Korean Job Discussion Forums

[Chamchiman]

As someone who is moving from teaching kids to teaching at a university, I'm looking for feedback from experienced teachers on these particular issues:

1. I've found that many of my younger students absolutely refuse to put up their hand and ask questions. Some of them dislike fellow students who ask a lot of questions. Some even tell me that their homeroom teacher actively discourages questions during class time. Are university students more willing to ask questions in class?

2. On a related topic, do you explain your expectations at the beginning of the semester? What are those expectations? And, simply having expectations is not enough - for example, "I expect you to participate meaningfully in every class," is unrealistic if you're just going to stand there and lecture for two hours. So, what system do you have for encouraging students to meet your expectations (ie. with respect to class structure, grading, etc.)?

3. Younger students in Korea often lack study skills. A lot of them have their mothers tell them to "Study!" but they aren't given any tips from their parents or their teachers on HOW to study. I spend time teaching my high level students methods to improve their studying, but frankly they're more interested in simply surviving their schedule than in applying an effective method to their studies. By the time students get to the university level, do they have any idea about good (English) study habits? (God knows I wasn't interested in this in my first year of university...)

4. I have found from time to time that I have to take a step back with my teaching, mostly because of either not knowing my students well enough or because of incorrect assumptions. For example, in my public school class, I give a worksheet to the class and assume they can read it, but some students can't. Step back and try again. I give a list of vocabulary to my advanced class and assume they know how to study it, but they don't. Step back and teach them a method for studying it. I wait for questions and none come. Step back and teach them that questions are acceptable. God, some of my students don't even know how to read instructions or solve basic problems. In which situations did you have to take a step back with your university classes?

Any feedback about the above, or about any challenges that you've faced and tried to overcome with your university students would be most welcome.

[PRagic]

1. Not so much. Many here will wait until class has ended, and then ask questions on the way out.

2. Make sure that everything is clearly outlined on the syllabus. Go over the syllabus line by line on day one. One suggestion is to NOT make participation a large percentage of the grade.

3. Students who want to succeed generally can. Don't forget that university time here is a repose from high school hell. They may well know how to study, but may choose not to. If nothing else, you can introduce the concept of personal responsibility, at least as far as your class is concerned.

4. It's university. Spend time making good, meaningful exams and build from the results. I make every effort to find out how much they're catching, but there's only so much hand holding you can do.

Were any two of your university profs alike? Probably not. Different people will want to emphasize different things, and they'll go about doing it in their own personal way.

The one thing I have found, however, is that you can connect as a teacher here if you are sincere and talk from the gut. Too many times, however, people for some reason get a high-and-mighty trip about teaching at a university and end up playing the role of a teacher on the stage that is the classroom. Never works. Talk to the students and not at them.

[kimchi_pizza]

I have an hour before heading off to give my final final exams so I'll try'n lay out a few of my experiences..

1. For me, students never ask questions during class. I think it may have to do with peer pressure and not wanting to stand out. But a student or two will occassionally ask a question immediately after class so I make it a point to loiter a bit at the end of each lesson and be the last to leave.

2. I take a different approach. I don't explain what my expectations of them are, but what they can expect from me and my course. In that first week I explain the the purpose or goal of my course and clearly explain and show how I will assess them in class as far as participation, attendance, homework and exams.

3. I've never bothered to question or get involved with a student's study habits. This: "...but frankly they're more interested in simply surviving their schedule than in applying an effective method to their studies." remains to be true for me. My students are free from parental and even academic pressures from back home and now they would rather explore the culture of drinking and meeting the opposite sex. Can't say I was any different! They are young adults so I may give them some advice and assign homework, but what they do once they exit the door is completely up to them and not really my concern.

4. Stepping back is a good way to get a handle on things. You know, the most difficult and challenging part of the job wasn't the job, the students, the courses, or the text books. It was me. I had to step back and examine myself as far as my methods and attitude.
My first year I was nervous, a bit strict and too serious. It showed and affected my students attitude towards me and my lessons, their motivation to learn and apply themselves, attendance and the class in general.
After examining myself and making adjustments, I now go into class relaxed and more affable but thoroughly prepared to rock'n roll.
My classes are much more enjoybable and I'm VERY pleased with the level of my students' academic achievement and performance. Shoot, I'm actually kind of depressed this is the final day of the semester. It goes by so so fast. Gotta go now...

[the_beaver]

[Unposter]

I think there are some very good responses so far.

A few things to add:

1) You may find that a "leader" emerges from your class who will ask questions realted to aspects your students just don't understand, but you won't get many students who ask academically challenging questions. Though, every once awhile, you may end up with a studnet who takes it upon himself to try to make you look stupid.

2) I think explicitly explaining you ideas, strategies and goals for each specific lesson very valuable. Often students do not understand how Western Instructors approach a class and they often assume you do not have a plan. But, if you explain your plan and your reasoning for the plan, the students overwelmingly buy into your plan and it makes teaching and classes much easier. When students understand the objective(s) of each lesson they are more likely to focus on it and try to master it. It is just my experience...

3) I want to emphasize PRagic's idea to talk straight to the students and just be real and natural. This is a real winner of an idea and IMHO the only way to go.

4) Students want to know that you really care about them as individuals and as students. They will follow you if they believe you are sincere.

5) Remember that you are teaching young adults now. Think back to how you were then. There are some differences because they are Korean but there are a surprisingly a lot of similarities. Understand where they are coming from and you are going to be a lot more successful.

6) Be a teacher. It is your role. If you act like a teacher, they will treat you like a teacher. Act like their friend or their task master and they will treat you like a friend or a task master.