Excited to Attend Seattle University

(source)

About a year ago people would ask me if I was going to stay in Korea for the rest of my life. My typical response was something like, "Unless I can figure something out to do back home, Korea is my home for now." I really didn't think about going back home and heading to graduate school. But as we all know my mind changed and I'm heading to be a student again.

I thought I would spend some time talking about the program I am heading into. Located within the Education department I will be working on getting my M.A. E.d. TESOL (Masters of Arts in Education with emphasis in TESOL. When I was picking which school to attend I mostly focused on the West in areas in California, so that I would be close to family. What I found was that most programs were situated in the English or Linguistics department and had a strong emphasis on the technical aspects of the degree. Of course, there is nothing wrong with this but as I looked at SU's program I began to see that it fit me better. 

As I did the research I liked that the program prepares, "...teachers of ESOL who will be successful classroom teachers in a wide variety of institutional settings and cultural contexts." I was also impressed by the information available online and how organized it all was. In the courses section, they didn't just list them but provided what kind of work will be expected from students. 

In addition to this I liked hearing that most classes were offered in the evenings, no more than 25 students per class and that they have internship opportunities. One catch was that they are on the quarter system, which I am not familiar with. So I will need to get use to doing my work faster than before and having shorter breaks. But the prospect of a new city and an enticing program are what finalized my decision to attend SU. 

Am I ready to be a graduate student?

I'm not really sure what I could do to prepare myself to go back to school, other than take interest in articles and media related to my field of study. I'm definitely mentally preparing myself for the challenge and considering the hard work ahead. 

But mostly I'm excited to be a student again and to head back to the classroom where ideas and discussions will be fervent. I have found that by attending the Seoul KOTESOL workshops I enjoy learning and discussing about topics in TESOL. Also, I feel I have a lot to say and add to the conversation. Mostly, I'm looking forward to turning my five years of work in the field into something professional. 

Why not stay in Korea, keep your job and take an Online course?

A few years ago I took an online TEFL certificate and worked really hard at it. I didn't have classes to meet up with online, but did most of it on my own time. However, that experience taught me that I missed the classroom. I'm not entirely sure how Online courses function, and from what I hear there are interactive sessions. But I really just couldn't see myself working full time hours then coming home to do my homework. I think I function better in the classroom then from a distance. Sure economically it makes sense to do your degree Online while keeping a salary at the same time. However, I do intend to find part-time, internships or volunteer work in the field to keep my teaching skills sharp. 

I hope all of that sums up what my program is about and also why I chose it. If you are thinking of taking your teaching gig to the next step professionally, I hope this gives you some insight into that. :)

Cards of Good Luck

In addition to the video I made for my students I am planning to give each one a personalized card with a treat. In each card is a personal written note that touches on my experience with them and wishes for their future. I've also stepped it up a notch by glueing in a small picture of myself into the card. I figured a percentage will throw it out, but there might be a bunch that hold on to it.

For the girls I got them a card with a red heart and yellow frame on it. Inside it says, "I love you" around it so I figured the girls won't freak out as much, as say the boys would.

The boys get the "Good luck" card with a four leaf-clover image and a present box on the inside flap.

I still have to glue in my picture to the rest of the cards before I'm finished. I was hoping to make a little candy gift for them, but things were getting too expensive. I got the cards off of Gmarket (Korea's Amazon.com). Each card was about .50 cents and there are 134 students, so you can do the math. Plus I got them nice candy, instead of the cheap kind. So I kind of calculated all the presents I have given them over the past two years and figured they had gotten enough.

This is the first time I have ever made goodbye presents for students, but since this is a "real" goodbye I wanted to make it special. Besides I have been teaching these kids for the past two years. I think it is also a good idea to give your graduating students a present. But I know most teacher's don't bother because they might feel it doesn't matter. In this case, I felt it really mattered and hope it does make a difference.

I guess I will find out on the last days of class. All I know is that if I were a little kid in one of the many English classes I had here and got a little present from a teacher, I would feel good. :)

Heading Back to Being a Student

Looks like there is just about eight more weeks left till I hitch a ride back to America. I've done a lot of preparation towards moving and learning about Seattle. It seems preparing myself for Graduate school and becoming a student again has been on the back of my mind. I know that Graduate school will be a lot harder than Undergraduate school, but haven't really grasped that yet. In hindsight I don't really think there is much I can do to prepare for my upcoming school days, except buy some notebooks and pens.

However, I figured why not get a sense for the terminology and concepts of TESOL before heading into the classroom. So I went on iTunes and downloaded some "iTunesU" of TESOL lectures. The Teachers College at Columbia University offers some videos on the subject such as, "Action-based Teaching and Learning: An Ecological Perspective." So I packed up my notebook (the paper kind) and iPod and headed to my local Starbucks this morning. I figured the crowds won't be there till the afternoon and I could get some cozy listening in before the couples arrive.

