Methodology weekly reflections.

I share a Tourism English class with another foreign teacher whom works at my school (Alec).  This week I gave the class a simple oral exam in which the students had to describe their weekend plans.  I informed the class that if they have trouble, they would  still get credit if they kept their answers short, they only needed to be prepared to answer the question "What will you do over the weekend?".  To my dismay, many of the students had trouble answering the question, although we reviewed similar questions the past 3 weeks (for the quiz).  When I informed Alec about the quiz results, he was surprised.  Alec teaches a much more difficult book and  from what he has observed, most, if not all the of students should have easily answered that question.   We discussed the issue with the class captain, as to get her view on the problem.  She informed Alec that he may be misjudging the skill level of the students, but none of us were certain.

This is quite a frustrating problem to figure out.  Are the students truly unable to give an adequate reply to such a simple question, due to the stress of taking a quiz?  This would explain why Alec has assumed that these students have a higher skill set then what they displayed in my class.   We were unable to come to any conclusions, but  Alec and I plan on investigating this issue during the coming weeks.  If we can solve this riddle, then  hopefully I can discover better methods that I can use to serve the needs of the class

Methododolgy ( Values in English Language Teaching)

Q3) I have rarely  been in a position which is similar to the one Barcelos has experienced, since there has always been a significant age gap between myself and the students in my classes.  Of course, there is always the occasional  "older adult" in a random class,  and yes, I do treat them differently, but this is mostly due because of how Korean culture equates age with status, and for the sake of ethnic harmony, my personal philosophies are superseded by the rules of the land .  Those rare occasions aside, in my classes, I portray myself as the authority, and any solidarity which is achieved is done so under the guidelines that both my employer and I have set forth.   A teacher is an authority, and as teachers, we must accept this fact.  Without some "degree of authority", I have discovered that the less motivated students tend to lag behind, and therefore a regimental, authoritative structure seems to be the best approach to keep those students on pace with the rest of the class.  That is not to say that I don't empathize with Barcelos' approach, since it is idea to have students play role in the classroom setting, as opposed to just following orders.  However, in a large classroom, with upwards to 20 or more students,  Barcelos' approach can become counter productive, and at times, even chaotic if ALL the students aren't motivated.

Over the years, I have "tweaked" my authoritarian approach, in hopes to set up a more collaborative atmosphere, as I believe that the students should be allowed a "voice" in how the classes are ran, but I will also use my veto power when needed. You must understand that I teach at a 2 year college, and the study habits of many of my students are nonexistent, so often times I feel as though I need to "rewire" the less motivated students in hopes to better prepare them in their future endeavors. I honestly do worry about each student under my guidance, and when a student is unaware of even their most basic responsibilities, they need an authority figure to guide them down a better path.

There is no general guideline which can be followed in an authority/solidarity approach, because each school is different, as is each class, as is each student. What works in one arena may not work in another, and as teachers, we must adapt to the situation at hand, as opposed to thinking that one approach will work in every situation.

Q5) Although my pay doesn't  reflect that of a professional, I do consider myself as one, which is the reason why I am attending S.M.U..  I am convinced that as a professional, one must always be concerned about improving on their craft.  The opinion which I personally hold (that I am indeed a professional) seems to be shared by my students as well.  Rarely has there been an occasion in which my students haven't been respectful to the job/position that I hold.  I believe that since I do TRY to be a professional,they view me as such. On the other hand, some of my peers, as well as my superiors, may not share this same point of view, and this is evident by what they say and how they act.  I believe that many of my peers don't believe they are professionals because how ESL teachers are often treated by their superiors (in Korea).  For example, I have often been treated as a "number" as to fill a statistical need of my employer, with little regard to my past training or experience.  My opinions are rarely asked for, nor am I encouraged to enhance my teaching skills via teaching seminars or by furthering my education.  Some ESL teachers perpetuate the image of being unprofessional as well. They openly complain about not being looked at in a respected light, yet some do nothing to improve on their teaching styles.  In turn,  these particular teachers will "live for the weekend" or for that "back packing trip" through S.E. Asia, while they put forth minimal effort to teach the students whom are under their care. As Bea said in her interview, "If I don't do things to see myself as a professional, nobody else will".  That is not to say that I haven't been frustrated with my school and supervisors, as Joanna has, but once you view yourself as less then professional, then perhaps you need to work elsewhere, or look for a new career.

Q6) In countries where religious beliefs vary, such as in Korea, a teacher should never EVER bring their religious ideologies into an ESL classroom, regardless of what they are, including atheism.  An individual's religious beliefs are sacred and should be treated as such.  Once  a teacher includes their own beliefs into a classroom setting, there is a real danger that they may "lose" those students whom don't share those same beliefs. In my opinion, if a teacher shares their religious beliefs with a class, they are being unprofessional.  When students ask me about my religion, I will inform them that I can't divulge that information out of fear of alienating those students who don't share the same beliefs as I do. My goal is to get my class to interact with not only each other, but also with me, and  if I inform students of my personal religious beliefs, I fear that my primary goals may be hindered.  Obviously there are great lessons that can be learnt in most religions, such as empathy, sympathy and kindness, however, a teacher can practice those lessons without showing favor to any particular religion.

