Since China opened to the outside world in the late 1970s, more than 2.1 million foreign experts have assisted China's development. In 2003 and 2004, 240,000 foreign experts worked here. Many of us teach in universities, colleges and secondary and primary schools.

　　We American teachers often have a more open and friendly relationship with our Chinese students than do some more formal Chinese teachers. Chinese students are trained to memorize a lot of material for exams; in contrast, we generally prefer that students think through topics using less structured learning processes rather than simply absorb the content of formal lectures.

　　However, with 74 seniors in two different class sessions, I do use Power- point presentations to teach Western civilization. In such courses I urge students to use comparison and contrast as major tools of investigation. For example, I encourage students to compare/contrast specific aspects of US or North American and Chinese or Asian cultures. Some of my seniors writing their final theses consider such comparative topics as whether the Confucian concept of xiao ("filial piety") or ren (a spirit of generosity towards the people on the part of leaders) can be used to analyze American culture and leaders. Others are comparing the idea of an all-round well-off society as a goal for the Chinese with the results of a survey of 35,000 freshman at American universities in September 2004, in which they indicated that money is now their number one value, over family and friends.

　　In our classes we Americans tend to discuss our own lives rather extensively. We give public lectures on various subjects to large audiences, in part because Chinese students like to hear American English. It is my impression that Chinese students enjoy having us as teachers both to help them learn English better and because of our informal classroom style.

　　It surprises Chinese that some American teachers sit on their desks while teaching. We may be quite strict in terms of our subject matter: I, for instance, am always trying to get my students to match the quality of my former best students in the US. But I believe we are usually regarded as fair teachers who treat all our students equally. Naturally, we are more likely to know the students' adopted English names than their Chinese names, and they in turn often call us by our first names -- apparently not a common practice with Chinese instructors.

　　Before coming to China, I was told by various American university instructors with experience here about American teachers having Friday evening open houses for their Chinese students. At Yangzhou University, four young US teachers and I decided to do this. Our open houses featured a lot of laughter, singing and snacks. These events attracted students from diverse majors and even different universities. Some of us have singing not only in open houses, but also in classes, when songs can be useful in our teaching. Thus I once sang several slave songs from the early 1800s for a class in American literature.

　　We may also hold special parties or events for our classes or student friends. This past Christmas Eve, I gave a Christmas party for about 50 students. We sang Christmas songs, I read Clement Moore's 1822 poem "Twas①the Night Before Christmas", and we had a low-price gift exchange. Some American teachers also participate in sports with Chinese students; I particularly enjoy swimming with some of my student friends. And Chinese students who get to know us well outside of class sometimes come to our apartments to relax, chat in English, get assistance on personal statements and resum s or even cook Chinese dishes for us.

　　　Since many of us speak little or no Chinese, it's not rare for students to accompany us to events or on outings and serve as our interpreters and guides. At Yangzhou University, I often got invited for a weekend at a student's home. I traveled widely with students throughout Jiangsu province, as well as to various southeastern cities. And when teaching oral English in primary or secondary schools, I take students along to give them experience in teaching and interpreting.

　　In short, it's not too much to say that my relations with students in Yangzhou and Beijing have been among the very best in my 41 years of university teaching.