1) The kenari, harbingers of spring here on the peninsula, finally bloomed this year nearly three weeks later than in 2009. Spring has been mild, to say the least, but it looks like we've turned to corner on warmer weather.
You couldn't call it hot, but there is a definite warming trend, and very nice weather for sitting at a sidewalk table and enjoying some chicken and beer of an evening.
2) Prosecutors are investigating a match-rigging scheme in the soccer K-League involving brokers in Changwon and unnamed players in teams participating in the Rush and Cash Cup--mostly "relatively low-paid players on the second string", according to a Korea Herald account.
3) Just Monday, I asked my new "handler" if he had heard anything about my contract renewal process; he hadn't. Today, I got the first piece of paperwork in the process, titled "End of Term Report", which sounded ominous until I saw the first question was about my intention to renew: yes or no?
For the record, and for the time being, the answer is yes.
4) It's week one of a two-week lesson on Aesop's fables in first grade, wherein each team is given a fable to dramatize in front of class next week. This week, they have to read and simplify the story and then write a basic script. Their command of "simplify" and "write a script" seems a bit tenuous this year compared to last, but stay tuned for some photos and perhaps a video...
5) There is no number 5.
6) The Rapture happened this weekend, and it seems I got left behind. If you are reading this, you did, too.
Wednesday, May 25, 2011
Sunday, May 22, 2011
Can We Make A Difference?
At a get-together a few nights ago, one of my fellow English teachers here in Korea was feeling frustrated: after nearly three years of teaching here, he has not been able to really make a difference in the way his school works; by extension, we foreigners will never be able to make positive change in the Korean educational system.
I feel his pain. After three years, I still can't get my co-teachers to speak English in my presence at English Department meetings--well, at least not until sam-cha (third round), when the libations have loosened lips somewhat. Each new department head has asked me for my opinion on what the school can do to improve my effectiveness. My answer is: 1) give me smaller classes; or 2) more class hours per week with my students; or 3) at least stream the classes by English ability levels; and 4) periodic, regular meetings with my co-teachers. So far, none of those things has been implemented.
The Korean educational system, not unlike education bureaucracies anywhere, seems particularly entrenched. Although one can trace numerous attempts by national administration after administration to decrease the reliance on after-school academies (hakwons), to change the memorization-based, rote-learning culture of instruction, to encourage creativity, and to raise the level of education for the poor and middle class, most who follow education policy here would agree that nothing has really gotten better.
An article in the JoongAng Daily a few days ago illustrates this point, with a a story titled The widening educational divide. Acceptance rates to Korea's most prestigious universities is proportionally much higher for so-called autonomous or special-purpose schools than for "ordinary" high schools. Of course, that's one of the goals of the autonomous school idea. Key grafs:
But can we make a difference in our little realm? After all, many of us are given minimal guidance on our curriculum and classroom activities--what we may see as an annoyance can be an opportunity to make a difference. Think outside the box, focus less on grammar and more on communication; have students move and act rather than sit passively; create a scene or a stir (in a good way, of course), let the powers-that-be know you're here and you're serious about teaching.
My friend has done just this at his school: he reads storybooks at lunchtime; he teaches an afterschool science class; and so on. In fact, his school recently won an award from the city for its outstanding English program! I think it's fair to say he has made a difference. Alas, the presentation of the award, and some great perks, were lavished on the Korean faculty members, and he was completely ignored. Such thoughtlessness is inexcusable, of course, so I won't try to excuse it--still, this isn't the first time a foreigner has been slighted in this way, and it won't be the last. Hurts your feelings, naturally, but it doesn't decrease your impact.
Teaching in Korea can be frustrating; cultural differences like han and nunchi cause us to stumble and misunderstand things, to create rifts of which we are unaware, and to offend or be offended where no offense is meant. Open criticism is not something familiar to Korean, or indeed Asian, culture, at least on a one-to-one basis. When my lesson has not gone well, my co-teachers will not critique it for me; lacking a meeting protocol where they would be comfortable in critiquing me, I have had to figure out ways to ask for their input whereby I am not directly on the line. When I need them to change their ways, I approach them with I am having trouble with so-and-so; what do you think it is? Perhaps you can help me by doing such-and-such.
I would guess most foreign teachers would point to the testing culture as the biggest problem with Korean education--a student's entire future seems to boil down to one nine hour period on a Thursday in November of their senior year, the Korean SAT, or 수능 suneung. In order to get into prestigious universities, Korean students must forego sports, dating, and fun to attend cram schools, spend untold hours in "self-study rooms" and, in too many cases, contemplate suicide.
