Job Discussion Forums

Walkerman · Joined: 02 Jan 2005 Posts: 6

I got into TEFL over the last few years, first as a volunteer and teaching friends from foreign lands. Then I took an excellent cerification course and was truly inspired by the individuals who taught it, and the approaches and ideas which they promoted. I taught in Korea for the past year where such theories and methods were apparently discarded in favor of an erraticly designed and continuously changing curriculum. I found that many people teaching in Korea were working in similarly frustrating circumstances, hoping to make it through their year's contract unscathed.
The students, for their part, were amazing and receptive, although the course work was not always well suited to their needs. My question for Mexican EFL teachers is: Is this the general state of affairs teaching there as well? I would like to continue in the profession, and feel that I can become a good teacher, but can't really see wading through all of the muck and confusion which administrators seemed intent upon bringing in my last experience.
Many of my fellow students in the TEFL course were quite impressive in their creativity and motivation, and this led me to anticipate a situation fueled by such characteristics. I am working towards going to Mexico in August, looking for a medium sized city. I plan on traveling, improving my Spanish skills, and pursuing other cultural interests. I hope that teaching plays a part in that, perhaps privately, though I really value collaboration and the chance to learn from experienced teachers.
Is it all hit and miss?
Thanks,
C.W.

Ben Round de Bloc · Joined: 16 Jan 2003 Posts: 1946

MixtecaMike · Joined: 19 Nov 2003 Posts: 643 Location: Guatebad

I am now teaching in Korea after 8 years in Guatemala and Mexico and will tell you that you are more likely to have the freedom you want in Latin America than in Korea.

Korea is very business-centered, the boss is the boss, and he or she will usually have a very hands'on approach to what goes on in the business. As long as you avoid the chain-schools in Mexico or Guatemala you will probably left a fairly free hand in how you teach. Of course it varies from school to school, but in general, yes.

Of course you won't make the money you did in Korea, which is what brought me here.

Guy Courchesne · Joined: 10 Mar 2003 Posts: 9650 Location: Mexico City

Ben Round de Bloc · Joined: 16 Jan 2003 Posts: 1946

Guy Courchesne · Joined: 10 Mar 2003 Posts: 9650 Location: Mexico City

You're right Tim, there's always a balance to be struck. Bucking an established system too much often tells a DOS that one isn't willing to play by some of the rules.

I post from the reference point of teaching in language centers, many that cater to the business crowd. Teachers here are often given a lot of leeway and expected to do a lot more by way of classwork than in a tradiotnal classroom I think.

I've seen some teachers released from duty for going a little (or a lot) too far from established curricula. I've also seen some teachers not be able to conjure up sufficient creativity, retreating too much into going through the EFL class materials, page by page by page. Another recipe for not enjoying your job or getting fired.

Walkerman · Joined: 02 Jan 2005 Posts: 6

Thanks for responding folks. I'm trying to figure out if this field is going to work out for me, as I love the teaching, not so much the other....
My concern was not as much whether I could creatively engage the students within the given curriculum, but that the given curriculum, though often meddled with by administrative "mystics", failed to address the basic problem areas of the kids I was interested in helping. If the books were paid for and in the closet, "Use 'em." There would be a text that, because it was overstocked, was used for both ten year old and 17 year old students, yet was clearly a less appropriate or stimulating choice for the latter. If the problem was in using the proper forms to ask and answer questions, well that was never to be tackled by the "course material". The sheer quantity of material covered on a daily basis was absurd at best, and to effectively evaluate homework, guage progress and give feedback, one would require more class time. Meanwhile the "problem" areas had to be handled in a secondary fashion, as there was too much to cover in the 5 books used for each 40 minute class. Hence the proper use of pronouns, articles, common mistakes with verbs and pronunciation etc. were passed over in favor of 10 pages of homework which left these basics uncorrected. (Although I always tried to incorporate them.) I would not assume myself to be qualified to challenge a system or method, or claim to know any better than those in charge of a school. Being new to this, I would hope that if you saw a problem that many of the students were repeating in their writing or speech/usage, that this would be an important priority. In an individual lesson I try to allow for mistakes, but nip in the bud any poor usage that relates to understanding of the language's foundations. Otherwise, especially in class, it can become a self-perpetuating and somewhat contagious "bad habit", a liability even. I think most teachers do what they can to feed their students new informtation and reinforce the old, with an eye towards keeping them actively interested,and occasionally amused. I concur with the wisdom of using course syllabuses to guide our classes, but is the emphasis on quantity rather than mastery the measuring stick "universal"?
I loved teaching for my first year, but was pretty freaked out by the extraordinarily hard won mediocrity of the curriculum and approach. The kids just weren't retaining information pivotal to their progress and fundamental understanding.
That said, if I could find a school that needed me to teach by drawing cartoons and making up songs, I'd be all for it. Frankly, cattle are force- fed mango leaves to get them to create a certain colour yellow, and it is a valued hue...
Peace
C.W.

MixtecaMike · Joined: 19 Nov 2003 Posts: 643 Location: Guatebad

You probably will never have that "get through the book in X-weeks" mentality common to teaching in Korea, Mexicans are more interested in how much English their kids can speak than in how many books they have finished.

Of course in Mexico you'll probably be using more photocopies than books, parents (and students) would riot if they had to come up with $150 pesos every 6 weeks for a new book, on top of the class fees.

lozwich · Joined: 25 May 2003 Posts: 1536

MixtecaMike · Joined: 19 Nov 2003 Posts: 643 Location: Guatebad

100% I don't know, the usual requirements for an English speaking job seem to be from 75-90 %.

Does it mean that 10% of the time I will tell the customer something incorrect, or that I won't speak to 10% of the customers.

Ben Round de Bloc · Joined: 16 Jan 2003 Posts: 1946

MixtecaMike · Joined: 19 Nov 2003 Posts: 643 Location: Guatebad

Still, it's not the same as Korea where it doesn't matter what material is covered, so much as that the number on the front of the book is higher than the last book and you "finish" it withing x-number of weeks.

I think the OP will find Mexican school goals much more related to educational levels than the average Korean hakwon.

Not including people with zero fluency who have to "pass" the TOEFL in two months time, LOL.