Korean Job Discussion Forums

[wylies99]

More Communication With School Principals!
http://www.koreatimes.co.kr/www/news/special/2008/12/181_36670.html


Penny Li

This is the first time I have been involved in the teaching-English overseas profession ― right after graduating from my undergraduate studies in management economics. I�m very glad that I chose EPIK in Gangwon Province over other offers in Hagwon and public schools in the Seoul area. The most memorable part of my teaching this year would have to be one of my principals, who has been most supportive of the initiatives that I have proposed, which has led to the success of penpal programs at two of my elementary schools with a junior high school in Japan.

I am confident that even after I leave Korea, there will be a push for the English education programs at the school to be a success by possibly developing them into student exchange initiatives, which still cannot be done at the moment due to the low level of English abilities among Japanese students.

I admire my principal very much for his efforts in becoming capable in English all on his own without majoring in it in university or going to a foreign land. I also respect his passion for English education at his schools.

Of course, not all principals are like the one mentioned above, and that is mainly where most of my difficulties originate. Most principals are not capable of communicating directly with me, which would usually involve the co-teacher as a medium of up-down communication within the school. However, the Korean-English teachers are very busy people, who tend not to ask the principal for the school's support in developing new English initiatives, since doing so would potentially risk their relationship with their superior for the rest of their teaching career at that particular school.

In order for EPIK teachers to function more effectively within their schools, I think it is essential to have a English education budget in each school in which EPIK teachers are placed. It can then be readily accessed for purchasing more fitting English textbooks as well as developing new education programs, since changing the hierarchical structure at Korean public schools would be very difficult in the short term. Also, I think it is necessary at this point for EPIK to organize seminars for principals of EPIK schools in order for them to gain a fuller understanding of the teaching goals of EPIK teachers, so the EPIK program would be more integrated into the Korean public education system.

Penny Li is a Chinese Canadian working at schools in Gangwon Province. She can be reached at [email protected]