As I sat and listened to the lecture it all sort of made sense to me. Although I don't know all the jargon he was using I was able to correlate the content with my own experience.  He had a chart on the projector that showed how one can go about lesson planning and execution. On one side was a "very planned" style where students know what to expect every time, and on the other side was more innovative styles. He said how if you stick to a rigid plan each class can become stale, and worse if you don't really plan and just "wing-it" your classes have no clear outcomes. Planning for innovation and exploration is more favored because students get involved and make real-life connections. He asked the audience where they felt they were on this graph, and to me I felt like I was somewhere in the center. I make really detailed plans but also change things up class-to-class. I've also found that I sometimes assess the students attitudes as the class starts and change up my activities or lecture to accommodate.

All in all, listening to the lectures and taking notes reassured me I can head back to school. It's been six years since I was as a student, and hope I'm not too rusty. I think I'll have a lot to input into the class as I'll be bringing my teaching experience with me. So I'm all excited to be heading back to school and also just jazzed up about getting more into this profession. :)

Make Math a Subject in the Classroom With These Books for Sale

More cleaning out goodness going on over here. Before I started teaching math at my school two years ago I bought these books to get a sense of how to do it. They were really helpful in understanding how young learners take in Math and also helped me see ways to turn it around into English learning. Therefore they were incredibly useful books and I think would be great for your collection.

If you don't teach Math in your class then these might inspire you to do so, as they have lots of ideas. Also many games and activities are included, which you could easily put in the classroom.

1. Developing Number Concepts, Book 1: Counting, Comparing, and Pattern

http://www.amazon.com/Developing-Number-Concepts-Book-Comparing/dp/0769000584

Price: 25,000 Won

2. Developing Number Concepts, Book 2: Addition and Subtraction

http://www.amazon.com/Developing-Number-Concepts-Book-Subtraction/dp/0769000592/ref=pd_bxgy_b_img_y

Price: 25,000 Won

3. Teaching Student-Centered Mathematics: Grades K-3

Price: 25,000 Won

OR 60,000 Won for all Three! Wow!


Let me know how you would like them delivered, and keep in mind if you have children this would likely be helpful in tutoring at home.

:)

Teaching 2nd Grade Math: Some materials

 Before I leave I am making sure I document all the materials I have made over the past several years. Most of which were made for teaching first and second grade EFL Math. The above is a set of telephone game cards. Each student is given the above sheet and can "call" another student in the classroom. I used toy phones and also they would get flashcards of fractions. They would practice target language and it was quite successful, although a lot to manage.

That is the same thing just in a more condensed format. Below we have a set of board games.

There were two styles of board games, one just on an A4 size paper and another quite larger. The kids enjoyed playing these games and I would make sure they were speaking English. One of the rules I reinforced was that if a member landed on a square and didn't speak it in English then that player would have to go all the way back to the start. This helped a lot as they could self-manage their own groups.

I found the above shape posters online and found them fun for English learners. Each one has a cute little poem with reference to what the shape is in real life. They currently are up on the walls around my classroom.

I used a lot of manipulative cards such as the shape cards above. Mostly for introductions and having students come up and do the work themselves in front of everyone. This allowed for vocabulary games and activities, too. I don't know how I could have gotten by without sets of shapes, coins and other various picture cards. Just writing the words on the board wasn't enough for me, I guess!

There is a lot more, so much that it fills up 26 pages in a Word document. If you would be interested in getting this document let me know, as I am very open to sharing. I'll see about adding more on a blog post another time, if it suits me. ;)

First Time Teacher's in Korea: Some helpful points

Last weekend I randomly met up with a newcomer to Korea. He has been here about half a year and teaching down in Jinhae, which is near Busan. During our visit he expressed to me some difficulties getting use to teaching in Korea. Certainly some of the points he made were exactly how I felt when I first started teaching, and I couldn't help but see how far I have come. Recently he posted this on his Facebook:

"I'm not sure if I'm making any positive impact on my students...I wish I knew how to be a good teacher, but also a better human being. I don't think there's a book out there that teaches you both. I sense many students don't want to be here learning English. By the time they get to my class, they are too tired and don't want to learn. They have no idea how good they have it here. Not until the

y face some hardship. ... Sometimes I think I would be better off being in a place where underpriviledged children would really want to be educated. Sometimes being in a modern society can dehumanize anything worth humanizing. It's hard to be in a classroom when no one really wants to be there and learn. I don't care what culture I'm in, I don't tolerate disrespect from anyone. I'm a teacher, not a circus clown either. I do have some integrity for my profession."

