Teacher-Student relationships? : korea
Teacher-student relationships. In American schools, students and teachers get a much needed break from each other during lunch Lunch in America well that's just a sad atrocity so let's not even bother talking about it. Aspects of Korean students that might have an impact on your classroom, with some Like many Guardian-reading TEFL teachers I am in principle against this practice, . scores and good students will get used to getting As (if not perfect scores) all the . Topics connected to Korean history and their relationships with their. My friend went to teach English in South Korea last summer, and when she came back she told me there were a lot of student/teacher.
Activities reduce fear and bullying and they serve as a good icebreaker for the pupils. They get to know and respect each other. Activities is a method I definitely want to use back in Korea. Jee Eung Chae is fascinated by the way Danish teachers decorate schools and classrooms: How different visual factors in the rooms affect the pupils, their sense of comfort and their learning.
One example is the use of different materials and decorations in the classroom. In Korea, the classroom is typically just a square room with hard surfaces. With chairs and desks. It is interesting to see how the physical settings actually make a big difference. I think it is because there is a difference in the way you teach language here and in Korea. We are very focused on reading, understanding and listening. But we do not really focus on speaking and writing—so this means we know a lot of words and grammar and we can read really well in English, but we are not very good at speaking it.
Jee Eung from Korea, Teacher Training
I think here in Denmark, the pupils hear the language spoken in a more natural way. They seem to be offered many different kinds of input from music and games, but also visual stuff like movies—so you observe the language naturally and therefore speak it naturally.
Now, this may not make you resentful or bitter, although I am sure it would bug the hell out of me.
If they believe themselves to be some kind of god of teaching, and want to tell you how classes are conducted in their own, more civilized country, you might not want to do any more for them than you absolutely have to. You might even start to subtly shaft them, when you get the chance.
The first was a kind, hard-working woman who, on my first day at the school, took me grocery shopping, bought me dinner, and showed me my apartment. Then she sat on the floor and told me that the previous teacher had been a bad teacher, and that she had endured many reprimands from the principal about him. She said that I had never taught before, and so I needed to work hard and not be like him.
But I never had a problem with her. She was a good person, and approached being a co-teacher with remarkable generosity and kindness. My second official co-teacher was a contract teacher with a child. At the end of the day she wanted to go home to her daughter, and expected, not unreasonably, for me to do things myself which I was capable of doing but found annoying, like navigating Korean computer systems.
It took a long time for me to warm to her, but when there were some important things I really needed help with, she was absolutely there for me. Over time I got to know her well, had dinner at her house, met her daughter.
I still have admiration for her and stay in touch. My third official co-teacher was hopeless. It turned out that the time she told me had come from her subtracting her mental estimate of how long the bus trip took from her memories of the approximate time the previous teacher had arrived at school, with predictably inaccurate consequences.
It would have been very easy to have had a poisonous relationship with this teacher. She lived in a room on the school grounds, and could barely manage to come to work each morning and teach her classes; anything else was beyond her. And she knew it. She knew she was horrible at her co-teaching duties, but she was the youngest teacher in the school, and she had been given them to do, despite being completely ill-suited to it.
So I smiled, and thanked her profusely for her terrible efforts whenever she made them. And asked other teachers when I really needed something.
15 cultural differences in the Korean classroom | ommag.info
And she was grateful to me for that, and when I really needed her to do something, I could get her to do it — because she knew I was making her life as easy as possible. The financial officers are in a better position to help you with pay problems than your co-teacher. As for your relationship with your official co-teacher — make their lives as easy as possible, and thank them a lot.
You are not exciting to the students, but the foreign teacher probably is. No matter how good you are at English, the native teacher will be better. Also, more so than your official co-teacher, you can mess up your Korean classroom co-teacher very easily.
Correct their English in front of the students.
15 cultural differences in the Korean classroom
And having someone point out your inadequacies in front of a group of people is embarrassing everywhere. Having said that, it is possible to work well with, and have a good relationship with, your Korean co-teachers. I have doubts as to whether it is really a good use of resources to have two teachers teaching the same class together — but it can lighten both your workloads, and make life easier for both of you.
Yes, this person was so embittered that they made not one but two blogs detailing their perceived hurts and bad treatment as an English teacher. They also took the ill-advised step of recording their co-teachers as an example of bad co-teaching. What do you think? All I see is dreadful teaching from the foreign teacher. Not everyone is meant to be a teacher, but this is someone with no idea how to teach a language class. Practice the dialogue with the person sitting next to you.
