Korean Job Discussion Forums

[jen_blue]

Hello

I am in the process of applying for SMEO (although I gather I am unlikely to get it) but I am going to need a teaching philosophy so might as well start here....

I have no actual experience apart from the 6 hours I got completing my CELTA qual and some volunteer experience at a Asylum place in a local church.

Any comments are gratefully received.

Why do you wish to teach English as a second Language?

I've spent a lot of time considering what I would like ultimately to achieve in my life and came across teaching English abroad as it addressed a number of my objectives; to experience an alternative culture and to pass something positive onto others. I came across people talking about the experience of teaching English in South Korea on Dave's esl cafe and thought that it sounded an amazing country to experience. Some months later I watched a programme on the exciting changes taking place in this part of the world and decided to pursue with some research into the country.

After having read a lot of information relating the different aspects of Korea: etiquette, day to day lives, food, music and the education system and also spoken to people currently working in Korea on the internet, I am still intently interested in pursuing this amazing opportunity.

Educational philosophy

What are my beliefs regarding teaching?

I believe that the acquisition of knowledge is key to getting to where you want to be in life. A good teacher utilises students natural curiosity to develop skills in applying their learning to encourage their sense of independence and instil confidence; developing the individual both academically and individually, beyond the classroom.

Teaching must be authentic and functional; providing a real use for the learning in the real world. In order to be most effective teaching activities should allow for the varying needs of each individual to learn in a different manner; providing the student with an achievable task, differentiated to suit accordingly. An integral part of language learning in instilling confidence in students to utilise their language learning. These concepts are transferable throughout their life as confidence comes from within the individual. I aim to develop their english language skill by setting clear targets and encouraging the students to gradually work towards the steps which they must meet in order to achieve the objective. This support in structuring of information into meaning is likely to remain with the student long after the knowledge dissipates moulding them into a well rounded individual. Furthermore, a positive relationship with the teacher is an essential element, made up of mutual respect and a shared aspiration of meeting high expectations.

What do you believe about learning?

My degree in Psychology informs me that we are as humans innately compelled to learn. Learning is an active process of creating connections with prior learning, patterns and experiences with new information, relationships and contexts. Once I know my students current level of knowledge and application I can develop my lessons to bridge the gaps between their current stance and their learning objective in learning English.

How is this played out in your classroom?

I strive to provide a collaborative learning environment focused on accomplishment. I believe that a large aspect of this is that I myself must aim for excellence; I am passionate about my subject matter and am confident in presenting the material.


In my teaching practise while completing my CELTA qualification I found that young learners preferred a quick pace with current application in terms of topic, they particularly enjoyed watching a short video presentation illustrating a point. I found that in keeping my teaching sessions focused through moving on to increasingly challenging tasks by which to consolidate their new skills they build confidence in each topic area. I enjoy using problem-based learning as it encourages independence, allowing the students to become increasingly more able, leading them use their skills beyond the classroom. I aim to design each lesson in a holistic manner; with an element of reading, writing, listening and speaking in each to develop all the skills in conjunction with one another. Group work and in particular role play are effective tools in learning; providing alternative stimuli in the form of other students curiosity.

I also undertook volunteer work at my local Asylum and Refugee Council where I supported students to complete tasks set by the class teacher, offered additional support or clarification when required and also ran small group lesson alongside the class to deal with particular issues. In this role I saw the benefits of well planned and interactive worksheets along with games. As the class size was so large, around 30-40 people with mixed first languages, making individual attention difficult extension activities involving a written element were the most effective way to keep students on task. I noticed also that tasks were often not completed, so I suggested that I would put together an additional document detailing the learning that had taken place that week and offer a drop-in / coffee morning to assist students in their learning. This was very positively received by all parties.

I am keen to be generous in my praise when students make positive attempts to demonstrate their language skill and following each session I undertake a review of the lesson in the form of a “game” to encourage a competitive edge; to do better next time.

Each students contribution is valuable in my classroom and am always wiling to offer assistance to students who require additional support beyond the class. I am approachable and happy to go over any material where the student requires additional clarification.

Furthermore, I have undertaken research of the Korean education system and challenges I am likely to face, in the hope to gain insight to my role. Firstly in managing discipline in my class I feel that positive reinforcement of good behaviour is the best way forward, with a public display for those who have achieved their aims in that lesson, possibly with a momentary reward at the end of the week. I am very calm in a crisis and I would aim to maintain this with disruptive students. I expect that a older pupils may be shy and would aim to encourage them to be as comfortable as possible by reassuring them that mistakes are part of the learning process, by ignoring their minor mistakes and encouraging them to do their best. In my teaching I would also hope that I would be able to offer them a slice of my culture through authentic British items of interest.

How does student identity and background alter my teaching approach?

I aim to ensure that each student is successful in their own right, in order to do this I endeavour to seek each individuals strengths in the classroom and work to further these to the greatest degree possible. Ultimately through coming to know their learning preferences I aim to develop an individualised approach to support each student to achieve their objective.

Thoughts on encountering cultural difference

My research on Korea has led me to understand that there are many differences between my own and Korean culture; the importance of etiquette being the biggest one. This facet of Korean culture strikes me as a challenge, I hope through embracing these issues along with anticipating the pitfalls and techniques to manage situations I can come to be accepted by colleagues.

