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e this as the students are present: “Excuse me Mr. Smith.” “Yes, Mrs. Green?” Now, if it was after school and no students were present, the dialogue would go more like this: “Hey Bob.” “Yes Susan?” This type of formal and informal address is used when teachers address their superiors, like their principal or superintendent. It is also used by parents and teachers when addressing each other. Teachers and parents are considered equals and “co-teachers” of the students. This partnership creates a less stressful and nurturing environment for the students. With this cultural translation of hierarchy and egalitarianism, the next question is what happens when Chinese hierarchy and egalitarianism meet: 6. When Hierarchy and Egalitarianism Meet Chinese classroom is based on class attendance. At every moment and in every way, teachers are viewed as authorities, powerful, adult, and perfect. Students tend to view teachers as a role model, who cannot make mistakes and who is knowledgeable and taller than students. In Chinese culture, Hierarchy puts the teacher and books in control. Knowledge passes from the elevated text or teacher, and into the minds of the students in a fairly one-way street. The American classroom puts far less emphasis on hierarchy. American teachers have more flexibility in their classroom behavior. It is accepted that everyone may have something of value to add to the whole. The instructor may have the most pieces to add, but they are not required to monopolize talking in the class, and have no infallible face to maintain, raise their hands, speak without being called upon during a pause, or even perhaps the students are less likely to use subtle methods such as eye contact, and instead will they interrupt the instructor mid-sentence. Entering into different cultural backgrounds, the ESL teachers may encounter many problems and difficulties. Chinese ESL teachers entering America should be prepared for a major shift in the way that talking is used in the classroom. American students do not expect the teacher to lecture for the entire period. When ideas are presented in an American classroom, those ideas are typically discussed by members of the class, and often ideas proposed by the instructor are to be challenged. In this setting, those challenges are not to be seen as rude or disrespectful, as they almost certainly would be in China. Instead, questioning authority and peer exploration of topics are seen as tools for mining topics to their fullest. Engaging in learning is a culturally appropriate manner. American ESL teachers entering Chinese society should know hierarchy can be seen everywhere including seating at table both in a family and restaurant, addressing seniors and juniors. Teachers` responsibilities and obligations are expected differently, too. With lack of this concept, they will probably bump into cultural challenges. American ESL teachers entering Chinese classrooms may feel frustrated when trying to have their students do group work. “Some students may be unfamiliar with or uncomfortable with group work. They are used to teachers being the sole transmitters of knowledge and may resist learning from their peers” (Susan Bosher, 2003). To whip up group discussions, ESL teachers should have a good understanding of Chinese culture and how Confucianism and moral values are highly instilled in the Chinese classrooms. To achieve goals, different strategies should