educated parents. A new report confirms that’s true, but reveals that American children of poorly educated parents do a lot worse than their counterparts in other countries.
Income mobility just within the U.S. has significantly declined since the mid-90s, according to a report this month by the Boston Federal Reserve. In recent years, families were more likely to stay within their income class than before — the rich are staying rich, and the poor and middle-class are struggling to move up the economic ladder.
But the Pew Economic Mobility Project takes it a step further by asking the question, “Does America promote mobility as well as other nations?” Researchers in 10 countries took to analyzing socioeconomic advantage as a function of parental education.
Researchers found that a child’s economic and educational status is more affected by parental education than in any other country studied.
Using a basic metric, researchers studied performance gaps on vocabulary tests among five-year-olds with highly educated parents, moderately educated parents and poorly educated parents. Among the English-speaking countries studied, the American gap between children with highly educated parents and poorly educated parents was the widest, while the Canadian gap proved to be the most narrow. http://www.huffingtonpost.com/2011/11/18/poor-students-with-poorly_n_1101728.html?ref=email_share

The is no magic bullet or “Holy Grail” in education, there is what works to produce academic achievement in each population of students.

What moi observes from the Hong Kong and Korea cases is that success does not occur in a vacuum and that students from all walks of life can benefit from the individual intervention to prevent failure. The question must be asked, who is responsible for MY or YOUR life choices? Let’s get real, certain Asian cultures kick the collective butts of the rest of Americans. Why? It’s not rocket science. These cultures embrace success traits of hard work, respect for education, strong families, and a reverence for success and successful people. Contrast the culture of success with the norms of hip-hop and rap oppositional culture.

See, Hip-hop’s Dangerous Values
http://www.freerepublic.com/focus/f-news/1107107/posts and Hip-Hop and rap represent destructive life choices: How low can this genre sink? https://drwilda.com/2013/05/01/hip-hop-and-rap-represent-destructive-life-choices-how-low-can-this-genre-sink/


Culture of Success                                                                                                                                                                 http://www.cato.org/publications/commentary/culture-success

How Do Asian Students Get to the Top of the Class?


Is there a model minority?

Where Information Leads to Hope © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

Dr. Wilda Reviews ©

Dr. Wilda ©

BBC report: Parents to be paid to attend parenting academy in England

16 Nov

Moi wrote in Parent involvement: Bronx’s Mercy College parent center:
Moi wrote about the importance of parental involvement in Missouri program: Parent home visits:
One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved. Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Class Matters http://www.nytimes.com/pages/national/class/
Teachers and administrators as well as many politicians if they are honest know that children arrive at school at various points on the ready to learn continuum. Teachers have to teach children at whatever point on the continuum the children are. Jay Matthews reports in the Washington Post article, Try parent visits, not parent takeovers of schools. http://www.washingtonpost.com/local/education/try-parent-visits-not-parent-takeovers-of-schools/2012/05/30/gJQAlDDz2U_story.html
The key ingredient is parental involvement. The Wisconsin Council on Children and Families (Council) has a great policy brief on parental involvement. http://www.wccf.org/pdf/parentsaspartners_ece-series.pd

Educators, parents, and politicians all over the globe are trying to foster parent involvement

Judith Burns of the BBC reported in the BBC article, Cash for parents to learn how to support schoolwork:

Parents in two urban areas in England are to be offered money to attend a parenting academy to learn how to support their children’s schoolwork.
Some parents will be paid around £600 to attend all 18 sessions in the trial.
The scheme, for disadvantaged families, will test whether cash can encourage parents to help their children learn.
Brian Lightman, general secretary of the heads’ union ASCL, said parental engagement was a good thing but feared the payments could be seen as a bribe.
“We need to look at different ways of helping parents engage in their children’s learning but I have reservations about simply paying them,” said Mr Lightman.
But he added that the cash could be a genuinely positive thing if it were used, for example, to enable parents to take time off work to attend the courses.
Numeracy, literacy and science
The trial, funded by the Education Endowment Foundation (EEF), will run in 14 primary schools in Middlesbrough and Camden and will cost a total of almost £1m.
The idea is to equip parents with the skills to support their children’s learning in numeracy, literacy and science….
Some 1,500 parents and carers will be randomly divided into three groups.
One group will get free childcare and meals when they attend. A second group will not only get these benefits but will be paid for every session they attend. A third control group will not attend the sessions.
The attitudes and abilities of all the children with parents in the three groups will be assessed at the beginning and end of the project.
The idea is based on a US project, in which parents of pre-school children in an area of Chicago were paid up to $7,000 a year to attend two sessions a week aimed at boosting their basic maths and literacy as well as their knowledge of how to support teachers and help with homework….

Here is information about the Chicago Heights Miracle Project:

Chicago Heights Miracle Project
Rewarding Student Performance
Almost half of inner-city Americans fail to graduate from high school and most don’t make it to the 10th grade. In 2008, The Kenneth and Anne Griffin Foundation teamed up with University of Chicago economists John List and Steven Levitt (author of Freakonomics), and the Chicago Heights School District to test a unique incentive program, dubbed the Chicago Heights Miracle Project.
The aim of the project was to use cutting edge methods of investigation in behavioral economics to evaluate the impact of various incentives on student achievement.
Students were randomly assigned to one of four treatment groups, or to a control group. Each month in which a student met academic, behavioral, and attendance standards that student became eligible for an incentive.
• Eligible students in the first group earned $50 each month.
• Parents of eligible students in the second group received $50 each month.
• Eligible students in the third group were entered into a lottery for a chance to win $500.
• Eligible students in the fourth group were also entered into a lottery, but their parents received the prize money.
The most significant impact was seen on students who were falling just short of their established goals. For these students, the incentive program had lasting effects: they not only began to meet standards but continued to outperform the control group into 10th grade. The researchers agreed that incentives can play an important role in getting children—especially borderline children—through school. Knowledge gained from the Chicago Heights Miracle Project led to the development of the Chicago Heights Early Childhood Center.
Watch the movie trailer of Freakonomics which mentions Chicago Heights. http://www.youtube.com/watch?v=ZfC-ZHJ4A5U
Read an article about Dr. List’s experiments in the Chicago Maroon, the University of Chicago newspaper. http://chicagomaroon.com/2009/5/15/professor-strives-to-test-economic-theories-in-real-life-experiments/
View the researchers’ presentation about the project.

It is going to take coordination between not only education institutions, but a strong social support system to get many of children through school. This does not mean a large program directed from Washington. But, more resources at the local school level which allow discretion with accountability. For example, if I child is not coming to school because they have no shoes or winter coat, then the child gets new shoes and/or a coat. School breakfast and lunch programs must be supported and if necessary, expanded. Unfortunately, schools are now the early warning system for many families in crisis.


Tips for parent and teacher conferences https://drwilda.com/2012/11/07/tips-for-parent-and-teacher-conferences/

Common Sense Media report: Media choices at home affect school performance https://drwilda.com/2012/11/01/common-sense-media-report-media-choices-at-home-affect-school-performance/

Parents can use tax deductions to pay for special education needs https://drwilda.com/2012/10/24/parents-can-use-tax-deductions-to-pay-for-special-education-needs/

Intervening in the lives of truant children by jailing parents https://drwilda.com/2012/10/07/intervening-in-the-lives-of-truant-children-by-jailing-parents/

Making time for family dinner https://drwilda.com/2012/09/10/making-time-for-family-dinner/

Embracing parents as education leaders

Where information leads to Hope. Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:


Dr. Wilda Reviews ©

Dr. Wilda ©