I want to write about some of the challenges I have found in teaching. But keep in mind that I've only been here a month, so these are still first impressions subject to change.
One of the worst things, and also one of the easiest things for the school to improve, is that the classes are not differentiated by proficiency. So in each grade there are 6 or 7 classes (I teach two different years, equivalent of HS sophmores and juniors), but each class has students who don't care at all mixed with some students who try, but aren't very strong, and the handful of students who are good enough to carry a conversation (given a little patience). Some of the teachers agree with me that it would be better for every student if they break up the classes, but they tried to do this (all over the country) about a decade ago. The result was that the teachers complained about tripling the amount of preparation they had to do, and the parents complained if their kid was not in the top class, so they scrapped the system. Too bad because now my class is over the heads of some students and too slow for others at any given time.
One of the worst things, and also one of the easiest things for the school to improve, is that the classes are not differentiated by proficiency. So in each grade there are 6 or 7 classes (I teach two different years, equivalent of HS sophmores and juniors), but each class has students who don't care at all mixed with some students who try, but aren't very strong, and the handful of students who are good enough to carry a conversation (given a little patience). Some of the teachers agree with me that it would be better for every student if they break up the classes, but they tried to do this (all over the country) about a decade ago. The result was that the teachers complained about tripling the amount of preparation they had to do, and the parents complained if their kid was not in the top class, so they scrapped the system. Too bad because now my class is over the heads of some students and too slow for others at any given time.
This was not explained to me until after my first couple classes. When I was asked what I thought of the students I mentioned that some were quite good and many seemed like they had never studied English! Lack of preparation before starting the job is definately a bit of a set back for me. I thought I was supposed to get a 1 week training course when I arrived, but did not because I came after the start of the semester. I thought my Korean co-teachers would give me more input on how to design my classes, but they all said I am the expert and immediately approve any idea I suggest without question or improvement. I feel bad for the kids I teach on Monday because I tweak the content and presentation of every lesson and get so much better by the later classes. By now I am starting to get a better idea of what kind of things will work, and what the students need to learn, but it seems kind of weird to have been learning on the job, experimenting with some kids educations.
Another problem with the system these kids have learned in is that the focus is almost exclusively reading comprehension because that is what is tested on the national college exams - in the Korean system they take exams like SATs every year of highschool, and the exams cover every subject. It is good in that it is standardized across the nation and gives each child, in principle, an equal chance at any college, but it is all multiple choice questions so in all subjects the students focus on memorization and test taking skill rather than creativity and deep understanding. The English questions are usually something like reading a paragraph and fill in the blanks of a few missing words. The students have almost no practice with writing or speaking, and limited listening comprehension.
"With Christmas just a few days away the tree that jsut yesterday demanded full attention from the room with its sparkles and twinkles now cowered in the corner like a dark shadow."
Compare this to one of the better writing samples I have collected from my students -
"Sir former teacher thinks, sleep is not so much. because the that hobby was uncertain, I answered so. Well, morning nap will try a lot of things to I do not doze class although it is true."
The biggest challenge for me in this regard is the students reluctance to speak in class. There are a variety of reasons for this reluctance: a traditional view of the classroom as a place where the teacher lectures and the students listen, simple shyness (especially with the girls), and a deep fear of making a mistake (however small) and losing face with their classmates - they take the advice of "be silent and assumed a fool rather than speak and remove all doubt" to a whole other level.
Well, I am trying to break them down so that I can build them up again in my own image. A little later I'll post again about work and let you know how my actual classes have gone.