Progress and participation in the first few weeks

[Cannibal_Clown]

I have recently started a teaching job at an all-boys middle school at a government school in South Korea. Class sizes average about 40 students. I have been in the job for just under 4 weeks. It's not my first teaching job, but it has been 3 years since I have done this and I feel as I am a little rusty.

Not knowing where to start and heeding the advice from my seniors that the students' levels were very basic, I tried basic dialogue of "Hello, how are you?", "I'm fine", and "see you again" which is the extent of level amongst the majority of students and is slowly coming together. I change some. I have made an effort to get students to open up with introductions, niceities and goodbyes. Local Korean English teachers look at the grammatical and writing aspect.

I have already noticed that I have not progressed well and have come to the conclusion that I am missing something, or several things that is hindering my progress.

I purchased "Exploring English" and "English Through Pictures" (or a title to that effect) as I thought handouts with more visual aides are much better than what is on offer with the standard text, which has large patches of memorised text that students learn with their local English teacher. I have attempted to keep away from the standard drill as much as possible that is prone to boring them to death, but I am finding it hard to keep motivation going for 45 minutes.

In the beginning or at the end, I include a warm-up exercise to get students going, such a variation of hangman using football (soccer) penalty kicks or person avoiding the shark (sorry, it's close to midnight here and I cannot think of the game title). My other contingency plan is to use a vocabulary variation game.

I have looked at suggestions used on this site for games and activities to make the less palatable a little more intereesting. After the standard practice of getting students used to the dialogue, I have tried using:

1) role plays under the scenario that I was a movie director and auditioning for part in a film based on the lesson's conversation,
2) using a rewards-based system of chocolate or a gift for the winner to try and create some competition,
3) cutting dialogue into strips and placing students into teams where one 'captain' would, under direction of his teammates, place the dialogue in the correct order.

My assistant Korean teacher/s are always reminding me not to go too fast because of the varying degrees of English speaking capability of the students and I am keeping that in mind, including everyone I can. But I am also aware about the consequences of going too slow. Sometimes I receive conflict feedback from the teachers, anything from "the students are scared of you" (I got told that the other day) to nothing at all. I am energetic and do my best to make the lessons fun but sometimes I feel as if I am banging into a brick wall.

Once I feel the students are confident with introducing each other, then I can confidently become more adventurous with my technique. I am really conscious of how bad I must look in coming along to teach English as a Foreign Language, and today it caused me considerable anxiety (when I was safely away from the eyes of other students and teachers off school grounds during lunchtime).

At what point do I stop kicking a waterlogged ball and move onto something? The previous teacher before me left after 8 months because he was frustrated at not being able to make enough progress (official reason given to me). Does anyone have some extra pointers that can assist in making progression that little bit quicker, especially in the all important first few lessons to overcome reluctance to participate? Also, what's the protocol with regards to conversational teachers taking on other aspects of English that may be covered by the local teachers, for example grammar for sentences, use of tenses and spelling for vocabulary? (Hope that made some sense)

All feedback and criticism welcome, and thanks for taking the time to read this.

David - Incheon, Sth. Korea.

[Sally Olsen]

sYou seem very genuine and seem to want to be a great teacher which is the first step. Have you read the Sticky above on this page on large classes. There are many good ideas there.

Have you read the Korean Forum on Dave's? It has some great ideas and some other people complaining about the same kinds of things so you will not feel alone.

Did you question more closely why the students were afraid of you? Size? What you do when they disappoint you? Your creativity and how that might scare them? I once lost a Japanese student when I yelled the word, "yell". He just thought that behaviour was inappropriate for a teacher I guess although I bet he never forgot the word. I also whispered the word, "whisper" first but he didn't mention that in his complaint.

You say that you have taught before but have you ever sat in on their lessons with their Korean teachers. You might find that your style of teaching is quite different and hence the problem. You might have to start again and keep your style closer to theirs for awhile.

Middle school students are the hardest to reach. Any teenagers are going to be sensitive about making mistakes in front of their peers or of being laughed at. I would think that any teacher of that age boy would find it uphill going to get them to pretend to be in a movie and they might find working for a chocolate bar, well babyish. Of course it depends on the group.

