Korean Job Discussion Forums

[IT'S JUST ME]

Hi:

I'm teachng adult conversation classes at a start-up school (currently small class sizes).

Coaching students on conversation techniques seems to be effective when I pair them up and comment while they practice.

When class sizes get bigger, do you think:

(a) I can continue pair practice, and also,
(b) How would I monitor them in order to provide feedback?

[lifeinkorea]

In Japan, adult students favored teacher to student teaching. This means you basically ignore the other students and divide up the time to address everyone. Students who were friends who often go to different schools and study with different teachers intentionally, instead of coming together.

In Korea, I noticed a big difference. Koreans like to stick in groups. They don't care about the different levels in the class. So, chances are they will complain about pair work.

Be loud, energetic, look like you doing 110%, and continually accept offers they give to meet outside of class time. If the cohesiveness isn't there, adult students will eventually quit.

So, to answer your question, you should monitor them as a group instead of individually. Give overall comments and suggestions. Singling out advanced students might work, but I didn't get far when I did this with lower level students. They would often get defensive and remind me how much better their English was than my Korean.

You could make handouts and monitor them individually that way, but don't report high scores and such. Let them do it. Personally, I prefer teaching Japanese adults over Korean adults. Good luck.

[edwardcatflap]

Most of the speaking activities should be in pairs or groups as it gives them more of a chance to produce the language themselves. As for monitoring, it depends on the activity. Generally, If you're monitoring controlled practice you should walk round and gently correct their mistakes. If they're doing a fluency activity , it's better to note down a few important mistakes and put them on the board at the end.