*As you read keep in mind that I'm not an expert on all this, just someone with five years experience and also keen to observation. ;)

Main difficulties:

I. Feeling like a Clown:

I think for most new teacher's in Korea one of the very first things you notice in your classroom is that the students will not treat you like a true teacher. Depending on your school, this would apply to most classes where the age is under middle school (and possible high school). Students here, for the most part, see the foreign teacher as someone to play with and not treat the same as a Korean teacher. Unless you have experienced it already, the students will straighten up and put their heads down if a Korean person walks into the room, which often times leaves you feeling pointless. In this case you end up feeling like a clown or entertainer, and not a teacher. (However, after you build up your management style the students will end up respecting you...as you will see down further)

II. Lack of respect from students:

You walk into your classroom, or the students come in and the bell rings. They are mostly speaking Korean, not sitting nicely and not really "ready" for class. You say, "Sit down, be quiet, let's get ready!" And a few do, but most do not. Throughout the class kids continue to talk or act up when told to straighten out. Generally you feel not respected as a teacher in front of your students.

III. No training

Depending on your school and program you might receive a few days of training and observation before actually starting. But typically you don't experience this when you first teach in Korea. If you are part of the EPIK, GEPIK....etc entourage then you will end up going to orientation a few times. However, in my experience those events don't really prepare you for what realistically happens. All in all, training someone costs money and schools and governments will not go out of their way to shell out quality training. They hired you mostly for your background and native-speaking abilities. Not really on your accounts of teaching abilities. However, these days they are hiring "qualified" folks for the job. Even still, I think the general lack of training is a main complaint from new teacher's here, whatever your background may be.

Solutions, tips and ideas:
Now that I have brought up some main points about the top difficulties of first teaching in Korea, I would like to express ways to get use to it and improve yourself. Again I'm no expert, but would like to reassure you this job is possible.

I. Let go!

For one let go of taking your position here so seriously. Yes you are an important person and your an adult and should be treated like one. But the more you fight to be recognized as such and in a serious frustrated manner, the less your going to win. I hate to say this but you should delve into being the "clown". You don't have to end up acting like a fool or berating yourself in front of your students but finding your humorous and silly side will help.

The people who should really take you seriously at your school are the one's in managerial positions, like your hagwon boss or school Principal. When you are in the classroom let the seriousness go and try to find ways to make it a fun experience for the students. I'm telling you as soon as you start going with the flow you will end up getting their respect.

II. Constructing your "teacher self"

If you have come to Korea with little or no experience teaching, or no experience around children then of course you aren't going to get this right the first few months. Teaching in South Korea (especially with the younger crowd) is mostly about classroom management. In between the "Sit down!" "Everybody look, look at me!" you will be doing some actual teaching. I would say for your first few months research and figure out your style of classroom management. There are several well known techniques such as sticker charts (or stamps), stars next to names on the board, or group competition.

You can use sites like waygook.org to find great resources on management that works for teacher's in South Korea.

After you have down some kind of management system you can start to sense who you are as a teacher. For one your tone of voice should change in the classroom, in pitch but also in how you pace what you say. These kids are learning English as a Foreign Language after all, and you will need to accommodate to their listening levels.

Next see what you can do to make your lessons fun and enjoyable to both you and the students. If you are teaching from a set curriculum and have all the materials and books, then find ways to turn things into games and activities. Don't just have them read all at once together, try something called "popcorn" reading where they take turns.

There are an amazing amount of ways to make the classroom fun, but depends on you and the energy you have to bring to your classes. I for one couldn't keep up what I do for 8 straight classes, which is why I don't teach at a hagwon. But all in all, you need to embrace your teacher self and see what works and doesn't.

III. Network and get inspired

I agree that schools should do a better job of training, but also constructive oversight throughout the year. When a boss says, "One student dropped from your class. I might have to fire you" is something I don't think will motivate teacher's to do better.

I've come to realize that as expats we need to train each other. That is why I'm a part of the KOTESOL organization to get tips and feedback from other experienced teacher's. Even though most of the people in this group are University teacher's I think their advice can go a long way.

Also I use waygook.org to get tips and ideas that have been quite useful. Generally though talk to other teacher's but don't just gripe about your situation. Get ideas and talk about what works and doesn't. We are a great resource to each other.

Lastly:

I know not every new person here has issues with their teaching job, and jump into the classroom all giddy and ready for action. But for the most part figuring out ways to get the students participating and having a good time should be something we all strive for. I hope some of these tips I expunged will help you see that you are a valuable person here and can really do so much besides just sitting at your desk and delegating tasks to students. Get up! Have fun with your students, cause they have a lot to give in return.

Seoul Cambridge Day XII

On a lovely early Fall day I headed to Sookmyung Women's University in the Yongsan area. This campus is quite lovely and set atop a hill near a park. If you ever get the time I would suggest exploring this area as there are many restaurants, cafes and dessert shops nearby.

I came for the event Seoul Cambridge Day XII, as suggested by the KOTESOL organization. This event brought together teacher's and professionals to hear lectures on Cambridge materials and teaching methods.

I arrived early and enjoyed light snacks while browsing the selection of TESOL materials and mingling with other professionals.

Throughout the days lectures we were promised raffle prizes, of which I won none. A Kindle Fire was up for grabs, but alas was not passed along to me. However, I took in the lectures and ambience as best I could.