I have moved onto looking at the different aspects of the day to day life of living in Korea, particularly in relation to food. Saturday Kitchen, a cookery programme recently featured Korean cuisine inspiring me to conduct research into this in particular. I love the sharing and welcoming ethos of Korean cuisine and have tried out some recipes at home with some success. I've also visited a Korean restaurant in Manchester which was an immensely positive experience and hope to visit another in the near future.

I have found the blogs of English teachers currently working in Korea to be fascinating reading, chronicling their experiences of a journey I hope to make myself. I particularly enjoyed The Red Dragon Diaries and have carefully considered how I would deal with similar situations and made notes on the advice given. I have also watched a number of YouTube video relating to all aspects of an ESL Teacher's life. I am also a member of several forums which has offered a insight into the workings of Korea and how one copes most effectively.

Overall I guess I would describe my approach to managing the differences as a combination of curiosity and acceptance. I consider myself to be very resourceful and proactive in managing my environment. There is no correct way in terms of culture and hope that my willingness to learn and adapt shows through allowing me to take full advantage of the opportunity to work in such an amazing country.

[edwardcatflap]

Looks suitably wordy and grovelly. Make sure you apply to the right organization though - SMOE.

[jen_blue]

Thanks.

Any comments on the text? I gather that the application process is competitive and I don't feel that my submission is likely to stand out from 1000+ applications - how does one stand out, when you don't have extensive experience to look at?

[Lucas]

[Lucas]

[sab2197]

Hi Jen,

I agree with edward_catflap. You're writing is wordy. Like you said, your application will be one of many so keep your answers brief and to the point. For example, for the question "Why do you want to teach English in Korea," simply say "to make a positive impact and to experience another culture." Of course, use complete sentences but don't add in all the "fluff."

You may also want to consider purchasing a good writing handbook from Amazon or a used bookstore. This won't be the last time in your life where you will have explain your career objectives in writing. Good luck to you!

[Speck7]

lol at you sounding so desperate

[jen_blue]

Complete rehash!

We are interested in your ability to perform as a successful teacher in Seoul public schools. Please provide your educational philosophy of teaching young learners, and express thoughts on encountering cultural differences. The essay should be more than one page or more in length and will be judged in addition to content on grammatical accuracy.

My teaching goal is to assist students in to become lifelong learners, to live fulfilling lives and achieve their maximum potential. I aim to provide students with a supportive learning environment to achieve communicative competence through meaningful activities, and by meeting their needs to succeed in the English academic environment.

It is my belief that teaching is an opportunity to inspire and empower students with the drive to achieve. I believe that every student has the ability to succeed and a good teacher will utilise their natural curiosity to develop their knowledge and skills, encouraging their sense of independence and instilling them with confidence. It is my duty as a teacher to facilitate the students pursuit for knowledge and aid their development in communication skills, problem solving and critical thinking enabling them to become successful English language learners.

Furthermore, I believe that I am a role model to my students; thus, demonstrating respect, honestly, empathy, responsibility and the desire for learning. I believe that a teacher is more than someone who teaches but also a mentor and a trusted individual with whom they are able to share both accomplishments and challenges on the road to achievement.

To enable students to learn most effectively I believe that learning materials should be relevant and stimulating, addressing diverse learning needs and characteristics. To further address student needs and enhance student engagement I credit the worth of holistically designed teaching sessions; with each session incorporating an element of receptive and productive skills, encouraging the development of all skills in learning English as a second language. Furthermore, as our world is constantly being influenced by the advent of new technology, I believe it is the role of the classroom teacher to continually modify their approach in relating current developments into the material they present to students.

For example during teaching practice I found that young learners preferred a lesson format with a quick pace and the inclusion of a current application to demonstrate their language skill. Thus, I developed an activity by which the students moved around the classroom, using statements presented on prompt cards to find someone who had the correct response. Additionally I have found that creating learning tasks which relate directly to their personal interests can strongly influence their learning of the material and understanding of its application. Using this as a basis to revive interest in a revision sessions I utilised my young learners competitive nature to design a game show involving the use of their mobile phone to “text in” their answer to a series of questions to be displayed on the interactive whiteboard.

I strive to provide a caring and equitable classroom environment providing learning nourishment to enable students to feel comfortable to engage in learning. Each student should know that their learning is a priority and their contribution is valued by their teacher and by the class as a whole. In addition, when they have no fear of embarrassment or negative criticism, they will be more willing to express their ideas and participate fully in the class.

I believe that my willingness to adapt my teaching according to the needs of learners, subject matter and student demographics area all critical to my ability to be a successful teacher. Whilst a course objectives, student assessment methods and assessment results may be identified by the school ethos and departmental syllabus, my teaching philosophy informs my practice. Furthermore, I actively encourage communication with students outside class time by whatever means is most appropriate for the student.

My knowledge of teaching and supporting learners and personal experience as a ESL student, I have concluded that, regardless of one's teaching background a teacher needs to remain open minded about alternative approaches. I am keen to advance my teaching by working in a the Korean education system as my research into the area demonstrates that students achieve enormously in such a focused environment. Additionally I am constantly striving to improve my teaching through seeking feedback from students and colleagues, attending seminars and experimenting with new technology. My objective is always to enhance student engagement and attaining success. I believe that as I gain knowledge and experience of teaching English, my teaching philosophy will continually evolve for the better.