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zizi
Joined: 01 Dec 2007
Location: Korea
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 Posted: Wed Mar 05, 2008 5:40 am Post subject: Essays for PS jobs |
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| Any advice on the essays for the PS applications? What exactly are they looking for? Any advice would be greatly appreciated. |
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Saxiif
Joined: 15 May 2003
Location: Seongnam
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| Posted: Wed Mar 05, 2008 5:47 am Post subject: Re: Essays for PS jobs |
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| zizi wrote: |
| Any advice on the essays for the PS applications? What exactly are they looking for? Any advice would be greatly appreciated. |
Evidence that you have a pulse? I really wouldn't sweat it. |
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flummuxt
Joined: 15 Mar 2007
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| Posted: Wed Mar 05, 2008 6:11 am Post subject: |
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zizi:
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| Any advice on the essays for the PS applications? What exactly are they looking for? Any advice would be greatly appreciated. |
Thank you for the best laugh I have had in the past week. Perhaps the past month. Maybe even since I got to Korea.
Suggestion:
At the end of the essay, write the following:
"Say the secret word, and I will buy you a bottle of soju. The secret word is "Yankee."
Guess how long it will be before they say the secret word? |
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ddeubel
Joined: 20 Jul 2005
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| Posted: Wed Mar 05, 2008 6:13 am Post subject: |
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| Evidence that you have a pulse? I really wouldn't sweat it. |
May I ask what evidence you base this upon? Other than your casual and indirectly causal observations from some roost in Itaewon. I'd like some description of the puff behind this wind, please.
DD
http://eflclassroom.ning.com |
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flummuxt
Joined: 15 Mar 2007
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| Posted: Wed Mar 05, 2008 6:16 am Post subject: |
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I'm a bit fuzzy on the chronology, but I don't think they got my essay until after I arrived in Korea.
What do others recall of this, at least with a PS?
I've seen my essay in the closet with my other documents, including my unopened college transcript.
Reminds me of Johnny Carson's Karmak the Magician routine, where he holds the unopened envelope up to his forehead and reads what is inside.
I highly recommend the stream of consciousness method inspired by a bottle of Jack Daniels. |
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cbclark4
Joined: 20 Aug 2006
Location: Masan
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| Posted: Wed Mar 05, 2008 6:19 am Post subject: |
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When I was asked for an essay I asked if they had read my cover letter.
That was my essay. |
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mrsquirrel
Joined: 13 Dec 2006
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| Posted: Wed Mar 05, 2008 6:22 am Post subject: |
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Google "teaching statements"
ctrl+c
ctrl+v
Done |
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flummuxt
Joined: 15 Mar 2007
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| Posted: Wed Mar 05, 2008 6:26 am Post subject: |
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mrsquirrel:
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Google "teaching statements"
ctrl+c
ctrl+v
Done |
I second that.
When in Korea....
This place wouldn't know competent writing, let alone great writing, if Hemingway hit them over the head with a buffalo. |
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Bibbitybop
Joined: 22 Feb 2006
Location: Seoul
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| Posted: Wed Mar 05, 2008 5:11 pm Post subject: |
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Think of an essay you would right to get into grad school or get a good position in another country:
Previous
Motivation for teaching
Explaining why you want to be in Korea
Make it honest and believable |
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mrsquirrel
Joined: 13 Dec 2006
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| Posted: Wed Mar 05, 2008 5:24 pm Post subject: |
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| Quote: |
Philosophy of Teaching
As educators, I believe it is important that personal beliefs about education be explored. This should be an ongoing and evolving process, however I find the philosophies of progressivism and reconstructionism within my fundamental beliefs about teaching.