Methodology module

After analyzing my class recordings and reading the Xie and Walsh articles, I  discovered that when in an IRF session, I often limit a student's reply by either asking closed ended or recitation type questions.  As a result, students will often parrot what they see in the book or on the WB, as opposed to replying with a spontaneous utterance. Another area I discovered that I need to improve on is my "Wait Time".  When students  are slow to respond, I will rush them through an answer  because I  assume that they are not paying attention in class (which can be the case), or that they are a bit confused about the lesson.  Due to my impatience, when a student hesitates, I occasionally answer the question for them (self-answers) rather then using a scaffolding approach as to help them discover an answer on their own. This is an unproductive procedure on my part, because the "slower" students may A) be trying to answer the question using a more creative reply, which if is indeed the case, I  muted their attempts, or B) I am not allowing students to resolve  problems via trial and error. Once reflecting on my recorded classes, I realized that what I once thought was  a dialoigic eventually eroded away into a monologic teaching style.  Since my first video recording, I have made a conscious effort to alter my teaching style into a more Responsive Collaborative discourse, without disrupting the flow of the classes (Exploratory Practice), which in turn has led to more Constructive classes. 

SLA

WOW! The first thing that I noticed was that when speaking 1 on 1 with Koreans in a casual setting, I often speak in broken English... I am glad that I viewed this video and I will be certain to correct this behavior in the future.

This is one of my higher level students from an Acting class that I teach.  He doesn't lack confidence, yet he seems does tend to incorrectly use the the third person singular "s" MORE often  when he is telling the story as opposed to when he is just asking short question worded questions.

I will go in further detail in my home work

My Dilemma. Methodology reflections

Usually the first class that I teach on Monday morning AND the class that proceeds lunch can be described in one word: Unmotivated.

My 9;30 and 1:00 o'clock Monday classes  are always the most difficult for me to teach.  The students are less focused and often revert back to automatic book replies when I ask them questions.  I find this somewhat frustrating because the classes that follow are worlds apart, even though the 9;30 class shares the same major as the 11;20 class (business), and 1:10 class (on Mondays) shares the same major as my 3;00 class (interior design).

For example, during the first week of classes, I had 2 girls (from my 9;30) make a VERY poor attempt to sneak out the back door after the attendance was taken.   I nabbed them in the hallway and informed them that I do a roll call twice per class, in which the second time I call roll, I check their homework.   I often write the word 책임(responsibility) on the WB, and praise a student when they are responsible, yet there are still a few students who come to class without their book, a notebook and even a pen.  I hate to think that these students will fall through the cracks (both in my class and in life in general), but I am having trouble getting these college kids motivated to do even the most basic tasks (such as bringing a pen and notebook to class). It's never more than 4 to 5 students in a particularly "bad" class,  however, that is still 15%-20% of that class (depending on the class size), and when I have to repeat  " 책임", I fear that I take away from the comfort zone in which I try to establish in the classroom.


I wont allow a student to be lazy in my classes, for I insist that each of them ask and answer a question during weekly reviews and I walk around the class when students are doing writing assignments.  The only exceptions that I do make are with students whom appear to have special needs, and in those circumstances, that student only needs to ask/answer questions with me, (without making it seem that I am giving them special treatment).  The issue that I do have however, is with the students who DON'T have special needs, yet lack the drive to do their work.  I have tried different approaches with these students, (making them a group leader, having them help me by writing on the WB, having them sit with the more advanced students), but come the following week, the "target students" fall right back into their same routine.  I find this to be somewhat frustrating when considering that the majority of the students do seem to respond in my classes, and I have very little trouble in my other classes.  I am currently seeking alternative methods in which to get the the less motivated students involved, while at the same time trying not hinder the objectives of the daily teachings.  Unfortunately though, my attempts to get these students more involved have resulted in a BIG Swing and an even BIGGER MISS.

ICC Unedited reply.

Q1
In the 2nd round, Shelly joined our table, and assuming that she knew the rules of "MY/our" table, everything went quite smoothly.  Shelly didn't protest when I took the tricks which she was probably assuming that I didn't deserve. During the "Shelly" round, I was unaware of any confusion that Shelly must have had.

Then I switched tables...  First of all, I was dealt a fairly poor set of cards, so my plan was to take the first trick (which i did), then try to draw out the trump cards by leading my Ace of Diamonds (which was the highest card at my first table).  I then (according to plan) led my Ace of Diamonds and was immediately confused when Andreas took the trick.  I initially  thought that I misunderstood the rules of the game and felt bad for cheating Ella and Shelly during the previous game. As the "3rd"  game continued however, I began to notice that it wasn't ME who was playing the game incorrectly, it was Joel and Andreas.  Confusion was replaced by frustration, and due to the "silence rule", I couldn't tell them that they were playing the game "wrong". Once the 3rd game ended, I was both confused and frustrated. I questioned my abilities, and the abilities of those around me.  The card game reminded me a lot of my first university job  in Korea.  It was difficult working with many of the my supervisors because they did certain things which were in complete contradiction to what I thought to be the "norm'.   I believe that the '5 trick" game would be most beneficial in my classroom because many of my students have had very little contact with foreigners.  I believe that  once my students, as well as myself, better understand the many different ways a goal can be achieved, the classroom will become much more productive.  

