|
Korean Job Discussion Forums
"The Internet's Meeting Place for ESL/EFL Teachers from Around the World!"
|
| View previous topic :: View next topic |
| Author |
Message |
passport220
Joined: 14 Jun 2006
Location: Gyeongsangbuk-do province
|
 Posted: Wed Aug 30, 2006 10:40 pm Post subject: Public school starting point |
 |
|
It is my first day at a public middle school in a fairly rural province. I have met with my Korean co-teacher. There does not seem to be much of a curriculum for me to follow and only one text book that is written mostly in Korean. My co-teacher tells me I should just play English games and activates with the kids. It seems an individual class will have only one 45 minute class with me every three weeks. I teach my first class on Monday.
My questions:
Does this sound like a normal arrangement for a public school?
Any suggestions on what level I should start out at?
What would be your curriculum in this situation?
I have some ideas from my TESOL training, but I thought I would see if I could get some suggestions from experienced teachers.
Take care |
|
| Back to top |
|
 |
laogaiguk
Joined: 06 Dec 2005
Location: somewhere in Korea
|
| Posted: Wed Aug 30, 2006 10:46 pm Post subject: Re: Public school starting point |
|
|
| passport220 wrote: |
It is my first day at a public middle school in a fairly rural province. I have met with my Korean co-teacher. There does not seem to be much of a curriculum for me to follow and only one text book that is written mostly in Korean. My co-teacher tells me I should just play English games and activates with the kids. It seems an individual class will have only one 45 minute class with me every three weeks. I teach my first class on Monday.
My questions:
Does this sound like a normal arrangement for a public school?
Any suggestions on what level I should start out at?
What would be your curriculum in this situation?
I have some ideas from my TESOL training, but I thought I would see if I could get some suggestions from experienced teachers.
Take care |
Sounds normal except for the once every 3 weeks. That's strange.
Can't say for the levels, but I can suggest one thing. Start a routine. LISTEN TO EVERYTING I HAVE TO SAY AND IT WILL SAVE YOU TROUBLE. Make a routine. Maybe start with "Good morning class. Good morning Mr. ...?" What's today's date? Even if they don't know, just do it every day, every time. Also finish with something that you can do every day. ALso, make them call you Mr.Mrs. whatever. And don't be their friend right off. Be a kind teacher. You can become their friend after you have their respect.
I made up my entire curriculum. |
|
| Back to top |
|
|
passport220
Joined: 14 Jun 2006
Location: Gyeongsangbuk-do province
|
| Posted: Wed Aug 30, 2006 11:13 pm Post subject: |
|
|
I teach only 3 days a week at one school, and two days a week at a second. At my first school I teach nothing but 6th grade one week, 7the grade the next, followed by 8th grade the next week and then a week later back to grade 6. One grade level every three weeks. This is the way I understand it so far, I hope I am wrong as 45 minutes every three weeks seems too little time for anyone to get any thing out of it
That is a great idea to keep a consistent routine every class. Greetings, date,
I may have them describe the weather outside sunny, cloudy, raining. Give them this type of descriptive vocabulary as one of my first classes.
Can I ask what do you do as your wrap up? |
|
| Back to top |
|
|
Yu_Bum_suk
Joined: 25 Dec 2004
|
| Posted: Wed Aug 30, 2006 11:16 pm Post subject: Re: Public school starting point |
|
|
| passport220 wrote: |
It is my first day at a public middle school in a fairly rural province. I have met with my Korean co-teacher. There does not seem to be much of a curriculum for me to follow and only one text book that is written mostly in Korean. My co-teacher tells me I should just play English games and activates with the kids. It seems an individual class will have only one 45 minute class with me every three weeks. I teach my first class on Monday.
My questions:
Does this sound like a normal arrangement for a public school?
Any suggestions on what level I should start out at?
What would be your curriculum in this situation?
I have some ideas from my TESOL training, but I thought I would see if I could get some suggestions from experienced teachers.
Take care |
Don't fall for the 'just play games' crap. You can do much better than that. Focus on what the Korean teachers can't do - pronunciation, simple conversation, and listening (though go easy and simple on the latter with middle schoolers). How many classes does your school have? It must have in the neighbourhood of 60 if you're only seeing them every three weeks. Surely you must have many co-teachers if that's the case (or perhaps you've just been misinformed).