I have the impression that the Korean's like competition but they probably have a special way to conduct their sports and so you should probably stick as closely as possible to that. Do you know how they chooose their captains? How they choose their teams?

I don't understand why you can't reinforce the lessons that the Korean teachers are doing and work more closely with them? I understand that you want to start out with the basics as you call them, but those introductory sentences are very complicated when you think about them and not at all basic.

I always found that this age knows more than you think but don't want to tell you because you will demand too much. They may be basic but they are false beginners as we used to call them. They know a lot but have never had to use their speaking skills except in drills where they didn't think. It a huge jump to have to think and speak in front of your peers or this crazy teacher.

I think I would make sure they have a sample to fall back on if they are nervous - something written down but then lead them bit by bit to other things to say instead. For example, I rarely say, Hello to anyone but Hi, Hey, What's happening or just launch into Beautiful Day or We can finally cut the lawn.

If the teacher before you jumped off a bridge, would you do the same? These tales and myths are designed to warn you and keep you on your toes. You are not the previous teacher and can do as you like - quit early or stick it out and get to the place where you enjoy your work. No one would hold it against you to leave your job if you are feeling this badly. There are tons of jobs out there that are fun. However, and I am sure you knew I would put in a however, the teachers who manage to teach Middle School are a special bunch and should be rewarded for getting students through those terribly difficult years.

Can you remember what you were like and what your friends were like at 12 and 13? and what you valued in a teacher during that time?

[Cannibal_Clown]

sYou seem very genuine and seem to want to be a great teacher which is the first step.

Thanks for taking the time to go through all of this, Sally. My experience is probably no different to anyone else teaching in a country for a first time.

Aww shucks, I've gone bright red at the prospect of wanting to be a good teacher, but there's a lot of trial and error I have to do beforehand (with emphasis on error) before I can say that I have tapped in.

Have you read the Sticky above on this page on large classes. There are many good ideas there.

I will go through the 'sticky' because there is obviously a lot in it that I may use, or adapt to my circumstances

Have you read the Korean Forum on Dave's? It has some great ideas and some other people complaining about the same kinds of things so you will not feel alone.

I have browsed through the Korean forum and wantesd to commence by making anintroduction, but alas, I could not find the page I was after, and I did not break things down that much, so I can now get onto it more effectively.

Did you question more closely why the students were afraid of you?

Teachers who have observed have been a little reluctant to go into further details, but I can pinpoint it down to me probably going a little fast for them, thus needing to adjust my speech. Maybe my Australian accent was for them to understand as I do not think they have ha an Australian teacher before.

Size?

Probably not a factor, unless you count my weakness for local dumplings and in 4 weeks I have not gained that much weight

What you do when they disappoint you?

My focus is not to linger if there is an awkward moment, but there are times where I require intervention from the Korean teacher. However, I am loathe to use that too often, I would like to figure these parts out for myself. I am avoiding showing any disappointment because I feel that if I lose them once, they probably won;t want to take an interest again.

Your creativity and how that might scare them?

Possibly. I haven't found the right combination yet.

You say that you have taught before but have you ever sat in on their lessons with their Korean teachers.

I was given my timetable and told to take the reigns myself. I always have a Korean teacher with me, but the responsibility for the class, whether it works well or not, lays with me. On one or two occasions I have let the local teacher take charge for about 15 minutes throughout a 45 minute session, and once or twice I have been requested to forget about my own plan and focus on the books used by Korean teachers, for the sake of pronunciation for practice..

You might find that your style of teaching is quite different and hence the problem. You might have to start again and keep your style closer to theirs for awhile.

Perhaps I will have to go back to the 'drawing board'.

Middle school students are the hardest to reach. Any teenagers are going to be sensitive about making mistakes in front of their peers or of being laughed at.

To encourage participation I pick out the smarter and/or outgoing student students that do volunteer, and I use myself as an example. in breaking the ice, I allow myself to be the butt of the joke to get students fgeeling a bit more comfortable. But this does not always work.

I would think that any teacher of that age boy would find it uphill going to get them to pretend to be in a movie and they might find working for a chocolate bar, well babyish.

This is something at the beginning while I have been trying to find out what their particular interests are. I have since learned that theirinterests are based around soccer and computer games. The former is good with me because I love the game too, but the latter category is something i have yet to grasp yet.

