Individualism is extremely hard to recognize in the Chinese school environment. From the appearance of the students and their property to the layout of the schoolrooms themselves, individualism is extremely inconspicuous.
In the primary schools we visited, the students were required to wear school uniforms and or scarves denoting grade groups. One school in Shanghai only required the full uniforms to be worn one day a week and others such as in Bejing, the uniforms were worn daily. The schools all had at least the scarves to be worn daily. The individualism was apparent in each student's personal appearance. There were the students whose clothes were neat, clean, ironed and their hair perfectly combed or controlled and then there were those students who were rumpled and messy from head to toe. And of course, students all in between.
The Chinese school classrooms were small and crowded with students and desks. There were 55 to 60 students in each small classroom. One school we visited in Nanjing was an experimental school with smaller numbers of around 50 students. The classrooms were devoid of any decorations of frills but they did seem to have the necessities such as desks, chalkboard,and chalk. The student's had very small school boxes with just the required supplies. We didn't see any extras like gel pens or mechanical pencils. The boxes were not all identical. We noticed some with cartoon characters on them.
While the classrooms were small and plain, we did visit Very modern and well-equipped computer labs, science labs, music and art rooms. The music room even had pianos for two students to share. The teacher could communicate by headphones to the whole group or to each piano individually. We were in the room when the students arrived. They hurried in, sat down and put on their headphones very quickly and efficiently. One of the art rooms we visited were even equipped with pottery wheels. The Chinese seem to develop the fine arts particularly art and music to a greater degree than we do.
The Chinese students are ability grouped. They pass examinations every year and the students are then divided according to ability. In all the classrooms I visited, the students were taught as a group. A few of the American teachers did observe some small group work in a math class. The students in China are taught the same standard curriculum provided by the Chinese government over the entire country. Chinese teachers do not have any choice or say in what curriculum they teach. The teachers I visited with seemed surprised that American teachers do have choices in what we teach.
There were individual students in the classrooms we visited that were eager to answer questions or stand up to speak in class just as there are in our schools. Several of the eager beaver students I visited with were very anxious to tell me they were the best in their class at speaking English. I was impressed with their English speaking ability, which begins in, grades two. One of the grade two English classes we attended went through several group English exercises and ended with singing, "We Wish You A Merry Christmas" to us. Our group was impressed and very moved by that experience.
In addition to the eager beavers, we also noticed Students of various abilities, leaders, daydreamers, shy and quiet students, hyperactive students and some naughty students. Even though they are ability grouped, these individual differences are noticeable. Chinese students are very respectful to their teachers and adults.
We observed several student led group reciting exercises that seemed to be a daily procedure. They were automatic and repetitive memorizations. The students were very anxious to be the leaders of the class. Students in the classes we observed were very respectful, well behaved and always raised their hand to be called on before speaking. They would stand to answer questions or speak. I observed in several primary classrooms that the students even sit with their hands behind their backs.
Chinese schools are very disciplined. There are no choices, everything is assigned exactly. Students are automatically programmed to behave a certain way.
The emphasis in Chinese schools is on the group. As a result, schools utilize the power of the group to assist in the schooling process from controlling the classroom order to achieving the group goal of schooling.
The strict testing from the first year to the last is another way of controlling the population. Students are expected to maintain a rigorous daily study program at home in addition to the schoolwork.
Doing well in school is extremely important in China. Education is mandatory for the first nine years. Whether the students get to go beyond the basic nine years depend on their examinations. Their education is the powerful force in their lives during school and for the rest of their lives.
In conclusion, although individualism is not visible on the surface or at first glance, it is alive and striving to find its way to the surface.