Bear-Ninja-Cowboy

Bear kills Ninja

Ninja kills Cowboy

Cowboy kills Bear

These are the rules to the best icebreaker ever! In college, when my friends and I were drunk, we came up with our own version of the timeless and classic game of "Rock-Paper-Scissors." Two people stand back to back. The rest of your friends would count "1, 2, 3, GO!" Next, the two participants would turn around quickly and display either a bear, ninja or cowboy. The bear stance is where both hands are raised in the air imitating a bear attack. The ninja stance is where the body is positioned low with one hand forward and the other hand back ready to do a ninja "chop." The cowboy stance is where both hands are drawn like guns in a duel. Whenever my friends and I would play this game, we would laugh hysterically and have fun.

This week is Week 1 of my 2nd term as an English instructor. With one term under my belt, I've had sometime to reflect and improve my teaching methods. One aspect of teaching that is difficult to accomplish is getting students to trust you and like you. This is best accomplished the first day of class. In the past few days, I've been attending Workshops that demonstrate proper class structure and effective teaching methods. One of the most important parts of the first class is done after explaining the syllabus and before starting the class material: The icebreaker. Most people hate icebreakers because they are cheesy, boring, and a waste of time. The icebreaker is crucial in forming the connection between authority (me) and the punks (the students). In the past, I've used the ever popular 2 truths, 1 lie game. This has been quite effective, but still did not get the students motivated. Nevertheless, I did excite intrigue between us. As my previous posts shows, I would write:

1. I have been to more than 20 countries.

2. I have eaten a spider.

3. I speak Korean.

The lie is that I speak Korean. This lie was helpful because my first and most important class rule is: No Korean. Only English. Then, I would get my students to do 2 truths and 1 lie of their own. The student's creativity is usually limited to:

1. I have a brother.

2. I have a sister.

3. I have been to America.

So now that that I have started a new term, I want to begin shining establishing that connection of trust quickly. The Bear-Ninja-Cowboy worked so well this week. I have only used it with the elementary level students. At the young ages between 9 and13, students seem to be more willing to try different things, are not embarrassed, and want to impress the class. Luckily, I got everyone to participate and the class responded with uproars of laughter. MISSION ACCOMPLISHED!

With the middle school level students, Bear-Ninja-Cowboy would never work. Middle schoolers are shy: of me & of each other. It's the whole "girl-boy" issue. The 2 truths, 1 lie icebreaker seems to work though. This week, I've gotten more creative responses such as:

1. I have a boyfriend.

2. I have been lost in a jungle at midnight.

3. I speak 4 languages.

The lie is actually "I have a boyfriend." Of course these middle school students wouldn't have boyfriends! They can't even own up to having friends of the opposite gender! One student actually was lost in a jungle because she used to live in the Congo in Africa. Another student did in fact speak 4 languages: Korean, English, Chinese, & Filipino. Unlike American students, Korean students are forced to learn more than 1 language at school and in academies after school.

Although it's only Day 2 of Week 1, this term feels like it's going to be great. I'm guessing I received good evaluations and recommendations from my head instructors and the students from last term because this term I am teaching 27 hours and all Eagle Reading & Listening class, plus 2 Memory Giga classes. Eagle is one of the top levels. The hierarchy is as follows:

Albatross
Eagle
Birdie
Par
Bridge
Memory Tera
Memory Giga
Memory Mega

I was surprised I was given a listening class because I have never taught it nor have I been trained. My favorite classes last term were my Bridge Reading classes. Everyone warned me in the beginning that Bridge Reading Middle Schoolers are the worst to teach because they sit like rocks. These classes ended up being my favorite because I felt like what I was teaching was not only getting across to the students, but also being retained. Plus, we would crack each other up with quips about each other, such as the boys having too many girlfriends, smoking cigars, or drinking too much soju.

The best part about Week 1 is seeing my former students. As much laughter, grief, or silence any of them gave me, they all have greeted me warmly before and after class and during the breaks. Many of my colleagues have come up to me saying, "'I have ________ in my class. He/She loves you and won't stop talking about you!." There is no better feeling when a student not only can remember your name, but also has positive things to say about you to his/her current teacher. Many of my kids have popped into my new classroom, tugged on me in the hallway, and even given me hugs. I hope my euphoria lasts 12 more weeks...

