When visiting another country an American citizen might use what American culture considers an appropriate gesture like eye contact during a conversation, where most Asian cultures consider eye contact rude or disrespectful. Some cultures give a kiss on the cheek or hug when meeting someone, familiar or not, but some in American culture may consider this invasion of personal space. Additionally, educational background will also play a huge part in misperceptions. Two women can enter into a meeting or training session and each one will take something different away based on educational background and up-bringing. For example, a primary training session for preschool teachers required lead teachers to set educational goals for their children. At the next training the Lead teacher needed to indicate if those goals were met. After discussing the goals of patterning with one teacher who thought her goals were met, she learned that she misinterpreted what exactly it meant to meet that goal. The director came to her at the end of the meeting and discussed with her team the appropriateness of patterning goals. The lead teacher left in tears feeling attacked by the director, but her team felt it was constructive criticism and felt it was an experience they could learn from for future use. This scenario could have been avoided if the lead teacher would have taken the responsibility to make sure she understood the learning goals she had
When visiting another country an American citizen might use what American culture considers an appropriate gesture like eye contact during a conversation, where most Asian cultures consider eye contact rude or disrespectful. Some cultures give a kiss on the cheek or hug when meeting someone, familiar or not, but some in American culture may consider this invasion of personal space. Additionally, educational background will also play a huge part in misperceptions. Two women can enter into a meeting or training session and each one will take something different away based on educational background and up-bringing. For example, a primary training session for preschool teachers required lead teachers to set educational goals for their children. At the next training the Lead teacher needed to indicate if those goals were met. After discussing the goals of patterning with one teacher who thought her goals were met, she learned that she misinterpreted what exactly it meant to meet that goal. The director came to her at the end of the meeting and discussed with her team the appropriateness of patterning goals. The lead teacher left in tears feeling attacked by the director, but her team felt it was constructive criticism and felt it was an experience they could learn from for future use. This scenario could have been avoided if the lead teacher would have taken the responsibility to make sure she understood the learning goals she had