Q2)

I would like to use the "Colliding Culture" exercise in my classroom. I fully understand that I am the foreigner in Korea , and that I am the one who has to adapt.  However... there are certain aspects about American culture that I hold with high value and which also seem to be ignored in Korea at times.  For example,  "Korean Time" or when there is a need for a line at stores, bus stations or in the classroom (when I am checking homework). Being aware of another person's time and place (in a line) is very important to me, as it shows that you empathize with others, and their situations.  Once a person  places them-self ahead of others, then I believe that they lack a certain degree of empathy. However, once a person develops better empathy skills,  not only will they understand the difference of others, but they will evolve by understanding those differences.

The students that I teach tend to have very low English skills, thus I would need to eliminate much of the reading that the exercise suggests, and use more role play scenarios so that the students can get a better grasp of what is being taught.  I would then set up a scene where another student cuts to the front of  a line.

Q3)

Throughout my life, I have always been in the minority.  I grew up in a low income situation in the city of Detroit, in which the city is 17% white.  When visiting family in the suburbs, I  was routinely exposed to situations which were different to my neighborhood. Being one of the youngest children in my family, I had to adapt to how others were acting, so that I would not be shunned during family meetings.  Then once home, I would revert back to the norms of my peers.  Once moving to Korea I was aware that people would have a different set of values then my own.  Within  a year l was able to recognize many of those differences and I was not only able to adapt to them, but I was also able integrate my own values along the way. I may be wrong, but I do believe that I am on the cusps of the Bennett's  Ethnorelative integration stage.

As for my students, well their development varies. For the large majority of them however, I believe that they fall in between  Bennett's Ethnocentrism "minimization" stage and Bennett's Ethnorelative "acceptance" stage. Koreans whom haven't lived in another country are rarely exposed to anyone except other Koreans. They don't have the opportunities to understand other cultures except for when they see how foreigners are portrayed in the media (which is often a stereotype) or when they have brief encounters with foreigners that they may randomly meet.  An open prejudice is rarely displayed by Koreans, and depending on what 'stage" they are at, I beleive that many of the Koreans that I meet either display "minimization" characteristics, or "acceptance".

Back to the Future.

This week my goal was to instruct the students on how to conjugate verbs into their past and future tenses without using the progressive verb form.  I began class by asking the students which particular verbs that they wanted to discuss (open ended questions), then I wrote their replies on the WB.

Since many of my adult students tend to have low English skills, they are usually slow to respond.  I am unsure if they initially don't understand what I am asking of them, they are too shy to respond, or both. When dealing with a lack of interaction from my students, I usually start the ball rolling by giving the class a "fun" example as to what I type of answer I am gunning for. I will spare you the audio, but the example I gave was the verb "sing".  I then started to sing in front of the class.  By allowing the students to witness me torture a song, they seemed to become a bit  more relaxed in class, and as a result, student replies started to flow more quickly.

Some of the verbs that the students gave were:
dance,
read,
cook,
and one student even yelled out "kiss" (bless their hearts)

With the selected verbs listed on the WB in one column, I asked the class what the past tense verb form of each verb was, then I wrote the correct answer in a neighboring column.  This "dialogic" approach is different to the  "monologic" style that I previously used.  In the past I would simply write the past tense verb form on the board without asking the class what they were. which obviously would not allow the students a chance to figure out the answers on their own.  I do have to admit that after incorporating the "dialogic" approach this week, I was a bit surprised by how many of the irregular verbs that the students actually did know.   Some of the irregular verbs were given the  regular verb past tense "ed" ending, but when this happened I only had to say "nope", and often times the students quickly corrected themselves.  For example,  the verb "eat", was conjugated incorrectly to "eated" in all of my classes, but once I said "nope", the students would give the correct answer of "ate".

After the all the verbs were correctly conjugated into their past tense form, I wrote "What DID you do last Friday?" on the WB.  By specifically using the word "DID", I was trying to indicate that the students should not use the progressive "ing" ending. Students were then instructed to ask the classmate sitting behind them "What did you do last Friday?". The students being asked the question then had to reply so that the rest of the class could hear their answer.  In the past, if students made mistakes ( I driving last Friday), I would immediately correct them,  however this week when a mistake was made, I just said "nope", and then allowed the students to work out the mistake for themselves.  I also used the same teaching methods for teaching the future tense verb form in the 2nd half of the class..

 I never realized how often my teaching style was obstructive and how often it was constructive. I often worried about the time restraints of getting the book finished (as instructed by my bosses) as opposed to giving students enough time to discover answers on their own.  Through the weekly reading assignments however, I discovered useful methods which A) seemingly made my classes run better, B)  were non intrusiveness to my class, and C) I will continue to use throughout my teaching career.  I believe Dick Allwright described this as Exploitative Practice.