My philosophy of education is a student-centered one. I strongly relate to the adage of serving as the "guide on the side", rather than the "sage on the stage", as is the case in teacher centered philosophies. I believe in focusing on individual needs, and involving students in the process of their learning. I am very uncomfortable with the teacher centered philosophy of perennialism, in which multiculturalism and gender issues have no place in the curriculum. It is my belief that individual differences need to be recognized, respected, and even celebrated. Another aspect of teacher-centered philosophies with which I strongly disagree is the perennialist view of education as a "sorting mechanism". I believe that all students have strengths, and that it is the goal of education to assist students in identifying and building upon these. Tracking does not necessarily provide opportunities to do this, and may in fact limit potential in individuals which do not fit the educator�s definition of what constitutes the "intellectually gifted".
My personal philosophy of education involves ideas found within progressivism. I agree that students learn best through real-world experiences which are meaningful to them. I believe that while some students may be able to learn from the "Great Books" and established "lists" of what is necessary to be culturally literate, students may not necessarily be able to actually relate to this material. In my own education, I have been able to memorize and regurgitate information in order to earn good grades, however I have not always related to the information, or seen it�s relevance to my personal life and interests. In these situations, the information was often "lost" after I performed for a test. This approach to learning was, in my opinion, an effective use of my educational time.
My personal experiences contribute to my philosophy today in that the most meaningful learning takes place when students are motivated and interested. It is my belief that the way to achieve this is by giving students a voice in the learning process, and by assisting them in finding connections in the curriculum with their own life and interests. By allowing students to bring their own stories, experiences, and ideas into the classroom, this provides the students with opportunities to work together, to learn from each other, and respect each others� differences.
My philosophy of education also incorporates ideas of social reconstructionism. Students should be given opportunities to relate their learning and critical thinking skills to social challenges and problems outside of the classroom walls. Not only do students have the potential to make a difference within our society, they can grow as individuals in the process. This approach has the benefits of empowering students and building their self esteem and problem solving skills.
In working with individuals and groups in my current career as a social worker, I have developed a style which is also similar to constructivism. When facilitating a class or group (or even when working one-on-one with a client), my approach is not to lecture, but to rather allow opportunities for participants to share their own experiences, opinions, and questions. Although I have an "agenda" of information which I intend to communicate, I have found that by creating a non-threatening environment, I am often provided opportunities in which I can connect my own curriculum with the client�s existing knowledge and experiences. It is my experience that people are much more receptive, and information is much more meaningful, within this type of environment.
Lastly, I see my philosophy as incorporating aspects of Lee and Marlene Canter�s assertive discipline model. While I do not agree with a strict behavior modification program, I do feel that positive reinforcement for appropriate behavior is very appropriate and effective. This can be done in the form of a statement such as "I appreciate the way you got to work on your assignment so quickly". This communicates to students that not just negative behaviors are noticed and given attention. I believe that positive reinforcement can be more effective than a focus on negative consequences for inappropriate behaviors.
I see my own personal philosophy of education as being eclectic. I believe in a student centered approach which incorporates ideas found within progressivism and social reconstructionism. I feel my approach to teaching also involves ideas found within theories of constructivism and behavior modification. My philosophy has been shaped by experiences within my own life, education, and career in working with people. As I enter the profession of education, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I interact with students and teach within my classroom. |
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mrsquirrel
Joined: 13 Dec 2006
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| Posted: Wed Mar 05, 2008 5:25 pm Post subject: |
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| Quote: |
Philosophy of Teaching
As educators, I believe it is important that personal beliefs about education be explored. This should be an ongoing and evolving process, however I find the philosophies of progressivism and reconstructionism within my fundamental beliefs about teaching.
My philosophy of education is a student-centered one. I strongly relate to the adage of serving as the "guide on the side", rather than the "sage on the stage", as is the case in teacher centered philosophies. I believe in focusing on individual needs, and involving students in the process of their learning. I am very uncomfortable with the teacher centered philosophy of perennialism, in which multiculturalism and gender issues have no place in the curriculum. It is my belief that individual differences need to be recognized, respected, and even celebrated. Another aspect of teacher-centered philosophies with which I strongly disagree is the perennialist view of education as a "sorting mechanism". I believe that all students have strengths, and that it is the goal of education to assist students in identifying and building upon these. Tracking does not necessarily provide opportunities to do this, and may in fact limit potential in individuals which do not fit the educator�s definition of what constitutes the "intellectually gifted".