First lecture was by Steven Gershon who presented us with a topic about Writing and how that is one of the most challenging topics to teach in this profession. So he gave his thoughts on how to tackle this by using a process based method of teaching. Although I don't teach writing directly I thought his remarks were quite useful in what challenges students the most with writing.

The next lecturer was Gary Anderson who brought everyone up to speed on how Technology works itself into the classroom. For the most part it was what we already knew, except for the Interactive White Board technology which I have yet to use. I think mostly he remarked on how technology can be useful both inside and out of the classroom, by having students build e-portfolios.

I stuck around only for the next lecturer and didn't hear Gary give his final talk. This person was Judy B. Gilbert who gave an interesting and entertaining talk about pronunciation and ways we can make it more interesting for the student. Before she started we were handed little baggies including a kazoo, rubberband and a feather. All of which can be used to help students understand stress points in words and their "p" and "b" pronunciations.

Overall it was a fun experience with many new things to think about when it comes to teaching English. I was impressed by the volume and scale of the Cambridge University Press materials, and noticed that I already had a few copies at home. They supplied us with kimbop, pastries and snacks during break time, which was thoughtful. I would definitely recommend attending this event next year along with joining the KOTESOL organization if you feel like further developing your teaching skills. Also check out this Cambridge English Teacher website which I believe offers resources and tips.

Seoul KOTESOL Chapter Meeting

I have decided to take teaching English a bit more seriously, and in that process realized it might be a good idea to join the KOTESOL group. About two or three years ago I attended their international conference they hold each year in the Fall. Although I showed up at the last half of it, I remember it felt great to be around folks who are interested in teaching English.

Yesterday, I attended the Seoul chapter of the group and enjoyed their monthly meeting nearby Sookmyung University. It was a hot and sultry afternoon when I arrived, and due to a busy morning had skipped lunch. But I grabbed a snack and joined folks in the cool air-conditioned room. There I was greeted by Stafford from the Chosun Bimbo, whom I have had the pleasure of meeting at other events. I also was greeted to some other nice folks who are part of the group.

Things got under way and soon there were two groups swapping stories and ideas about the 4 basic skills one teaches in this job. (Reading, writing, speaking, and listening). I found myself having to kick on the gears in my head and respond to questions like, "Have you had any successful speaking activities lately?" I teach 2nd grade math, and explained that most of the time my goals are for the students to not speak Korean and that the lower levels do well. But I chimed in with several examples and statements on the topics, adding my own flare to the group. Mostly, I just enjoyed being around people who take their teaching job seriously and want to learn more. I hate to say this, and not sound terrible, but I find myself at work not having many conversations about the actual teaching job. Mostly we talk about which students are our favorites and which ones we wish would fall down a well. When it comes to talking about improving our lessons, or how to get the kids to speak, all of that kind of wandered off from the beginning.

But at my school we are left to our own devices and can teach however we see fit, so it is no wonder people don't really feel like talking about it. However, usually we meet with other members at the school to discuss the subject we are teaching (subject meetings). Thankfully, at these events people talk about how to improve and get the kids to use their skills more.

Back to the fun times at the Seoul chapter KOTESOL meeting. We finished up our group discussions and then headed up the hill to the Hyochang park. Both of these areas were new to me, and sorry I didn't grab any pictures. Actually, I brought my camera but realized that I attached my macro lens on accident.

The park picnic was very pleasant, and gave everyone a chance to gab about this and that. I was amongst other seasoned residents of Korea, and so we reflected on how things have changed over time.

All in all, I look forward to attending future meetings and making it to the International Conference in October. I also highly recommend anyone interested in perking up their teaching career to give the group a shot. Enrollment fees are half off, apparently and with membership you get discounts to their big events. Plus, nothing really beats the conversations you can have about teaching and people you can meet who have been in this field for some time.

Head on over to the KOTESOL website, and if you fancy it try out joining as a member.

On the Business of Being a Team Leader

It's been almost two months into my second year at my school, and I figured it is time to talk about being a Team Leader. This title makes me in charge of three other foreign Native English teachers in my department (2nd grade). It also means that I am in the intermediary between the English crew and the Korean homeroom teachers. When I was first given this duty I was stricken with fear that I couldn't do it, and would find myself stressed out too much. Today I am going to expose how being a Team Leader has developed for me and give insights into what's been happening so far.

Things started off kind of rough when on the first day back I was bombarded with level testing. I wasn't aware this had to be done so I was found scrambling for the test and spending my prep time giving it to the new students. But I handled it quite well and did my best to keep up with the day. During that first week I thought it was very important to make a good impression with the Korean staff, and so tried to talk with them, and one day gave them some chocolate I acquired from recent travels. But it seemed they were too busy and into their own worries to really pay attention to me or my English staff in general. I mostly just tried to go with the flow and so stayed out of their way.

