2010 Teacher of the Year

UPDATE: Korea Times profiled me on Wed, Jan. 5, 2011, click here.

Just to make it official, I had to go in to school today for the final faculty meeting and a free (delicious) lunch. I was one of five NSETs (Native Speaker English Teachers) in Seoul to receive the award.

It snowed again last night,so there was a fresh coat of snow on everything. Here are two views out of my classroom window:

Laura Ingalls, Lousy Teacher

I found this clip from "Little House on the Prairie" where Laura Ingalls, played by Melissa Gilbert, (unintentionally) showcases about six terrible teaching techniques in the space of about three minutes.

1) Although "cold questioning" can be useful as a way to open a lesson, it becomes immediately clear that she's asking questions about material to which they've never been introduced.

2) Her impatience mounts after one kid lucks into an answer; she seems to think that if one student has heard of one borough of New York, they clearly should all know all five boroughs--as if they are just refusing to answer out of obstinacy.

3) She allows the minor disruption of the spitball to take over and sideline the class activity, such as it is. Furthermore, she singles out and punishes Willy without actually knowing he did it--all the more reason for Willy to act out, if he knows he'll be punished anyway. (Self-fulfilling prophesy, anyone?)

4) Willy's question is a legitimate one, one for which teachers should have a ready answer. And she does have an answer--but does she have to be so mean about it?

5) When Willy confuses 'borough' with 'burro', Laura passes up the chance to conduct an interesting side-trip into homophones, so that she can instead belittle him and goad him into further acting out. Good choice, Laura Teacha!

6) It might occur to the students that the Brooklyn Bridge goes to Brooklyn if they had, say, a map; the bridge also goes to Manhattan, so why isn't it called the Manhattan Bridge, then? A map would also help in identifying the three rivers in question.

It's well and good to have high expectations for your students--I use the TESA model myself--but clairvoyance is a bit too much. Give them some tools, Miss Ingalls! A hand-drawn map on the board would suffice, since you probably didn't have a textbook in the 1880s.

Well do I remember the maps of Mr Ferguson, a big beefy guy who taught history at Chaplin School in the 1970s. Four color works of art they were, beautifully lettered, bold arrows illustrating troop movements, mountain chains so real you felt your chest tighten in the thin air. We were expected to copy them down in the first minutes of class. The rest of the period, Mr Ferguson dictated, and we wrote everything down. 45% was the passing grade in his class; I never knew anyone who got over an 80. He wasn't perfect, but he didn't expect us to know things before he taught them.

He set up his classroom with a big open space in the middle, through which he would pace, droning his dictation, with rows of desks on opposite sides, facing in. Dale M--- and I would spend most of class trying to look up Janet E---'s dress. I've never used that desk arrangement, and still blame it to this day for why I don't understand how the von Schlieffen Plan led to Germany's defeat in WWI.

Bragging Rights

1) Norfolk & Chance earned the "Hat Trick" last night at 3 Alley Pub's Quiz Night, first place three times in a row. Well done, us! Unfortunately, we have to take a miss the next couple of weeks--at least under that team name.

2) This week's class activity is "create your own superhero", something fun and relatively easy with which to end the year. So far, my favorite superhero is Whassup Man. Students name and provide the characteristics of their hero or villain by fillng in the blanks on a worksheet I stole from Simon and Martina and fixed up for my purposes. I take (or sometimes choose) volunteers to read about their superhero/villain aloud at the end of class. It's generally a humorous, nice way to end things up.

Most classes have one or two students that take shots at a disliked teacher or the principal; and a couple who make me into the superhero, angling for brownie points on the last day. I felt pretty good today that one student actually tried to describe my traits as a teacher: "TuttleTeacher can freeze students with his stopwatch", "TuttleTeacher can make students pay attention without using corporal punishment", "His television shows interesting videos".

3) My teaching--or my ego--got a more official boost today; the principal showed me a certificate naming me Seoul Office of Education 2010 NSET Teacher of the Year. My co-teacher said there are five teachers receiving the award; I don't know if she meant total, per division, per region or what. Anyway, recognition is nice. And the monetary prize is nice, too--don't know how much it is, but it's nice.

I don't know the criteria or the process that was involved, but I do know I was asked a few weeks ago to put together some sample lesson plans, and I gather this was at a late stage of the selection procedure. I also know that the evaluators of my "open class" gave me a perfect score; and that my school's English Department gave me an "A+".

So, those are some nice laurels to rest on over the holidays!

A Day in the Life ...

... of a Korean High School Student:


Thanks to But Different.

An eloquent eleven seconds, indeed.

Education News Roundup

First, and unsurprisingly, a analysis of data acquired by Dong-A Ilbo found that teachers are "more generous than students or parents in assessing their colleagues." The paper studied the results of the first-ever national evaluation of tachers conducted by the Education, Science and Technology Ministry:

The data suggested that the average score given by teachers to their colleagues was higher than those from students and parents in all categories.
A discrepancy of up to 1.85 times characterized the evaluation scores of teachers and students and up to 2.54 times between those awarded by teachers and parents. [...]
Jeon Je-sang, an education professor at Gyeongju University who conducted a joint study with the regional education research center at Chungbuk National University, said, “Efforts are urgently needed to correct the practice of teachers granting high scores to their colleagues due to sympathy.”