It seems like extraordinary stoicism while watching a car-wreck, to me. How do you help someone giving a lesson that bad, short of clubbing them over the head with something and teaching over their comatose body?
It seems like an inverted list of personal irritations. More than that, I think it is too specific. The best co-teacher I have at the moment routinely breaks rules 1,3, 4 and 8. She frequently comes late to class, always sits down, and uses her phone during class, none of which I have a problem with, because: Standing up for no reason is painful, and as far as I can see, pointless. She uses her cell phone when there is nothing for her to do.
- Having a good relationship with your Korean co-teachers
- Teacher or Friend: Navigating Your Relationship With Your Students
Bags In common with Spain and most Latin American countries, students seem very reluctant to put their bags on the ground. In Spain I became convinced that it came from a habit of avoiding filthy bar and restaurant floors, whereas in Korea it might be because the only clean floor is by definition one, like inside the home, that never has a shoe touching it.
Whatever the reason, I like to put any extra chairs in convenient places to put bags on, or tell young learners to hang all their bags on the hooks to save them getting in the way. If students do put their bags on chairs next to them, you might need to be on the look out to ask them to move them when the inevitable latecomers arrive. Seniority and gender Korean society is traditionally very stratified, with different vocabulary and grammar needed when speaking to a higher status person such as someone older, a teacher, boss, customer, or a man if you are a woman.
The higher status person will also expect to initiate and dominate conversations. Koreans will therefore not be shy about asking each other and you about your ages, as it helps put you all in your place on the social scale.
The polite forms that we do use are generally used equally by people of both status levels, e. They might also have to change speaking roles as the younger person who was just speaking as an equal in English will have to now sit down and listen to the other person in Korean.
This might explain the tendency of the first four students to arrive at my class to sit at separate tables in silence along perhaps with an obsession with the L1-free classroom.
The habit of letting the higher status person lead the conversation can also be confusing in the English classroom, as I fairly often get an older student often male who dominates the conversation, but that in no way is received well by their partner who is paying an equal amount to be in the classroom, has a focus on speaking skills, and knows that in English they should get a fair say.
It must be said, however, that quite a few of the dominating students that I have taught have not had too good social skills, so it might be silly, as with so many other things, to blame this on Confucius. If you teach Koreans straight after Latin students, however, you will certainly notice a lot more embarrassment and discomfort in the English language classroom.
This is a lot easier to understand in Japan, where the Japanese often seem embarrassed and uncomfortable in their own language and culture. Koreans seem a lot more uninhibited and natural in the street, and yet even more uncomfortable in the classroom. One is that students expect a lot of correction but are horribly uncomfortable when they do get it, e. Others include never coming back to class if they have failed a single test, being uncomfortable with a greeting if they arrive late, and freezing up when I step close to them during group speaking.
Methodology and the role of the teacher Koreans spend most of their English language learning classroom hours being taught with grammar translation by Korean teachers with somewhat limited English especially pronunciation and dated materials.
All that is done in some of the largest and most mixed-level classes in the developed world, where they have little opportunity to talk and students not paying attention are just ignored. Some of those things can transfer to their expectations in your classroom, but the stronger effect is them expecting exactly the opposite from classes that they chose for themselves.
Things that Koreans might still subconsciously expect from your classes include being able to switch off from time to time mainly meaning staring into space during grammar presentations in my classesand a teacher who has all the answers.
The opposite things that they might expect from your classes include small class sizes, lots of opportunities to speak, lots of individual attention from the teacher, and a lack of focus on grammar. If you are a non-Korean teacher, they will also expect something from you that they could not get from a Korean teacher, for example cultural tips, lots of pronunciation practice, up-to-date idiomatic language, or improving their understanding of native speakers by listening to you.
You might have also come to the conclusion that most students would be much better just doing one-to-one classes, but high prices, a shortage of native-speaking teachers and visa restrictions that make it hard to work outside schools make this difficult or impossible for most students.
Matters on which there might be wildly varying views depending on age, personality etc include pairwork, correction, language learning games, and testing. Hard work The Koreans have got themselves where they are today, from sub-Saharan African levels of poverty and post-Korean War devastation to developed country status in record time, and mainly through hard work.
For example, the two day weekend is a relatively recent innovation and the government is trying to cut down on cram schools for kids that stay open past midnight.