Since then I have gotten use to being the person the Korean staff goes to when delivering important messages. Information includes schedule changes or nuances about vocabulary and tests. There are four Korean homeroom teachers and the make up is interesting. One of them is an older woman and doubles as the school's Vice Principal. So she doesn't really talk to me much, but I try my best to be nice and mild around her. The other homeroom teacher is the one to go to for paperwork and schedule changes, and mostly for English messages. However, she is going to have her first baby at the end of this month, so we won't see her again till next semester. Then there is the next homeroom teacher, a guy, who pretty much keeps to himself. I only go to him if one of the kids from his class is having trouble. That leaves us with the Head Teacher, a guy who is nice and communicates well with me. All major things pass through him, so I try to be nice and just do whatever he requests.

For example, today we had a new student and this morning as I was just setting up in my room, he informed me of her. I was to give her the level test. If this were me about 4 years ago when I first came to Korea, these last minute things and random invites would have me in a twirl. But I've gotten use to a lot of the Korean workplace nuances and so I'm nice about these things.

Otherwise, being Team Leader seems to mostly be about keeping up with everyone's paper work. Monthly planner, vocabulary and lesson plans are the major forms of paperwork I have to check and make sure are all right throughout the month. I have to make sure folks are keeping up with these things and occasionally ask them to hurry along.

As leader itself I am letting things grow at a good pace. I have had bi-weekly meetings with my staff to catch them up on current topics and agenda. It seems to make my team happy, as we also end up talking about the kids and our classes.

I have to say I find being team leader not as stressful as I thought it would be, but at times I hope I'm not slacking off too much. My concerns would be that I don't really talk to the Korean staff or get to the know them. This is something I am notorious for doing. I just figure if I'm being nice and doing what is being told, than I am on their good side anyways. Hmm, maybe time to rethink my strategy, haha.

In the end, I feel that my position at this school and the unique teaching environment that I am is a fortunate win on my side. So being Team Leader, so far, is treating me very well.

Moving On Up to the 2nd Grade

It came as a complete surprise. A text from the boss on my computer, after I returned from lunch. Requesting I come and talk to him about next semester. I replied and the next thing I knew I was up in his room learning of my near future.

Turns out all of the 2nd grade teachers are moving on next year. For each grade there is a team leader and these folks, as you can imagine, manage the show. So 2nd grade's team leader would be missing. In short, he wanted me to move up to 2nd grade Math and be the team leader.

At first, I was skeptical because I liked staying in 1st with all my materials and plans for next year.  But I was curious and so learned more of his proposal. Turns out he really needs someone to fill the 2nd grade team leader position, and felt I was best because I have experience with the kids and the school. Plus it fits that I will go into 2nd Grade Math, as the book is the same company and similar material.

I had 5 minutes before my afternoon classes started and so there wasn't much time to fully comprehend it all. I told him I would talk to the current person in that position and get back to him.

Walking back to my class I knew I didn't really have a choice. I could fight to stay in 1st with all my stuff, but in this situation it seemed the best thing to take the promotion. My classes finished and I had a talk with the 2nd grade Math teacher. It went well and I got a hold of the book, lesson plans and monthly planner.

I headed up to my boss and told him I would do it. He seemed really pleased and likely relieved. I was glad to hear I get monthly extra compensation for being a team leader.

Since then I have already figured out how many lessons fit into next year's schedule, and soon I should be cranking out my own lessons. I won't deny it, I am a bit overwhelmed because of all this, but holding onto the feeling that I'm important at this school.

Of course, I have a feeling the thing of "team leader" is going to hit me soon. I'm a pretty good organizer and do have leadership skills. But this requires keeping up very good relations with the Korean homeroom teachers. However, I think by now I've got that under control.

Anyways, I know what my Christmas vacation is going to look like now!

Ink is on the Paper

Just finished signing my new contract. There were a few changes in there, one including I have to give a deposit for my house (wasn't done last year).

As for the raise, I'll just say it wasn't what I was shooting for but it is in a good range. He thanked me for returning next year, and I sincerely said I look forward to it. Also I'll be in the same grade and subject, so I'm happy with that too.

Now to kick back I guess and relax...hey Christmas is coming.

Maybe Next Week

Today our school held our usual monthly meeting. On the agenda "contract renewals." When I saw this I got excited and thought something along the lines of, "If you put down 'yes' as your response, then you folks got the job" was going to be announced. Instead, they just announced that people need to make up their minds by Nov. 8th and someone will be coming to you around next week to talk about the contract.