Do you know how they chooose their captains?

Kids usually nominate someone.

How they choose their teams?

Actual teams are nromally set depending on the physical classroom set-up, and team names are based on interests.

I think I would make sure they have a sample to fall back on if they are nervous - something written down but then lead them bit by bit to other things to say instead. For example, I rarely say, Hello to anyone but Hi, Hey, What's happening or just launch into Beautiful Day or We can finally cut the lawn.

My class went a bit better today, as I based an exerxcise on teamwork in re-jumbles cut-up strips of sentences without referring to any 'cheat' sheet. Most of the students worked well, the quiet students became the most vocalso that's a positive thought. From here I can introduce alternative terms, such as with greetings.

If the teacher before you jumped off a bridge, would you do the same?

No, it is way too early to say 'enough'. It wouldn't give a good impression of me and the school would feel dirty about it all. It's not about being popular with the kids, but after a period of time, ideally I would like to reflect and say that I watched some growth occur.

Can you remember what you were like and what your friends were like at 12 and 13?

Yes, at that age, I probably spent more time trying to make jokes than achieving good grades but as I got bullied in school, I would consider myself, quiet, rather than disruptive student.

What you valued in a teacher during that time?

When I was at the same age, humour always went a long way with me when cobined with keeping a task interesting.

[Sally Olsen]

Thoughtful answers. It sounds like you are on your way.

I understand that humour is important myself of course, and if askd what I valued in my teachers would probably say the same along with compassion. However, I think if you asked what a Korean colleague valued at 12 or 13 in their teachers it wouldn't be humour.

I get the impression humour is not a highly valued characteristic in Korean culture. That is not to say at all that they don't tease and laugh but under that there is such a serious cultural norm that requires excellence in school due to the competition.

I remember that my students from Korea told me that airplane flights are cancelled on the day of exams so there will be not distractions for the students. So at least some of the students in your class will be working towards going to the best university which will require a good mark in English.

Unfortunately, your class probably doesn't give marks and so most students will not see the immediate value of what you are doing.

In addition, most foreign ESL teachers play games which is not something that the regular teachers do and so isn't valued even though we know it is a great way to learn.

Then you allow yourself to lose face which is very rare there. They might not be able to understand yet that this is a possible way to behave and still keep your reputation. It probably wouldn't be possible for them to act that way and have the respect of their peers or teachers. They do have an idea that aliens behave this way but if they have not visited abroad won't be able to see that creative behaviour is valued elsewhere.

Now you can't possibly change your personality but at the beginning you could take it a bit easy and control your natural enthusiasm and spontenaity. What is boring for you is safe for them and what they expect.

The growth you seek can be your own as well.

[Cannibal_Clown]

Nothing beats experience Sally, and seeing as though you have worked here before. with younger learners, using humour, like with anything must be in the right doses. However, I am not a-laugh-a-minute guy in class. I just use it to try and prevent kids from wandering off. Otherwise the students learn nothing, and I would be wasting their time, as well as my own.

It is fair to say that I have 4 distinct local teachers assisting me in various classes, and what works in one class will not work in another, due to the type of students I teach, student's level of English and the environment they are familiar with. Some teachers are harder than others.

I am concentrating on my structure more, concentrating on review-practice and drill-activity/game. When I get to more compliatesd stuff there is going to be more time and room for new words and concepts. In the past 2 lessons this has worked, and after 25 minutes of reading and repeating, the last 20 miutes have been focussed on a game around an activity to reinforce what they learnt. Thankfully, the results have been ok, but more importantly, I have been able to reflect on what I could do better next time to makle things clearer and possibly save some time (and wrinkles in the near future).

The one thing that has pleased me is that groupwork doing a 'jigsaw-like' puzzle has got some previously quiet students active and loud. I know that not everything will work like this, but when a class activity and lesson plan goes alright and you get good feedback, it's a better feeling to walk away with. And all of that occurred today without me having to put on my clown suit.

[Sally Olsen]

Congratualtions.

[Cannibal_Clown]

Thanks Sally.

Now I need to keep the whole thing going, something that will require a good deal of effort and patience. And I will have to accept the bad with the good as part of the job.