Korean Job Discussion Forums

[ddeubel]

One of the shortcomings I feel that is apparent on this discussion board, is a proper appreciation of the thoughts and "worth" of Korean teachers. Too often, they are summarily discussed as just incompetent and uncaring.

I have a different opinion which is akin to teachers all over the world - most do care and most are competent, hard working.

In my present dealings with Korean teachers, I hold great fortune for the future (but still realize there is A LOT of work to be done. ). So in an effort to really let new teachers see how Korean educators think/write/reflect upon education -- please see a selection (by no means sorted, just a selection) of some journal entries on education policy and changes to Korean education that some Korean H.S. teachers would like to see.

I won't summarize. Read and comment if wished. I think as mentioned, it would be especially helpful to anyone entering the P.S. system and wanting a glimpse into how public school teachers think. I'll next post up some selections of their entries about strengths and weaknesses....

http://eflclassroom.com/eflarticles/changestokoreaneducation.pdf

DD

[Unposter]

DD,

There are some good essays!

From my perspective, most people on Dave's don't think that KTs are bad and uncaring; I think most people think that KTs dont like to have FTs in their schools because like one of your essayists wrote she felt embarrassed by the Native-speaking teacher. Obviously, her embarrassment was about her quite good from her essay English skills.

There was also much discussion in the essays about how the public and their students parents don't trust them as English teachers. I think this leads to a lot of pressure on KTs leading to many KTs feeling like there is a competition between KTs and FTs, preventing the possibility for good KT/FT relations.

I think much can be gained from good KT - FT relations. And, while there are probably FTs who make such relationships impossible, there are a lot more KTs who start things off on the wrong foot.

And, I suspect you disagree with this but I think it is the primary responsibility of the KT to reach out and make things possible for the FT. The KT is the "teacher" and the FT is an assistant teacher. The KT teacher knows the school, the students, the Korean language and Korean culture more than the FT so, especially if the FT is new to Korea, as many public school FTs are, the good guidance of a KT is essential.

Yet from much that I have read here on Daves (as reliable as they might be), I get the feeling that this vertually never done.

I teach teachers at the university I work at. I had one elementary teacher talk about her F-Co-teacher and she pretty much from the beginning abandoned any leadership with her FCo-teacher. Over time, the FT took on more and more the dominating part in the classroom and eventually the relationship and the classroom fell apart. The FTs fault? No, it was the KTs inability to take charge of a situation. She told me she felt intimidated by him because he was a native-speaker. Now, I am sympathetic about her situation and I can understand why she might feel that way but in the end she has to take responsibility for letting her Co-teacher dominate.

Co-teaching should be co-teaching and while I don't expect a real 50/50 split there is rarely much less than an 80/20 split in most situations I read about.

Whenever I have brought the topic of co-teaching to my "teachers" or introduced articles, they immediately get defensive. And, it is not because I have mentioned my feelings and ideas about it; it was never mentioned at all, just let's discuss this topic, and they all moan and ask to talk about something else, which I tend to oblige (which I know is my own fault - none of us are perfect but trying to get better about it).

Anyway, I just think we actually need to spend more time discussing how co-teaching works and finding ways to make KTs and FTs co-teachers and leave all the competition and embarrassment out of the equation.

[ddeubel]

[Yu_Bum_suk]

[ddeubel]

YBS,

I agree 200% with both points you raised.

1. Hard to know what so many of the thousands of Korean teachers think given most of us have low level Korean Language skills. But I would submit that based on sound research, we can assume that most teachers here have the same worries, the same ethics, the same desires and frustrations as those the world over....

2. You are right, there should not be one coteaching model imposed! That is the central tenant of any good coteaching program, find the size that fits...... there must be flexibility and why I get angry when others deem that coteaching should be 80/20% of any other figure. Not that simple, depends on the individual/school dynamics.

Still there must be proper training of teachers in the coteaching session. Requirements to plan. They should be informed of their coteaching options (how it "could' happen) and most importantly the rationale for coteaching. Otherwise - they can't make informed decisions on the micro/school level.

DD

[Unposter]

DD,

Any advice for KTs and FTs in terms of co-teaching?

[ddeubel]

Advice? LOTS but I'll try and be succinct. I've said my piece a few times here on this subject but I understand the search function here is lousy as hell (why? think about it, there definitely is a manipulative reason and I find it particularly galling in this day and age of computer literacy and quick access to knowledge.).

Number 1. Teachers can prepare by understanding what the relationship is about - helping students (not power). Be professional and understand what a coteaching relationship entails and is. Here's a powerpoint outlining the types of coteaching options that are available depending on the time/planning/curriculum knowledge (fluency), philosophy, personality/trust.

http://eflclassroom.com/ppt/coteaching.ppt

I have lots of other reading in my prof. development and research folders. Tons of clear headed articles/presentations on the topic. Even just reflecting a bit before getting in the water will help. Nunan's anthology on collaborative teaching is a good read. Gain some understanding of the others possible problems. Go into the relationship with empathy and understanding. This also goes with anyone venturing in a foreign culture.

Number 2. - Communication, ease in. This will make or break your life. Not something you want to get wrong. Don't demand, be cooperative and ease in during the first number of weeks. Those most successful at coteaching are forthright but diplomatic. Don't sweat the small stuff.

Number 3. From day one. Make a time, atleast 1 hour / week to sit together and plan. If too many coteachers, have a group meeting. Meet EVERY week, regardless if you have stuff to talk over professionally. This time together is crucial. Most importantly, day 1, go through the questionnaire I've developed. Do it properly, by the instructions and talk about what roles you will have, who does what etc.....get on the same page. http://eflclassroom.com/eflarticles/coteachingquestionaire.doc
You each have strengths, use them to their fullest.

Number 4. Want to succeed.

You might take my survey, developed from another but which I've made so that you can score a coteaching relationship. Under 50 is very poor - 100 wonderful. Or take the quiz online at EFL Classroom 2.0

http://eflclassroom.com/eflarticles/coteachingsurveysheet.doc

There are 3 "warning signs" that teachers should beware of when starting a coteaching relationship. Know them and try to diplomatically steer things into another direction.

1) human tape recorder
2) token foreigner
3) korean teacher inadequacy/withdrawl

You can deal with these in several very effective ways in my opinion, but that's another discussion/entry....

Hope this makes "some" sense.

DD
http://eflclassroom.ning.com

[Unposter]

Excellent as usual! Thanks!