So it wasn't what I wanted to hear, and of course it got me all nervous. After the meeting I approached the homeroom teacher (the one who speaks English well, and throughout the semester helped us) about this. She said I should be okay and that the homeroom teachers got a survey to answer. But then she started to give me input on a few things. For one the Song teacher (the main homeroom teacher) wasn't too pleased with the Drama Festival performances. This was my first news of hearing this since last week so I said, "Really?" And then she went on how it could have been better. I didn't tell her how it was really difficult teaching a group of kids a huge drama production, considering they kept on changing the movements and gestures. Sigh

The other thing she mentioned was that they are really grateful that I have put a lot of work into lesson plans and materials, but that I could be more loving with the students. Now, I'm not a mean teacher in the class but I have strict rules and stand by them. I've given the kids plenty of love, especially in my lesson plans. I do yell a lot and that could go down a little, but the homeroom teachers told us to yell at them.WTF!!

In all of this I am reminded that no where along the road do the homeroom teachers sit me down and we discuss my weakness and strengths. It's been this way at every school I worked at in Korea and I suppose I am use to it. Yet it still baffles me that if you have an employer and you want them to do specific things or change, then you go to that person and address the issues. In the end, there isn't much I can do about what the homeroom teachers think, as I know it is all based upon predispositions.

So now I am at the point of thinking "Plan B", what will I do if I don't get to renew this contract? I didn't send in a request for FBI fingerprints so if I have to find a new job it will have to be a transfer. I really don't want to have to pack up and move again or try to find a suitable job for next year. The whole thought of being rejected by this school really gets me blue. Makes me think maybe I really have failed as a teacher here in Korea.

I was really sick yesterday and feeling somewhat better today. Trying to find some positive light in all of this...trying.

Sunflower Creative Arts

This might interest folks who want to expand their ability to work with young children. My brother works for a school (back home in the USA) where they try to give the kids as many creative possibilities as they can.

He hosts a blog called, Sunflower Creative Arts, where you can see some of the things they have accomplished.

Topics include, "Experiencing Risk" and "Let the Children Play." Certainly he has a lot more freedom with the kids than say here in South Korea, but it might open your mind to thinking how to get them engaged

Certainly I enjoy reading it and catching up on how other people do their teaching job. So why not check it out?

That Time of the Year Again

As a contract teacher there comes a point where you don't know if you will be asked to stay or go for the next year. At my past two public elementary schools I was given the thumbs down on staying at their schools. So this time I really want to be asked to stay.

Their system is a bit different and seems more friendly. Since there are 22 foreign folks working here I guess they need to streamline everything. They sent out a mass-message asking us to respond to a survey by the second-to-last week of this month. I already enthusiastically filled mine out and handed it in. My answer was a definite, "YES." I want to stay at the school and even continue teaching first grade math. 

Looking back things were a bit rough last semester, especially in the beginning. But I have definitely gotten use to this age group and school. There were a few snafus with one of the homeroom teachers, mostly over communication and misunderstandings. Yet this semester has been steaming along quite nicely. 

There is the drama festival we are working on, which has caused a lot of schedule changes. Yet I am trying my best to be a trooper and follow along.

I am really hoping to get good news at the end of this month. Halloween has never really been a happy time for me lately. Let's hope this year will be different!

EFL Classroom in Korea: 4th Grade Open Class

Last year, at (name goes here) public elementary school in Suji, South Korea I had several open classes. Sometimes you give them for your school's teachers, other times it's for the principals and then there is the one that is for other native teachers. The GEPIK program requires you to do these open classes, but doesn't really tell you how. Turns out I have a video of the one for the native teachers and I have finally gotten around to editing it.

If you are curious about what an open class looks like in an EFL classroom in South Korea, then this might be helpful to you. But be aware! What you are about to see was rehearsed with the students and the activities weren't what we normally did day-to-day. Although, the open class wasn't "real" you can still get ideas for class management and group activities.


You have two options, you can watch the shorter or the longer version. I am posting the shorter one first.

The longer video is a fun 25 minutes long, and I won't be offended if you zipped through some parts.

EFL Classroom in Korea: 4th Grade Open Class from Joy I-W on Vimeo.

The Real Competition: Robots

Maybe it's not really actual people I should be worried about competing with, but robots.

However, I don't think this would last long since the kids won't get the same reaction from the Robot "teacher" when kicking it, as they would on a Native Teacher.

Sure is interesting how the real teacher is somewhere remote. I suppose this would be helpful for those in very rural areas. 

I Want Nowon But You

A few weeks ago I went to an interview at a Private Elementary School all the way up in Nowon. The northeast part of Seoul.

I felt good after the interview but knew the guy needed some time to figure out who to pick. Well last week I got an email requesting I come in to go over the "contract details".  That is what I will be doing tomorrow after lunch.

At first my thoughts were, "Nowon is so far and what would the housing be like?" Then I fished around Facebook and found teachers currently working there. I politely asked them about the school and housing and got a positive response.

Now all I am trying to do is hope nothing jinxes me before I get there tomorrow. Anyways, if it all works out I could become a Seoul gal next year. :)

Up Against the Competition

Job hunting this time is bringing in some surprises. For one public schools are looking to hire people with teaching credentials or a degree in English or education. How do I know this? Well I have already seen schools in my area hiring teachers with these backgrounds, and today a recruiter told me that the positions I applied for all want someone with "real" experience.

