Uzbeks Teachers in Charlotte

by Nathan Hamm on 11/15/2004 · 1 comment

Charlotte Observer:

The two (Zamira Yuldasheva and Mohira Hamrakulova) also studied U.S. teaching methods, for use in Uzbekistan.

“We learned a lot, but when we get back, we’ll probably think of many more things we wish we had asked,” Yuldasheva said.

The two agreed that U.S. students have much more access to computers and the Internet than in Uzbekistan. “And I like that the kids here are very open-minded,” Yuldasheva said.

But they found similarities in students from the two countries.

“Our students are like those in the United States,” Yuldasheva said. “They watch too much television and spend too much time playing (video) games. We talk to them about that.”

I don’t think I can stress enough how crucial this kind of teacher training is. The English classes I sat in on were almost uniformly atrocious. Most teachers just read straight out of the textbook and drill rote responses into their students. Even for many of those who try, they are usually dealing with very unruly students (mine were little angels most of the time…). And to make matters even worse, even the best teacher is usually constrained to strictly following the curriculum. I wish these two women luck taking back what they learned.

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– author of 2991 posts on 17_PersonNotFound.

Nathan is the founder and Principal Analyst for Registan, which he launched in 2003. He was a Peace Corps Volunteer in Uzbekistan 2000-2001 and received his MA in Central Asian Studies from the University of Washington in 2007. Since 2007, he has worked full-time as an analyst, consulting with private and government clients on Central Asian affairs, specializing in how socio-cultural and political factors shape risks and opportunities and how organizations can adjust their strategic and operational plans to account for these variables. More information on Registan's services can be found here, and Nathan can be contacted via Twitter or email.

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{ 1 comment }

Tatyana November 15, 2004 at 6:35 pm

Nathan, not everything they learned is up to them to implement. Namely, they HAVE TO stick to curriculum. There is usually only one textbook approved for school use (by department of education and it’s various branches), students’ (and related- teacher’s) progress is measured against it, and any other books teacher wants to introduce is considered “liberal art”, non-mandatory extra or recommended (not required) reading for advanced students. Of course, my information is based on personal school experience of 30 years ago and I would be happy if current teachers will prove me wrong.

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