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What % of each class do you and co-teacher 'do'? |
Me 100% (I never see my co-teacher) |
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9% |
[ 3 ] |
Me 100% (CT in class, but does absolutely nothing) |
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3% |
[ 1 ] |
Me 98% / CT 2% (CT translates to Korean if asked) |
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31% |
[ 10 ] |
Me 80% / CT 20% |
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25% |
[ 8 ] |
Me 50% / CT 50% |
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21% |
[ 7 ] |
CT 80% / Me 20% |
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6% |
[ 2 ] |
CT 98% / Me 2% (I translate to English if asked) |
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0% |
[ 0 ] |
CT 100% (I'm there but do nothing) |
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3% |
[ 1 ] |
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Total Votes : 32 |
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cruisemonkey

Joined: 04 Jul 2005 Location: Hopefully, the same place as my luggage.
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Posted: Fri Apr 18, 2008 1:55 pm Post subject: PS - How is teaching split between you and co-teacher(s)? |
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I'm interested in finding out how public school teachers perceive the teaching split between themselves and their Korean co-teachers.
Obviously, a poll can't cover every permutation... so pick the closet option and feel free to explain your situation... mine's the third option - I have total autonomy and do at least 98% of the teaching in each class. My co-teachers will translate if I ask them to, otherwise they just stand at the back and watch. Sometimes they ask if they can 'miss' a class (because they are very busy), or I will suggest they "have a rest".  |
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BS.Dos.

Joined: 29 Mar 2007
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Posted: Sat Apr 19, 2008 2:16 am Post subject: |
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I'd say the same as yours CM, about 90% me, 10% them for the most part. However, I have 4 CTs over 2 schools:
1 CT (HS) ~ My handler. Nice enough guy, but an absolute disaster in the classroom. He tries to contribute (about 10% I'd say), but his contributions always disrupt the flow of the lesson and I'd rather he simply shut up. He'll walk up to me while I'm speaking to the whole class and whisper something completely unrelated to what I'm actually doing or he'll shout out the answers before the boys have had a chance to answer. Like the other day he came up in front of everyone and whispered in my ear that the school were going to reimburse me for a BBC dvd boxset I'd bought for the library. Why he felt the need to tell me at the moment and not at the end of the lesson is beyond me.
1 CT (HS) ~ My second HS CT. He's excellent and his contributions are good. He doesn't take any crap and deals with all the disciplinary problems so I can focus solely on what I'm being paid to do. His interjections are always good as he understand better than I do what the students understand and don't understand. If we're doing dialogues, then me and him will role play first, which is always good. He also gets them doing lots of translation work, which is something I can't correct them on being as I don't speak Korean. I'd say he contributes to around 30% of each lesson.
1 CT (MS) ~ My main CT at my MS. She's okay. Pretty young and new to the school, but she doesn't put up with any crap from the girls and has pretty good English herself. I do the same role-play work with the dialogues with her as with my HS CT, but she doesn't really add any other input.
1 CT (MS) ~ My second CT at my MS. In the (roughly) 5-months I've been at my second school, he's never once been in the classroom with me. He's a nice enough guy, but his English is dreadful. I'm happy to be teaching alone, but the girls in this class play up a bit more as a result of him not being there. |
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iiicalypso

Joined: 13 Aug 2003 Location: is everything
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Posted: Sat Apr 19, 2008 2:24 am Post subject: |
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I said me 80, CT 20, but it is really difficult to quantify, since we do such different things in the classroom. This may actually be why we have such a good working relationship.
It has come to pass that I do all the lesson planning, make up the worksheets, maintain the grades and do the actual instruction. He is responsible for making copies, monitoring the students work, playing "bad cop" when they get off track. Sometimes, since we do the same lesson 17 times together, he will do the instruction part, after he has seen me do it 13 or 14 times, and I will play the secondary role. We are both responsible for maintaining the "no Korean" policy (we each carry a notebook, and when the students see it come out, they know they are getting a minus point), so the students know they have to respect both of us.
So, even though I do a lot more work than he does, his presence is essential to the class running smoothly, which is the way it ought to be. |
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BS.Dos.

Joined: 29 Mar 2007
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Posted: Sat Apr 19, 2008 2:27 am Post subject: |
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^Jeez. You roll out the same lesson 17 times per week huh? I roll out one lesson 3 times on the bounce at my MS and I get bored by the 3rd time. I can't imagine doing the same lesson that many times. |
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iiicalypso

Joined: 13 Aug 2003 Location: is everything
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Posted: Sat Apr 19, 2008 2:34 am Post subject: |
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BS.Dos. wrote: |
^Jeez. You roll out the same lesson 17 times per week huh? I roll out one lesson 3 times on the bounce at my MS and I get bored by the 3rd time. I can't imagine doing the same lesson that many times. |
Well, it can be tedious, but I consider it good practice for lesson planning. Usually I find some holes in the plan the first few times, so having the chance to keep using the same lesson gives me the opportunity to make adjustments. Plus, working with a co-teacher all the time is a little like refining a comedy act-- we learn to play off each other. The biggest benefit is that I am a lot more willing to spend time preparing a lesson that I am going to use multiple times than I am for a one-off lesson. Why spend three hours on a powerpoint for a class of 50 minutes?
By the way, this is far better than when I was teaching test prep English at a technical high school in the US. I did the same lesson 24 times over two weeks, to the most ignorant and least motivated students in the county. By the 24th lesson I was doubling my dose of Effexor to ward off suicidal thoughts. |
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BS.Dos.