Now, don't get me wrong. I do feel it is a good turn in the right direction to start hiring people with actual backgrounds in teaching. This might help teachers adjust here more and also bring new develops to school's English programs. But of course it also means that I am now up against a certain kind of competition that I can't do anything about. In my opinion, my two years experience at public schools should be equivalent to someone's teaching credentials. Mostly because I have learned what works in Korean classrooms and have worked hard through trial and error to get the students excited and learning. But I can see why a school would want a person with actual teaching experience as opposed to the regular just-graduated person.

I did ask the recruiter, whether I had a chance of getting a job next year and she did say yes. I am still going on the hypothesis that it is still too early for most independently hiring public schools. However, if most of the schools out there desire a teacher with an education background I have to wonder if there is enough in supply. But given the current job market in America and other parts of the world, I would say that there are probably a lot of applicants in that category.

I suppose this all means that I have to stand up taller and fight for a job out there and work harder at it. In the past, I think, most people are use to just kicking back and waiting for the recruiter to ring in with a position. I am definitely noticing, this time, that you have to call them up or email and remind them you are still out there. Of course not in an obnoxious way.

**Update: I want to say that this post is my nervous response to being on the job hunt. Knowing that I am not as qualified (credential wise) does make me worry. But I wanted to make the point that schools are starting to want more than just your "native" voice, which I actually feel is a good thing. My only wish is that no matter who they hire more proper training would be provided for the cross-cultural workplace. **

Well it isn't all gloom out there, and there are plenty of other schools. Also I have been considering going back to hagwons. Just thought this recent development was an interesting aspect of the job hunt.

Questions Over Tea (In-Person Interviews)

Last week I went to two in-person interviews at two completely different types of schools. From what I experienced I can see that the competition is fierce and schools have the upper hand.

The first interview was at a hagwon or private academy. I am not really looking to work at a hagwon since I have gotten use to not teaching kindy and I like the public school schedule. But I was sold by the ad and I knew the recruiter. He basically sold the school as one of the best. Indeed, as the interview developed,  I realized it really was a diamond amongst them all. The interview was on Thursday, after work, and I showed up on-time.

I was greeted by one of the head teachers and was told to take a seat, while she got me a cup of tea. Then she came back in along with another head teacher. I was told usually they conduct the interview with all the teachers and the director, but due to the timing that wasn't happening.

Their questions were really serious and a few took me by surprise. Although I was nervous I tried my best to answer honestly and to share points that I thought would show me as a good candidate. Here are some of the questions they asked:

• What are your strengths? 
• What are your weaknesses?
• What would you do if there was a bully in the class?
• What would you do if there was a shy student in the class?
• Are you comfortable teaching kindergarten? 

Then I met with the director who pointed out aspects of the contract and asked me a few similar questions. The other two left the meeting (I said thank you and shook their hands) and I was left with the director. He asked me if I had any questions about the contract and I just asked simple things like sick days.  Then he showed me around the school and I complimented him on how nice it looked, and lastly I was out the door.

Although I felt really positive and excited after the interview I found out today that they didn't pick me. There were 4 positions and the recruiter told me they interviewed 7 people. In a way I feel kind of left out of this "secret club" of well treated hagwon workers with amazing pay and an amazing house. But then I also feel relieved because it would have been a 40 hour work week (36 teaching) that included kindergarten kids. At this time, when I am thinking of upgrading to middle school kids, downgrading to kindy doesn't really make sense.

Then came Friday where I had an interview all the way up in Nowon, Seoul.

source

This was for a Private Elementary School, meaning it goes by the regular public school schedule and has within it all the usual benefits. But instead of using the national curriculum they give English teachers a subject to teach like Math, Science or Language Arts. One of the eye catching parts of this job was that you get to have your own classroom and own grade to teach. 

I was excited for this job but the hagwon left me excited to teach for them. However, I tried my best to show enthusiasm at the interview.

I had to leave work after lunch on Friday to get to the school in Nowon at 3:30. Indeed, it took me nearly two and a half hours to get there. I walked up a tree lined street with large apartments on all sides, which made me wonder where the teachers lived. Then I came to the school, which was like a public school but with a great make-over. The kids were running around wearing uniforms and matching little yellow backpacks.

I found the meeting room and was told to take a seat and the coordinator would be down soon. I waited for him over a cup of warm tea. When he came he looked tired and busy. In fact he told me that he has been having a lot of interviews and because of this has been busy. He told me he didn't really have the time to look over my details closely. I said "no problem" and that "he could ask me anything."

As he asked me questions and listened to me talk he looked over my resume and cover letter. Some of his questions were:

• How do you feel about teaching Math?
• Do you need the housing deposit? 
• What grades do you like most?
• Why do you like teaching?
• What are your best characteristics?
• Do you consider yourself a really organized person?