I typically start off my MS lessons with phonics and then a dialogue from their textbook, then move on to one or two activities, often in pairs or groups, before finishing with something fun like a game (rarely hangman or bingo), song, or trivia quiz.
Things to keep in mind:
- they may be at a way lower level than their textbooks would indicate.
- your co-teacher(s) may have their heads up their asses and you may have to figure out and do everything yourself; plan ahead with them but be ready to go solo if need be.
- kids in rural areas tend to be really great but clamp down on any small things (handphones, drawing, passing notes, chattering while you're talking) straight off - don't wait for the co-teacher to do it - and you should be able to avoid bigger problems down the line.
- give them heaps of praise for getting even the smallest things right.
- try your best to get along with all the other staff if you want to have the respect of your school in general.
- have very realistic expectations of what you can do seeing them only once every three weeks. |
|
| Back to top |
|
|
laogaiguk
Joined: 06 Dec 2005
Location: somewhere in Korea
|
| Posted: Wed Aug 30, 2006 11:17 pm Post subject: |
|
|
| passport220 wrote: |
I teach only 3 days a week at one school, and two days a week at a second. At my first school I teach nothing but 6th grade one week, 7the grade the next, followed by 8th grade the next week and then a week later back to grade 6. One grade level every three weeks. This is the way I understand it so far, I hope I am wrong as 45 minutes every three weeks seems too little time for anyone to get any thing out of it
That is a great idea to keep a consistent routine every class. Greetings, date,
I may have them describe the weather outside sunny, cloudy, raining. Give them this type of descriptive vocabulary as one of my first classes.
Can I ask what do you do as your wrap up? |
start of class:
sit down.
Good morning, Mr. laogaiguk...
How are you?...
Today's date?...
(I will be adding weather later, I am elementary  )
warm up game
class
warm down game (not always, depending on time and energy)
end of class (I do a review before this, usually in the warm down game):
sit down (important if they are up and about).
Today's date?...
(weather when I get to it)
Good bye Mr. laogaiguk...
Nothing major, and easy after awhile. But it shows the children a clear start and end. This alone will save you massive trouble (I learned the hard way). |
|
| Back to top |
|
|
Yu_Bum_suk
Joined: 25 Dec 2004
|
| Posted: Wed Aug 30, 2006 11:18 pm Post subject: |
|
|
| passport220 wrote: |
I teach only 3 days a week at one school, and two days a week at a second. At my first school I teach nothing but 6th grade one week, 7the grade the next, followed by 8th grade the next week and then a week later back to grade 6. One grade level every three weeks. This is the way I understand it so far, I hope I am wrong as 45 minutes every three weeks seems too little time for anyone to get any thing out of it
That is a great idea to keep a consistent routine every class. Greetings, date,
I may have them describe the weather outside sunny, cloudy, raining. Give them this type of descriptive vocabulary as one of my first classes.
Can I ask what do you do as your wrap up? |
If it's middle school you'll be teaching the Korean equivalant of grades 7,8, and 9, not 6, 7, and 8. |
|
| Back to top |
|
|
laogaiguk
Joined: 06 Dec 2005
Location: somewhere in Korea
|
| Posted: Wed Aug 30, 2006 11:19 pm Post subject: |
|
|
| Again, also as Yu_Bum_suk said, be a teacher first, friend later. Take control right from the beginning. I count down from 3 or 5, they almost always fall into place (I do it with my hands too so they can see). The understand that immediately. |
|
| Back to top |
|
|
Yu_Bum_suk
Joined: 25 Dec 2004
|
| Posted: Wed Aug 30, 2006 11:25 pm Post subject: |
|
|
| laogaiguk wrote: |
| Again, also as Yu_Bum_suk said, be a teacher first, friend later. Take control right from the beginning. I count down from 3 or 5, they almost always fall into place (I do it with my hands too so they can see). The understand that immediately. |
On this note, have the class prefect (bahn-jang) stand up and bring the class to attention and bow at the beginning and end of each lesson if you want them to think that you're a real teacher. |
|
| Back to top |
|
|
Hotpants
Joined: 27 Jan 2006
|
| Posted: Thu Aug 31, 2006 6:01 am Post subject: |
|
|
Don't just 'play games' - although it would be easier! Has your textbook got any structure at all? Is it one of the government texts for elementary schools? Can you draft in another text book of your selection? I think you need to devise a curriculum along the lines of a textbook contents objectives list if you've never designed your own curriculum before. Something like the Let's Go series matched to your grades could be a good starting point.
