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because of how Korean culture equates age with status, and for the sake of ethnic harmony, my personal philosophies are superseded by the rules of the land .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.
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