Chi-Pa-Moo = Scissors, Paper, Rock & Other Teaching Tips

Chi-Pa-Moo (Ki-Pai-Bo) is the official decider of everything Korea. Young children will bust out their rock-paper-scissors for anything ranging from getting to say an answer to who gets the last piece of candy. I have even see groups of old drunk men use their rock-paper-scissor skills to decide who gets the first cab after a night of soju and megju. I have used this tactic against my students if they want to use the restroom or get water.

A very popular game I play, which my students have so lovingly called, is Eye Fight. Basically it is a staring contest between me and one of the students. However, there is a catch--No Blinking & No Smiling. My record is perfect. It's quite funny watching my students try to Eye Fight with me because their eyes are already so small, so when they are struggling, their eyes seem to disappear, but are in fact still open! This is a very good tactic for bathroom and water requests or to just get off on a tangent from teaching and play.

At the end of the Memory lessons, there is a module called Writing Check where the students have to place 8 out of order sentences in order. The book will provide 2 answers. When we come up to the ones already given, I will call out, "Who is the genius? Who wants to be the hero?" The students jump out of their seats, yell, and wave wildly. Lately, they have become bored with the titles, so I have had to become more creative. I have used, "Who can jump the highest?" and "Who can jump the farthest?" creating a long jump pit in the middle of my u-shaped classroom.

Now that it's Week 13, the last week of my first term, I have done a considerable amount of reflection on my first term. As this last week ends, the head instructors have been forcing loads of information on us at workshops. Although they seem to be tedious and irrelevant, I have been impressed with some of the mock teaching done by veteran instructors. Teaching is one of the most evolving professions that thrives on being copied and then revamped with a twist of personal style. I have taken pointers from watching my fellow colleagues and their "performances" have really helped me. Being a teacher is not merely pushing concepts and finishing modules, but also being able to connect students beyond the academic realm. One of my HIs had a end of term meeting with me to go over my strengths and weaknesses. He said I have done well with the class (70%), but the other part (30%) is getting that "Zzsa Zzsa Zsoo"--Sex & The City reference. It's about being ON, getting the kids excited about the material, and overall just being a crazy. He referred to this aspect of my job as being a "teacher-tainer." For someone who is usually a lot of energy, I have had to really grapple with this aspect of myself. I have discovered that I am a teacher who cares more about accomplishing my objectives, finishing modules, and getting that satisfaction from students from them getting their "Eureka!" moments. I want that light bulb to go off in their heads and be able to go further with their ideas and apply them critically.

The Chung Dahm motto is: Passion for Teaching. Compassion for Learners. As a teacher, these concepts are what I and every other teacher should strive for. It is the balance between being a conceptual and relateable teacher. My second starts next week (11/24). Although this is the term where I am considered for a salary raise, being a better instructor is more than just the extra 1,000 won/hour reflected on my pay stub. I really want to be able to connect. I want my students to be at the very least not yawning or looking away. Most of my classes this term have been above average. The students have been quizzical, intrigued, funny, and at the very least tolerable. I am sad to see that our time is over, but as a teacher, I could not ask for anything more than to see my former students level up and move on in the English language. I hope that when I see them in the hallways, they recognize me and wave at least. One of the worst things that could happen is when a student rushes past you although they know you are there.

My last classes this week have been met with both gratifying satisfaction and annoyance. Each class has bugged me about having a pizza party or watching a movie. My FM stated that we could only give 2 parties that include food and an hour and a half movie. Two other classes may have a 45 minute movie and 1 class my have 25 minutes of a movie leaving the last class with nothing. These rewards are based on how well their E & M learning rates are. E & M learning are online homework components done in addition to workbook homework. It really is insane what Korean parents will put their child through! I took pictures with each of my classes. For some odd reason, all the boys were begrudging yet willing to take pictures. The girls completely refused and would hide under the hoodies or arms. These are the middle schoolers. The elementary, on the other hand, were willing to take pictures! One of my elementary school students, Amy, gave me a bag today and said, "From my father's factory." Guessing her father was a higher-up in the company because you'd have to be if you can afford Chung Dahm, I took the bag with surprise. In the bag was 4 knit tops and a long wrap sweater! A student actually gave me a new wardrobe for my end-of term-present! I was not expecting any gifts, especially since I am a brand new instructor, who could have met with mixed reviews from the students, but I am definitely not complaining. Grrr, I wish I could teach her next term!