At least have some idea of what you want to get out of your kids rather than floating aimlessly through random lessons. If your kids turn out to be of a good level, perhaps throw in a reader or some student led projects to supplement your topics. Also, design some sort of assessment that they will take at the end of your course.
Perhaps hard work, but you could potentially develop yourself as a teacher through this.
(More ideas on my listings site below^^) |
|
| Back to top |
|
|
semphoon
Joined: 18 Nov 2005
Location: Where Nowon is
|
| Posted: Thu Aug 31, 2006 6:22 am Post subject: |
|
|
| laogaiguk wrote: |
| Again, also as Yu_Bum_suk said, be a teacher first, friend later. Take control right from the beginning. I count down from 3 or 5, they almost always fall into place (I do it with my hands too so they can see). The understand that immediately. |
Just wondering what you do when you reach 0 and the kid still hasn't done what you want them to do. |
|
| Back to top |
|
|
passport220
Joined: 14 Jun 2006
Location: Gyeongsangbuk-do province
|
| Posted: Thu Aug 31, 2006 4:41 pm Post subject: |
|
|
| Yu_Bum_suk wrote: |
| If it's middle school you'll be teaching the Korean equivalant of grades 7,8, and 9, not 6, 7, and 8. |
Cool, thanks
There are 8 Korean teachers who teach English in my department. There is one teacher who has been assigned as my co-teacher. It seems that 7 of the teachers will be completely independent of what I am doing, and my co-teacher will share classes with me.
I have tried to have my co-teacher understand that I can structure my lesson to dove tail and give real world language practice to reinforce what she is teaching. Due to the language barrier so far this concept seems to be lost.
She has requested an �Introduction game� as my first lesson. It seem formal introductions are important here, so I will introduce myself and talk a little about myself and try to turn it into a educational activity with each student telling something about themselves.
Do you have your students address you with a title and your last name as is proper in English speaking countries, or as is done here by title and your first name? I don�t mind being called Mr. David, or Teacher David, and I think my last name will be difficult for them to pronounce. The way the teaching schedule is set up it seems I will be introducing myself to different grades and classes for three weeks. It seems I have time to keep working on my co-teacher to understand I can do more to reinforce what she is teaching.
I am preparing myself to be firm with the students. I want to be clear with what is expected of them and not accept it if they deviate, but do it with a smile.
Thanks for the detail on what you are doing for your routine I like the idea and will use the info as a model. |
|
| Back to top |
|
|
laogaiguk
Joined: 06 Dec 2005
Location: somewhere in Korea
|
| Posted: Thu Aug 31, 2006 4:51 pm Post subject: |
|
|
| semphoon wrote: |
| laogaiguk wrote: |
| Again, also as Yu_Bum_suk said, be a teacher first, friend later. Take control right from the beginning. I count down from 3 or 5, they almost always fall into place (I do it with my hands too so they can see). The understand that immediately. |
Just wondering what you do when you reach 0 and the kid still hasn't done what you want them to do. |
Beat the living crap out of them, ofcourse!
Only happened 10 times so far. They then lose any stickers they have on their name card on the wall. I have had to hold 1 kid down (not hard, but she wasn't getting off that chair) twice. Nothing has happened since. |
|
| Back to top |
|
|
Horangi Munshin
Joined: 06 Apr 2003
Location: Busan
|
| Posted: Thu Aug 31, 2006 6:05 pm Post subject: |
|
|
Today is my first day too.
I will be teaching at two country elementary schools. I will find out about the TTH school next week.
At my main school my schedule is 3 classes with my co-teacher MW 2 on Friday, they're all before lunch. Then 3 classes on my own MW and 2 on Friday. I only have to plan for the afternoon classes thankfully, I'll have to plan for more at the other school too.