My personal philosophy of education involves ideas found within progressivism. I agree that students learn best through real-world experiences which are meaningful to them. I believe that while some students may be able to learn from the "Great Books" and established "lists" of what is necessary to be culturally literate, students may not necessarily be able to actually relate to this material. In my own education, I have been able to memorize and regurgitate information in order to earn good grades, however I have not always related to the information, or seen it�s relevance to my personal life and interests. In these situations, the information was often "lost" after I performed for a test. This approach to learning was, in my opinion, an effective use of my educational time.
My personal experiences contribute to my philosophy today in that the most meaningful learning takes place when students are motivated and interested. It is my belief that the way to achieve this is by giving students a voice in the learning process, and by assisting them in finding connections in the curriculum with their own life and interests. By allowing students to bring their own stories, experiences, and ideas into the classroom, this provides the students with opportunities to work together, to learn from each other, and respect each others� differences.
My philosophy of education also incorporates ideas of social reconstructionism. Students should be given opportunities to relate their learning and critical thinking skills to social challenges and problems outside of the classroom walls. Not only do students have the potential to make a difference within our society, they can grow as individuals in the process. This approach has the benefits of empowering students and building their self esteem and problem solving skills.
In working with individuals and groups in my current career as a social worker, I have developed a style which is also similar to constructivism. When facilitating a class or group (or even when working one-on-one with a client), my approach is not to lecture, but to rather allow opportunities for participants to share their own experiences, opinions, and questions. Although I have an "agenda" of information which I intend to communicate, I have found that by creating a non-threatening environment, I am often provided opportunities in which I can connect my own curriculum with the client�s existing knowledge and experiences. It is my experience that people are much more receptive, and information is much more meaningful, within this type of environment.
Lastly, I see my philosophy as incorporating aspects of Lee and Marlene Canter�s assertive discipline model. While I do not agree with a strict behavior modification program, I do feel that positive reinforcement for appropriate behavior is very appropriate and effective. This can be done in the form of a statement such as "I appreciate the way you got to work on your assignment so quickly". This communicates to students that not just negative behaviors are noticed and given attention. I believe that positive reinforcement can be more effective than a focus on negative consequences for inappropriate behaviors.
I see my own personal philosophy of education as being eclectic. I believe in a student centered approach which incorporates ideas found within progressivism and social reconstructionism. I feel my approach to teaching also involves ideas found within theories of constructivism and behavior modification. My philosophy has been shaped by experiences within my own life, education, and career in working with people. As I enter the profession of education, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I interact with students and teach within my classroom. |
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Saxiif
Joined: 15 May 2003
Location: Seongnam
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| Posted: Wed Mar 05, 2008 9:28 pm Post subject: |
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| ddeubel wrote: |
| Quote: |
| Evidence that you have a pulse? I really wouldn't sweat it. |
May I ask what evidence you base this upon? Other than your casual and indirectly causal observations from some roost in Itaewon. I'd like some description of the puff behind this wind, please.
DD
http://eflclassroom.ning.com |
Public school jobs have a teacher shortage (especially now with the new E-2 rules) and very few of them are at all picky about applicants, the ones that are probably care more about your photo than any essay. The only exception would be Seoul ones since more people want to live in Seoul, but if schools out in the boonies you could get a job if you sent in a resume written in crayon by a five year old. If you have an F series visa you probably wouldn't need even that. |
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ddeubel
Joined: 20 Jul 2005
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| Posted: Wed Mar 05, 2008 9:49 pm Post subject: |
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| Quote: |
ddeubel wrote:
Quote:
Evidence that you have a pulse? I really wouldn't sweat it.
May I ask what evidence you base this upon? Other than your casual and indirectly causal observations from some roost in Itaewon. I'd like some description of the puff behind this wind, please.
