Cultural Differences Concerning Time

Learning about monochronic and polychronic differences were fascinating.  I never really thought about that element of cultural differences before but I can definitely see it.

We lived on the Texas/Mexico border for 9 years in a community that was predominantly Mexican.  The examples that Dr. Ivers gave about polychronic societies choosing family and friends and being more relaxed with their schedule is spot on.  One specific example he gave about missionaries being stood up was an occurrence that I am very familiar with as it happened often when I would go out with the missionaries.

The interesting thing that I have noticed, which now I understand a little more because of what I learned from this lesson, is that though America, in general, is monochronic, I think the effects of living on the border and being immersed in that culture has affected my oldest son who is in high school.  One example of this is he will double, sometimes triple, book his schedule and then mom has to come to the rescue to rearrange everything so it works.

When dealing with these differences in a classroom, I think that it is important to educate and teach the students what is expected of them, regardless of how things have been done in their life up to that point.  Having conversations with parents will be necessary too so that they understand the expectations of the teacher.  At the same time, while a student is transitioning from polychronic to monochronic, the teacher needs to be patient and encouraging with the student.