I have books to use with my co-teacher but they haven't decided on what to use for the afternoon classes yet. My contract is for 25 classes a week so I'm not too bothered doing 6 a day, as long as it's not everyday!! |
|
| Back to top |
|
|
Yu_Bum_suk
Joined: 25 Dec 2004
|
| Posted: Thu Aug 31, 2006 7:51 pm Post subject: |
|
|
| passport220 wrote: |
| Yu_Bum_suk wrote: |
| If it's middle school you'll be teaching the Korean equivalant of grades 7,8, and 9, not 6, 7, and 8. |
Cool, thanks
There are 8 Korean teachers who teach English in my department. There is one teacher who has been assigned as my co-teacher. It seems that 7 of the teachers will be completely independent of what I am doing, and my co-teacher will share classes with me.
I have tried to have my co-teacher understand that I can structure my lesson to dove tail and give real world language practice to reinforce what she is teaching. Due to the language barrier so far this concept seems to be lost.
She has requested an �Introduction game� as my first lesson. It seem formal introductions are important here, so I will introduce myself and talk a little about myself and try to turn it into a educational activity with each student telling something about themselves.
Do you have your students address you with a title and your last name as is proper in English speaking countries, or as is done here by title and your first name? I don�t mind being called Mr. David, or Teacher David, and I think my last name will be difficult for them to pronounce. The way the teaching schedule is set up it seems I will be introducing myself to different grades and classes for three weeks. It seems I have time to keep working on my co-teacher to understand I can do more to reinforce what she is teaching.
I am preparing myself to be firm with the students. I want to be clear with what is expected of them and not accept it if they deviate, but do it with a smile.
Thanks for the detail on what you are doing for your routine I like the idea and will use the info as a model. |
That doesn't sound like the best situation, to be honest, as your co-teacher won't be the students' regular teacher in most cases. I sure hope you get along well with her. Is she older than you? Does she have much experience?
Oh well, teaching them once every three weeks will mean you can basically recycle the same lesson about 60 times. You and her should be able to sort things out after at least 10 or 20 times. Just remember that to them, you're partly just for show. In terms of classroom management, the novelty factor will basically last the whole first semester so getting them to pay attention won't be too hard. If your co-teacher is being an idiot about 'games' then just start calling everything a game - the pronunciation game, the grammar game, the dialogue game, the sentence-making game, the spelling game, the numbers game, etc. |
|
| Back to top |
|
|
passport220
Joined: 14 Jun 2006
Location: Gyeongsangbuk-do province
|
| Posted: Thu Aug 31, 2006 8:49 pm Post subject: |
|
|
Yes, I am older than her. She has been teaching for 6 years, 2 at this school. So far we are getting along just fine. She has been polite and respectful and seems to be a genuinely nice person who is very worried if I am comfortable here or not. She has pledged that she will do everything to handle any problems I may have inside the class room or out. Her actions so far make me believe this is true.
| Yu_Bum_suk wrote: |
| three weeks will mean you can basically recycle the same lesson about 60 times. You and her should be able to sort things out after at least 10 or 20 times. |
 yes, my thoughts exactly!
| Yu_Bum_suk wrote: |
| If your co-teacher is being an idiot about 'games' then just start calling everything a game - the pronunciation game, the grammar game, the dialogue game, the sentence-making game, the spelling game, the numbers game, etc. |
 yeps!
Maybe I should be a little worried because the two teachers who speak English well, and my co-teacher in broken English have warned me the students in the boy�s middle school (some of them board here) can be lazy and �tuff� or in some way unruly (no one has said it that plainly, but that is the drift I get). I feel some confidence so far because the classes are only 45 mins. long. By the end of my TESOL student teaching, I was teaching classes that were 90 mins long. I feel like I should be able to keep their attention and controlled for such a short period of time if I grab their attention right from the start of class.
I think her attraction to games may well come from the fact that she knows the kids like them and this will keep them in good spirits and make the classes more fun or at least easier for her when she is co-teaching. I think games and activates can be structured to get a lot of education value out of them if as you say you just label some of your more technical down to work presentation as part of the game set up. I am not so worried about structuring real education as a �game�; I just hope I can get input on what other teachers are teaching so I can tie my �games� in with the program. |
|
| Back to top |
|
|
|
|
You cannot post new topics in this forum
You cannot reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum
|
|
FAQ
Search
Memberlist
Usergroups
Register
Profile
Log in to check your private messages
Log in