DD
http://eflclassroom.ning.com
Public school jobs have a teacher shortage (especially now with the new E-2 rules) and very few of them are at all picky about applicants, the ones that are probably care more about your photo than any essay. The only exception would be Seoul ones since more people want to live in Seoul, but if schools out in the boonies you could get a job if you sent in a resume written in crayon by a five year old. If you have an F series visa you probably wouldn't need even that. |
Thanks and I do understand that rationale. What I don't understand is to say to any teacher, prospective or otherwise, "Don't sweat it" , meaning "nobody really cares what quality of teacher is there.".
Just not true. Whether Korea or Kansas, administrators are the same bunch and do care. They may lower their standards but they are "looking for something".
Further, I don't think we should give advice to teachers to just treat their own philosophy of education, whether written or otherwise, casually. It is
something essential to a good teacher or just good teaching. A process all teachers should take seriously and spend some time thinking and writing about. My opinion.
DD
http://eflclassroom.ning.com
I'll paste up my own written recently, for others to read or not. |
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Saxiif
Joined: 15 May 2003
Location: Seongnam
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| Posted: Thu Mar 06, 2008 12:26 am Post subject: |
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| ddeubel wrote: |
| Quote: |
ddeubel wrote:
Quote:
Evidence that you have a pulse? I really wouldn't sweat it.
May I ask what evidence you base this upon? Other than your casual and indirectly causal observations from some roost in Itaewon. I'd like some description of the puff behind this wind, please.
DD
http://eflclassroom.ning.com
Public school jobs have a teacher shortage (especially now with the new E-2 rules) and very few of them are at all picky about applicants, the ones that are probably care more about your photo than any essay. The only exception would be Seoul ones since more people want to live in Seoul, but if schools out in the boonies you could get a job if you sent in a resume written in crayon by a five year old. If you have an F series visa you probably wouldn't need even that. |
Thanks and I do understand that rationale. What I don't understand is to say to any teacher, prospective or otherwise, "Don't sweat it" , meaning "nobody really cares what quality of teacher is there.".
Just not true. Whether Korea or Kansas, administrators are the same bunch and do care. They may lower their standards but they are "looking for something".
Further, I don't think we should give advice to teachers to just treat their own philosophy of education, whether written or otherwise, casually. It is
something essential to a good teacher or just good teaching. A process all teachers should take seriously and spend some time thinking and writing about. My opinion.
DD
http://eflclassroom.ning.com
I'll paste up my own written recently, for others to read or not. |
Meh, I don't see the point in taking a job seriously if nobody else in the organization does. Doing the sort of things you talk about for an entry level hagwon/PS job is kind of like thinking seriously about fluid dynamics if you're a janitor at McD, all it will do is frustrate you as you beat your head into a bureaucracy that doesn't give a shit.
Of course with some unis, international schools and high end hagwons different standards apply for both parties.
A massive chunk of the people I've seen burn out/pull runners/etc. are people who take educational philosophy etc. very seriously and then go a bit nuts when put into a situation where most of the things they're expected to do don't make sense from any sane pedagological perspective. |
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Explat
Joined: 03 Mar 2008
Location: Downtown Pleides
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| Posted: Thu Mar 06, 2008 12:46 am Post subject: |
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The key to getting good advice on Dave's is to take one extreme, add it to the other extreme, and divide by two.
So, don't plagiarize or write nonsense, but don't spend a week polishing a masterpiece.
Write something sincere, that flows well, is grammatically correct and spelled correctly.
Just do it. Imagine you are writing a reasonably well thought out post. Spend an hour or two on it.
Proof read it.
Print it.
Don't sweat it.
Maybe they will read it, maybe they won't.
But you will have your self-respect knowing you did a reasonably good job.
AND, you may find yourself with a different co-teacher or supervisor before the year is out, who MIGHT actually look at your file before deciding whether to renew your contract.
You never know. |
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