Joined: 29 Mar 2007
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Posted: Sat Apr 19, 2008 2:55 am Post subject: |
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Yeah, I know what you mean about 'fine tuning' and making adjustments. I sometime find that I'll incorporate something from one lesson into the next. For example, I'd introduced the word arrange to one class and one of the students repeated it back but said orange, which gave me an opportunity to drill them on the different sounds of the schwa (ə) and o (ˈɔ). It's nice when something works well that arises on the hoof. |
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Draz

Joined: 27 Jun 2007 Location: Land of Morning Clam
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Posted: Sat Apr 19, 2008 7:02 am Post subject: |
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I have six coteachers and they are all different. I have one that does most of the class, one that does nothing, and the other four I guess the closest option is 80% me and 20% them. |
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Otherside
Joined: 06 Sep 2007
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Posted: Sat Apr 19, 2008 7:09 pm Post subject: |
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I voted 50/50.
In reality it varies quite a lot. With the younger students (3rd-4th grade, and my 1st-2nd grade afterschool classes) the ratio is probably closer to 30/70 (in her favour), with the older students (5th/6th grade) the ratio is more like 70/30 (in my favour).
My co-teacher is very hands on and loves to follow the set curriculum. There have been times when I'd love to branch out a bit and plan an exciting lesson, but she would have none of that^^. On the plus side, it really makes lesson prep a breeze!
We both agree that the ratio should be about 80/20 (in my favour), pretty much as stated in the GEPIK guidelines. However, teaching in a rural elementary school, most of the younger kids have had NO exposure to English before this year, so we have adjusted our ratio to what we feel will be the most productive. |
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BS.Dos.

Joined: 29 Mar 2007
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Posted: Sat Apr 19, 2008 7:35 pm Post subject: |
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I see the final option - I'm there but do nothing, has one vote. I'm guessing that they're either extremely savvy or completely useless. |
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Katchafire

Joined: 31 Mar 2006 Location: Non curo. Si metrum non habet, non est poema
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Posted: Sat Apr 19, 2008 8:19 pm Post subject: |
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Last year I would have chosen option #2 ...... this year thankfully, I have a new CT who has a similar teaching style to my own - we have a lot of fun teaching together and it is a definate 50/50 split.
Interesting poll btw - cheers.
Last edited by Katchafire on Sun Apr 20, 2008 3:56 pm; edited 1 time in total |
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thatwhitegirl

Joined: 31 Jan 2007 Location: ROK
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Posted: Sun Apr 20, 2008 2:44 am Post subject: |
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I don't have a co-teacher. Neither does my husband. We're on our own in the classroom 100% of the time. But they are high schoolers.
I like it that way, and rarely regret not having one. Although it would help with discipline and the sleepers. |
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Darkness
Joined: 12 Oct 2006
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Posted: Sun Apr 20, 2008 4:36 pm Post subject: |
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Where's the option that says 99%:1%?
I do ALL the work...my K teachers hardly even show up to class anymore... |
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KYC
Joined: 11 May 2006
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Posted: Sun Apr 20, 2008 4:47 pm Post subject: |
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To all the teachers that said 100-0, could you tell me where are currently working? I'm in a rural area and I also teach 100% on my own with no ct or korean teacher in the room. I am always fed the excuse that they are too busy to attend because in rural areas the teachers have more responsibilities.
Sometimes I like it, sometimes I don't. I'm planning on going to a bigger city when my contract is up. If it's also like this in the big city, I might jsut stay where I am because I don't think I can handle 40+ kids on my own. Thanks! |
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thatwhitegirl

Joined: 31 Jan 2007 Location: ROK
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Posted: Sun Apr 20, 2008 4:52 pm Post subject: |
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KYC wrote: |
To all the teachers that said 100-0, could you tell me where are currently working? I'm in a rural area and I also teach 100% on my own with no ct or korean teacher in the room. I am always fed the excuse that they are too busy to attend because in rural areas the teachers have more responsibilities.
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We are in a rural area as well, in Chungnam. Rice fields and goats. It's nice though.
We have no co-teachers. We are totally independent. They have never even asked us for lesson plans or anything. Kinda weird. But it's nice to be in charge. Also odd is that both my husband and I work at the same school. We teach high school grades 1-3. |
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Darkness
Joined: 12 Oct 2006
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Posted: Sun Apr 20, 2008 4:53 pm Post subject: |
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I'm in a small town. The K teachers show up sometimes, but just stand at the back of class, and read a book, or doing some sort of English work. If I am getting the kids to repeat things, I will see the K English teacher repeating after me, they seem to blend into the class when they are there.
They're basically useless.... |
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