Korean Job Discussion Forums

[iggyb]

I've been teaching Korean teachers for a year now. Taught adults for 2 years in the late 1990s. I thought language teachers would be different from the regular population when it comes to understanding how to learn/teach language, but I was wrong...

Below is something said by a supervisor concerning changes in teaching methods desired based on complaints from the "students" -

[Hotwire]

Koreans = make no sense and not good Eng teachers.

Want to keep your job?

Pretend to listen, nod and grin, then ignore advice when possible.

[SteveSteve]

OP,

I know exactly where you stand. I'm also teaching a methodology course in a graduate level TESOL program. We started with an overview of all the language teaching methods and now, for several weeks, we have been discussing practical issues under the CLT paradigm.

To be fair, a few of my students are different than yours and they're not all exactly the same. Some of them understand the value of group work as opposed to a class with only traditional lectures given by an instructor. Now nine weeks into the semester, many of them are asking questions and even challenging something that I have said in class.

At the start of the course, I had a lecture detailing the cultural influence of Confucianism and how it has shaped Korean education today; how southeast Asia generally defines "knowledge" and "learning" and the typical roles of the student/teacher. I did this because a methodology course is most effective when students can discuss the material and actually try to demonstrate some of the principles of communicative language teaching to the class. In order to have the optimal learning environment for this kind of material, I had to change their expectations for "learning" and tell them I what was expecting, too.

This early approach seemed to work, but there are still a handful of students who don't like my class. They complain that I'm not summarizing the book enough for them. They complain that I'm wasting class time by having a whole class discussion about a relevant issue in English education in Korea. Some tell me that how they teach is the "Korean way" and that I will never understand it. Some expect me to give only A or B marks and complain to the director when one of their classmates gets a C on an assignment.

I'd say continue doing what you're doing. Have high expectations for your students. I'm not sure if you are working in a university setting, but if you are, remind them that they are not enrolled in a hagwon. They simply can't complain and demand a change because of some aspect that they don't like.

The program where I'm at has several partnerships with American universities whereby Korean students can transfer between 6-12 credits towards a Masters in TESOL. You'd better believe that I'm holding them to those same standards at American universities. No exceptions. I offer continued support, answer e-mails within one or two hours, and hold a lot of office hours. I usually provide an outline or some notes for the day's lecture and I always discuss the requirements of an assignment several weeks ahead of the due date. But I still hold them to the exact standards of American universities with similar TESOL programs.

Good luck and remember that nothing is ever personal. Most Korean students are used to consumer-based education and they'll complain about and remind you of every infelicity of your class. Tell them to review the syllabus and remember that the most powerful word that you can say is "no."

[iggyb]

[iggyb]

[SteveSteve]

That really sucks. I feel for you, and I hope your contract period zips by in a flash. I started my post two months ago, so I still have somewhat of a grip on my class; however, the director has intervened on several occasions and I may be in your situation once the new session begins. The most ridiculous incident happened when a student was absent for two weeks in a row and late for a presentation. She failed to notify me, but she went straight to the director. He gave me a call and told me not to penalize her because "she's tall and lovely." That's so inappropriate on so many levels!

My director has also told me that I can't give anyone lower than a B (on the final grade or any assignment for that matter) or else the program will be shut down. I'm not sure if he means that our program will be eliminated by the school or that rumors will go around about its difficulty and fewer people will enroll. In any case, I don't have the full authority that a university lecturer/adjunct has back home. But like I said before, several American universities will actually accept our credits for a Master's degree, so it would be completely unfair and dishonest to give them credit for classes with lower standards and expectations. Just like you, I busted my ass back home to get a MA TESOL, so I do get really angry about the whole situation.

But isn't it funny that our students enroll in a TESOL program and become so defensive and close-minded when we present a teaching method that is different than grammar translation? If they're not even going to consider the textbook and these new ideas and they're only going to harbor what they've been doing for decades and decades, then why enroll in a TESOL program? Why spend all that money and time when you're not growing from this experience? Why not become reflective practitioners of the trade? I still haven't found the answers to these questions.

I just joined Dave's so I can't PM you. I'd like to know what school you're working for and who the director is. I wouldn't be surprised if I have already heard something about your program.

[iggyb]

I wouldn't be too specific about where you work in Korea...

"TESOL programs" are multiplying like flies around poo. It seems everybody today either has a MA TESOL or is registered for an online TESOL program...

There are so many of them opening up and accepting tuition from wherever they can get it, I'm afraid the degree will be meaningless soon if it isn't already...