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".