But so would Korean teachers. They are just as frustrated with their inability to change the system as we are. Well, much more.
Despite all the English grammar and vocabulary they are taught, the average high schooler has great difficulty putting together a simple English sentence expressing their own thoughts.
So I no longer worry about the "average high schooler"--I confine myself to my own, the ones at my school. Through practice and repetition, by giving them need and means, I will make it easier and easier for them to express a simple thought well in English. Then a slightly more complex one. And so on.
Of course, it's neither simple or easy. And I'll never change the system. But the occasional success is reward enough to keep me going, and the paycheck doesn't hurt, either.
I feel his pain. After three years, I still can't get my co-teachers to speak English in my presence at English Department meetings--well, at least not until sam-cha (third round), when the libations have loosened lips somewhat. Each new department head has asked me for my opinion on what the school can do to improve my effectiveness. My answer is: 1) give me smaller classes; or 2) more class hours per week with my students; or 3) at least stream the classes by English ability levels; and 4) periodic, regular meetings with my co-teachers. So far, none of those things has been implemented.
The Korean educational system, not unlike education bureaucracies anywhere, seems particularly entrenched. Although one can trace numerous attempts by national administration after administration to decrease the reliance on after-school academies (hakwons), to change the memorization-based, rote-learning culture of instruction, to encourage creativity, and to raise the level of education for the poor and middle class, most who follow education policy here would agree that nothing has really gotten better.
An article in the JoongAng Daily a few days ago illustrates this point, with a a story titled The widening educational divide. Acceptance rates to Korea's most prestigious universities is proportionally much higher for so-called autonomous or special-purpose schools than for "ordinary" high schools. Of course, that's one of the goals of the autonomous school idea. Key grafs:
A closer look at the numbers shows that the overall number of students accepted by the best universities in the country from normal high schools started to decline beginning in 1974 - when the standardization of high schools began. One school in Seoul that sent 67 students to Seoul National University in 1981, had only six successful applicants last year.If the Korean government can't fix it over a period of thirty-five years, I don't think a few thousand foreign English teachers will do it within our typical two to five years tenure.
The standardization of high schools was implemented by the government in an attempt to narrow the gap in the quality of education received by the rich and the rest, and root out memorization-based education methods. This meant getting rid of all entrance exams that high schools utilized prior to 1974 and assigning students to random schools.
But what was meant to broaden the quality of education, ended up having the opposite effect. Indeed, the Korean education system has never been more polarized, and a memorization-based approach to learning prevails throughout Korean schools.
But can we make a difference in our little realm? After all, many of us are given minimal guidance on our curriculum and classroom activities--what we may see as an annoyance can be an opportunity to make a difference. Think outside the box, focus less on grammar and more on communication; have students move and act rather than sit passively; create a scene or a stir (in a good way, of course), let the powers-that-be know you're here and you're serious about teaching.
My friend has done just this at his school: he reads storybooks at lunchtime; he teaches an afterschool science class; and so on. In fact, his school recently won an award from the city for its outstanding English program! I think it's fair to say he has made a difference. Alas, the presentation of the award, and some great perks, were lavished on the Korean faculty members, and he was completely ignored. Such thoughtlessness is inexcusable, of course, so I won't try to excuse it--still, this isn't the first time a foreigner has been slighted in this way, and it won't be the last. Hurts your feelings, naturally, but it doesn't decrease your impact.
Teaching in Korea can be frustrating; cultural differences like han and nunchi cause us to stumble and misunderstand things, to create rifts of which we are unaware, and to offend or be offended where no offense is meant. Open criticism is not something familiar to Korean, or indeed Asian, culture, at least on a one-to-one basis. When my lesson has not gone well, my co-teachers will not critique it for me; lacking a meeting protocol where they would be comfortable in critiquing me, I have had to figure out ways to ask for their input whereby I am not directly on the line. When I need them to change their ways, I approach them with I am having trouble with so-and-so; what do you think it is? Perhaps you can help me by doing such-and-such.
I would guess most foreign teachers would point to the testing culture as the biggest problem with Korean education--a student's entire future seems to boil down to one nine hour period on a Thursday in November of their senior year, the Korean SAT, or 수능 suneung. In order to get into prestigious universities, Korean students must forego sports, dating, and fun to attend cram schools, spend untold hours in "self-study rooms" and, in too many cases, contemplate suicide.
But so would Korean teachers. They are just as frustrated with their inability to change the system as we are. Well, much more.