The aticle did not provide information on the basis by which Jeon was able to determine that higher scores were due to "sympathy" or why efforts to correct the practice are needed urgently, since the ministry has not determined any policy procedures that would be impacted by the study.

Second, another story on the so-called "English-teaching" so-called "robots" being pushed by KIST (Korea Institute of Science and Technology) as the solution to the native-teacher so-called "problem", this one from Korea Times, never the brightest pap in the rack:

"We learned that Engkey [the "robot's" nickname] should be able to fare well in markets based on the first phase of experiments. We are poised to conduct more pilot runs before commercially launching the robots in 2013, [said KIST spokesman Park Young-ho.]"
Engkey has arrested the attention of students in the English-language classes in Masan elementary schools this year thanks to her cute penguin-like shape, tender female-voice pronunciation and ability to interact.
However, the robot was found to freeze if a student goes off the scripted dialogue.

In other words, Engkey is a CD-ROM on wheels, in a plastic shell that looks like what children think a robot should look like. Utter shite, as my Brit friends would say.

Finally, and quite disturbingly, JoongAng Daily's story carries the header: Seoul high schools to eliminate P.E. classes "for third-year high school students next year to give students more time to study for the university entrance exam."

Wow! Talk about getting the wrong end of the stick! If anything, what these kids need is less time with their noses in the books, and more time in the fresh (well, you know what I mean) air, exercising their long, skinny bodies. PE teachers' jobs, of course, don't face elimination (which is purpose of those robots in the story above for English teachers), as the number of PE hours will remain the same. The reporters explain:

Schools are currently required to give students 272 hours of physical education during their three years of high school, with 102 hours each for first- and second- year students and 68 hours for third-year students.
Starting next year, schools will be free to divide the number of class hours in any way they like, following the passage of a new regulation that also stipulates that schools offer classes in just eight subject areas.
According to statistics from the Seoul Office of Education, half of the 178 high schools in Seoul that offered physical education classes this year say they will reduce or eliminate the number of physical education hours for third-year students and allocate all of the physical education class hours to the first and second year of high school.

I asked around at my school about this, and they have no plans to make such a change. In fact, they're still hoping to find money for the new gymnasium project despite the big budget cuts for facilities in next year's appropriations.

KidPower ToyCon

Last week was the much-anticipated KidPower ToyCon (batteries not included), the annual convention of the Classic Toy Manufacturers and Retailers Association.  And the Exhibition Hall is right there in my classroom!

Better-speaking students man booths inside the classroom as representatives of toy companies, intending to hawk their latest new product; the rest of the class are "store buyers", the people that choose the merchandise that will stock their stores' shelves this Christmas season.  Each store rep. has a unique identity and set of requirements, given on his worksheet; each toy manf. guy has information he wants, too, in addition to selling his toy: store name, contact info, number of outlets, age range, etc.

Okay, so it's a conceit for an interview/information gap activity, but the two co-teachers repeating from last year claim it was their favorite lesson.  I mentioned previously the ways I've tried to improve it: a) simplifying the Q & A (too much information takes too much time and decreases the contacts); and b) increasing the number of toys, or booths, from 8 to 10.  Both moves were successful, so the average "interviewee/store buyer" got five or six interviews compared to three last year. 

It was a massive amount of work last year, mainly finding appropriate toys (no guns, swords or other violent toys, no movie or pop culture tie-ins, and ... no batteries required), then building a corporate logo, brand and promotional materials.  This year I did three new toys, but I kept the Scholas Pop Out World stuff intact, because, though it is a Korean company (owned by LG), the English was acceptible. 

This lesson does promote a good amount of English speaking, though vocabulary covered in the textbook, like retail (as in retail price) and promotional (as in flyer) were sometimes less understood than I hoped.  I also used my "teaching stick" to threaten students who said their email address AT (@) was pronounced dalbaengi 달뱅이, though I swear before I looked it up I heard it as 골뱅이, golbaengi.  However you say it, don't!  달뱅이 is a marine snail, a popular anju food, whose spiral-y shape resemples the @. 

To conclude the lesson, students look over their contacts and compare them to the specifications for their particular search--"Did you get a match?"   A student who visits five of the ten booths is almost certain to have at least one match.  One further change I would make is to add a column on the far right of the worksheet, to check off Match or Not a Match.

The Nice Catch Suction Ball Paddle Game from Whizz-O, above, was a popular addtion this year (though two broken paddles do not bode well for its longevity in the market, or indeed the KidPower ToyCon).  The Puzzlebox sets from IQ+, Inc. were also a hit, and were solved--in one sitting--by Yours Truly:




Okay, so I'm a big kid at heart.