After I took pictures, I told the students how I much I enjoyed teaching them and that I'd hope to see them around next term although I am not teaching any of their classes next term. They gave me such blank looks, but I'm hoping they think my words are sincere. All I can gage this by is how I'm received when I do see them in the hallways or what they tell their friends. After waving goodbye and saying goodluck to them, I am satisfied and feel accomplished in this term. I've had students tell me personal anecdotes, ask for love advice, and even hugs! I did my job and got a lot of new pupils/friends.

Next term, I will be teaching Eagle Reading & Listening, both very high levels. In addition, I will be teaching 2 courses of Memory Giga. I taught Memory Giga this term and they were my worst class because of behavior. I'm getting more comfortable with Memory classes because they are so high energy, fun, and need virtually no prep. However, I am frightened of teaching these high level reading and listening classes. They require tons of prep and also require that I play devil's advocate and create debates by eliciting responses out of the students. Although, at these high levels, the students should almost be like native speakers, I am scared that these students are going to read right through me and think I'm a chump. Tomorrow, I have more workshops and training on listening, which I have never taught before. I am still so perplexed as to why my FM would schedule me, an inexperienced listening teacher, to teach one of the highest levels of listenings. I'm sure it'll all be fine in the end. All I can hope for is that my icebreakers go well and I am handle a whopping 30 hours of work/week. I can already tell I am going to be a hermit this winter. PS It snowed for the first time in Seoul today! (11/20/08)--I am very bittersweet about this.

Junggye Branch Bonding

Me, Marc, & Paula : The Faculty Manager with the newest Englishee teechuhs!

The 3 month mark has hit! It seemed like not too long ago when teaching in Korea was just a thought or backup plan. Now a quarter of my year in Korea is gone! I was skeptical of my new placement, my coworkers, my classes, and my life in general in a foreign country, but my first 3 months have proven that I can make it here.

Kristen & Shadiyah Sandwich with a Slice of Eugene

More Junggye Love: Kristen, Me & Eugene

Lucretia, Kristen, & Me

Lucretia, Kristen & Me: Rarrrrr!

Me & Shakha: Isn't that the sweetest name?

Eugene & Jenny: We Just Wanna Dance

Branch Bowling Tournament: Captain in Stretch Pants

Every November, Chung Dahm gets the 7 main branches together for a bowling tournament. The winner gets to split a pot of 500,000 won between 10 players. I, who is always down for some competitive fun, decide to show up. My Faculty Manager (FM) decides to make me captain of the A team. As the most unskilled branch at the tournament, our strategy was to make the A team the bad team and the B team the winning team. Not even strategy could help us. The A team ended with a total score from 2 games of 600ish, while every other branch had well over 1200. The B team almost made it to playoffs, but were ousted by a mere 100 or less. We were not sore losers, but left our mark at the bowling tournment with empty soju, orange juice, and cider bottles. We were clearly the worst team, but the most fun--and drunk. Nevertheless, it's about sport, fun, and branch bonding. Hopefully next year, we recruit better talent.

Clear Confusion Of Who Is On What Team

This week is Week 13--the last week of the term. I finally made it a whole term! This week should be cake because the students already know if they leveled up and really don't care about the lessons. They just want the party and movie. The first few weeks of the term, I was a horrible teacher, according to my head instructors. Now, I'm a lot more comfortable and have grown quite close with my students. We can joke and they understand me. We can play and stay on task. A lot of them leveled up to Bridge Reading, which I won't be teach next term sadly because I could have had the same students. I've developed such relationships with these students and now I have to start all over again with a new batch of 60+ students next week. Oh icebreakers...