Despite all the English grammar and vocabulary they are taught, the average high schooler has great difficulty putting together a simple English sentence expressing their own thoughts.
So I no longer worry about the "average high schooler"--I confine myself to my own, the ones at my school. Through practice and repetition, by giving them need and means, I will make it easier and easier for them to express a simple thought well in English. Then a slightly more complex one. And so on.
Of course, it's neither simple or easy. And I'll never change the system. But the occasional success is reward enough to keep me going, and the paycheck doesn't hurt, either.
Monday, May 2, 2011
'Cinderella Law' and Other Teen News
1) The major papers report on a new law from the National Assembly to ban those under age sixteen from playing online games after midnight (see JoongAng and Korea Times, for sample coverage).
Gaming is big business in Korea, considering both export value (income to Korean gaming hubs exceeds USD 1 billion per year) and local economics (the monies earned by PC bangs--you never see folks in there just checking their email, or printing something off real quick, it's mind-numbing hours of Starcraft or WOW).
While the 'Nanny state' issue may be worthy of debate, more problematic is the matter of enforcement--it is a simple matter for teens to use their parents' registrations or buy them from other people to get around the midnight curfew.
PC bang owners have other things to worry about besides checking IDs, especially with the Ministry of Health and Safety set to impose a nationwide smoking ban on billiard halls and PC bangs, according to a Herald article.
2) The government "envisions" free mandatory kindergarten for all children by 2016, according to the Herald. At a time when the US is actively defunding its education infrastructure, apparently because taxes are out of hand (NOTE: US income taxes are at historic lows--your taxes have never, ever been this low!), Korea is actively doing just the opposite. To the current nine years of free, compulsory education, they want to add a tenth: in Korea, you pay to attend high school (years 10-12), though Seoul's new government substantially decreased the rates last year.
3) Koreans’ TOEFL ranking drops, sez the headline. Interestingly, the average score of 81 remained constant from 2009 to 2010, but ranked 80th of 163 countries. In 2009, Korea was 71st of 157 countries.
In case you wondered.
Gaming is big business in Korea, considering both export value (income to Korean gaming hubs exceeds USD 1 billion per year) and local economics (the monies earned by PC bangs--you never see folks in there just checking their email, or printing something off real quick, it's mind-numbing hours of Starcraft or WOW).
Industry sources say while the curfew will not affect the revenues of game publishers in the short term, it will certainly harm the image of the companies in the local and overseas market.
“The mandatory shutdown system is unconstitutional and allows the government to rule over families,” said the Korea Association of Game Industry in a statement. “It’s regrettable how [the system] has branded game publishers as those with ill intentions like those making drugs.”
While the 'Nanny state' issue may be worthy of debate, more problematic is the matter of enforcement--it is a simple matter for teens to use their parents' registrations or buy them from other people to get around the midnight curfew.
PC bang owners have other things to worry about besides checking IDs, especially with the Ministry of Health and Safety set to impose a nationwide smoking ban on billiard halls and PC bangs, according to a Herald article.
2) The government "envisions" free mandatory kindergarten for all children by 2016, according to the Herald. At a time when the US is actively defunding its education infrastructure, apparently because taxes are out of hand (NOTE: US income taxes are at historic lows--your taxes have never, ever been this low!), Korea is actively doing just the opposite. To the current nine years of free, compulsory education, they want to add a tenth: in Korea, you pay to attend high school (years 10-12), though Seoul's new government substantially decreased the rates last year.
The government-developed common curriculum will be used in kindergartens and daycare centers alike, according to the plan.
About 400,000 of the nation's 435,000 children who turn 5 next year, or about 91 percent, will benefit from the policy.
Children who are educated at home or at high-cost educational facilities, including English language institutes, will not receive the subsidy, but officials expect the expansion of state support will encourage more low- and middle-income parents to send their children to kindergartens or daycare centers.
The government will revise related laws in the second half of this year to give a legal guarantee to the new system, officials said.
3) Koreans’ TOEFL ranking drops, sez the headline. Interestingly, the average score of 81 remained constant from 2009 to 2010, but ranked 80th of 163 countries. In 2009, Korea was 71st of 157 countries.
The Netherlands topped the list with an average score of 100 followed by Denmark with 99 and Singapore with 98.
India and Philippines are also high among Asian countries, ranking 19th and 35th, respectively.
North Korea ranked 96th, China 105th, Thailand 116th, Japan 135th and Saudi Arabia 153rd.
The international average score in 2010 is 80 with 20.1 in reading section, 19.5 in listening, 20.7 in writing and 20 in speaking.
In case you wondered.
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