The "Math" question was due to that he noticed I have a degree in art and that he has gotten a lot of applicants with a degree in art. I told him honestly that I would never really imagine myself teaching math, but that doesn't mean I don't like it.  I expressed my happiness in the math classes I took in college. He was a bit surprised to hear I took math in college, so I explained to him that it was part of the basic requirements for getting the degree. Also I told him that in class there will likely to be students who don't like math so it will be up to the teacher's skills to make him interested. I was trying to make the point that a math major isn't necessary to teach math. He seemed impressed.

The "organized person" question was his way of indirectly asking me if I don't mind it when my manager asks me to do something at the last minute. In other words, how do I handle the Korean work environment? I first answered with the typical, "Yes, I am organized" and then switched into, "Yes I don't mind getting information at the last moment." Basically telling him that I have adjusted to the Korean work environment and understand it all. He smiled at this.

All I can gather from this interview is that the guy has a lot of candidates and so many number of positions. The school has 23 Native Teachers already teaching grades 1 - 6, so I suppose a bundle of those aren't staying on board. He told me he has to work out who fits where and will get back to me by the end of next week. On my way out there was already another guy ready for his interview. Oh, I forgot to mention that I brought with me a folder of my summer camp work to show him. He looked at it and seemed impressed.

I left feeling good about this interview, but at the same time unsure since the guy was a little out of it. I am excited for the school and it's program but not the location.

More opportunities come up every week on Dave's ESL job board and elsewhere. Plus I have a few recruiters on the job. But regular public schools are still too early to look for. In the end, I don't really want to move away from this area and feeling queezy about living in the cement-blockade that is Seoul. But I really want a good challenge next year and will apply to schools that I see could provide this.

Monday is coming ~ what opportunities are around the corner?

Reader's Questions Answered

I don't like to show off but now and then readers of my blog send my way questions about life here and teaching. I try to do my best to answer honestly and to help them understand life out here.

One reader, a while back sent me some questions about public vs. private schools and so I thought I would post up my response. Here we go~

would you recommend newbies completely avoid [hagwons] them?
I don't think one has to completely avoid a Hagwon. Just be very picky and do a lot of research first. Also know the differences between a public school and a hagwon and ask yourself if you are willing to make those sacrifices. I know people who have worked at and are still working at hagwons and haven't had the same experience as me. Many have a pleasant time. Also you can work at hagwons that teach adults and so have a completely different experience. For a newbie you just need to know the challenges that lie ahead for either a public or private school. 

But are hogwans, in your opinion, to be avoided at all costs?
Not really. Some are run by very nice people. I know someone who is trying to develop her own hagwon school. Right now it is kind of small. Generally it comes down to these facts:
Hagwons = are a business. They will expect you to do a good job to keep the number of students at the school. If parents complain than you are going to be bothered a lot. 
Public school = run by the government, follows a repetitive schedule, more holidays, solid pay schedule etc. 

The similarities are:
Both mean you will be working with Koreans and the Korean system of doing things. You can't avoid that they lack the ability to give prompt notice. If you have read about it on my blog you would know that working with Koreans is a whole ball of wax that takes time to get use to. Some people have no problem adjusting. I just want to say that whether you work at a hagwon or public school you are still working with Korean people who typically function different from Western society.

Complaints about public school:
I had to think about this because well my complaints aren't that major I think. The one thing I would say is that the the Principal will make or break a public school. If he is very conservative and traditional than the people you work with will be scared of him. Doing things like using a personal heater might upset him so if he comes around you have to hide it. Again this points to Korean culture and what you have to get use to.

But really I don't have any major complaints. There are struggles now and then to make your lesson plans in time and full of good things but that is normal I think for a teaching job.

Update: I would say that you have to be cautious of your coteacher. They will be use to teaching in a certain style and may not be open to your suggestions or methods. Therefore in this case patience will be needed.


How do you like living in Gyeonggi rather then Seoul? Is there much of a foreigner community where you live now? Is it difficult to make friends?

I like living in Gyeonggi rather than Seoul because it has a suburban feel. Depending on the area it can be more quiet and quant. In Seoul everything is covered in concrete and parks are crammed in. Out here you can get to know your neighbors a bit more because you will typically see them more often. I just like the less stressed city feel out here. But living in Seoul offers more resources and fun things to do in my opinion. But if you live close enough it is easy to get there.

There are foreigners living in any major city and small major city. Usually they get together in their groups at bars or clubs. My friends and I are trying to start major communities so to make it better for all of us. It is not difficult to make friends. IF you work at a hagwon you get to know those folks. If you work at a public school you get to know people in the program. But you do meet a lot of new people and folks from around the world. It is a lot of fun.

Any other advice??
Sleep a lot when you first get here. It really helps battle jet lag. Also just try to relax and let yourself work out all the culture shock stuff. Give yourself time and eventually the things you love and hate about this place won't be that big of a deal.