Teacher - student relation
Original Articles. The relations between the student–teacher trust relationship and school success in the case of Korean middle schools. Teacher - student relation. by Agchan (South Korea). I am a beginner in kendo. I have been taking classes in a sports center in Seoul, Korea. I am the only. Aspects of Korean students that might have an impact on your classroom, with Links to my other articles and some books and sites on Korean culture are given at the bottom. Like many Guardian-reading TEFL teachers I am in principle against this .. Topics connected to Korean history and their relationships with their.
From the very start I have known that I should be obedient to my teacher, however, his instructions have always been a bit confusing. Besides, he forced me to join students who had started practicing kendo at least 3 months before I entered the group. I might not be looking very happy with it, because the teacher has been scorning me for showing "an improper attitude". He apparently suspects that I dislike him, which is not the case at all - he is rather a bit irritating to me.
In result he keeps observing me and criticizing for every detail wrong footwork, wrong grip on the sword etc. Of course he is right to point out my mistakes, but I always feel like a fly under a microscope - he keeps watching me constantly, even while talking to other students. And that ruins my concentration. Should I change the group and the teacher? Actually, he wants me to continue the class as long as possible.
Is it my fault or is it the 'cultural difference', or are our personalities completely incompatible? Thank you for your post. Sorry that I could not answer sooner. First of all, I am not familiar with Korean culture, even though it probably shares some similarities with Japanese culture.
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I have been a foreigner, Japanese living outside Japan, in a few countries. So I understand many cultural differences lead us to communication misunderstanding in various situations. If you think, or wonder, if some cultural differences are causing the problem, you should ask other students such as what you are doing wrong or right. Moreover, you may want to tell your teacher humbly that you do not want to do anything rude to him or others at the dojo so if you do something unacceptable at the dojo, you want them to correct you.
I think that is the start.
15 cultural differences in the Korean classroom | webob.info
Two examples here are never using Korean polite titles like —shi in class unlike the Japanese with —San, the Germans with Herr and the French with Monsieur and avoiding the Korean respectful word for teacher, but not being entirely happy with using first names.
One seemingly minor but important point is that you should avoid writing any names in red, as there is a superstition about this being related to death.
Bullying and behaviour Unlike the Japanese, Koreans are quite physical, with touching of arms during pairwork speaking fairly common in class and girls walking hand in hand quite common outside.
This extends to quite a lot of rough play, especially between boys.
Even understanding this, I tend to enforce more British or American standards of basically no physical contact during class, and have usually found students eventually understand and more or less stick to this. Although this is fairly common in Korean schools generally perhaps due to a lack of tolerance of individualism and continued use of physical punishmentsparents of the kids who are the victims are less than shy about complaining or even taking their kids out of the class.
Students who are the perpetrator as much as the victim have also been known to use false accusations of bullying to deflect attention from themselves. Some teachers find banning Korean in the classroom is the only solution to this, although I tend to only do this with older and higher level students. Many native speaking teachers in public schools also complain that they get a lot less respect and a lot more discipline problems than their Korean counterparts.
Teacher - student relation
I personally think that the first and last reasons are the most important, and so have switched to starting classes with worksheets and mini-tests rather than warmers, and highly recommend learning at least common Korean insults that they might be shouting at each other as soon as you can. Competition, marks and points Korean society is very competitive, and cheating, dobbing people in etc to get on top is generally seen as cheeky at worst.
As mentioned above, however, love of competition can be a great classroom motivator and way of imposing some discipline. Students will also expect regular testing, but this can lead to too much stress, a further prioritising of less important things e.
One possible response to this is to give marks for things you want them to focus on, such as spoken tasks or task completion and paragraphing rather than just accuracy in written homework. A small but important point is that a tick in Korean means something is wrong, with a circle meaning that it is right. Students can therefore get very shocked the first time they see a page covered with ticks! Bags In common with Spain and most Latin American countries, students seem very reluctant to put their bags on the ground.
In Spain I became convinced that it came from a habit of avoiding filthy bar and restaurant floors, whereas in Korea it might be because the only clean floor is by definition one, like inside the home, that never has a shoe touching it. Whatever the reason, I like to put any extra chairs in convenient places to put bags on, or tell young learners to hang all their bags on the hooks to save them getting in the way.
If students do put their bags on chairs next to them, you might need to be on the look out to ask them to move them when the inevitable latecomers arrive. Seniority and gender Korean society is traditionally very stratified, with different vocabulary and grammar needed when speaking to a higher status person such as someone older, a teacher, boss, customer, or a man if you are a woman.
The higher status person will also expect to initiate and dominate conversations. Koreans will therefore not be shy about asking each other and you about your ages, as it helps put you all in your place on the social scale. The polite forms that we do use are generally used equally by people of both status levels, e.
They might also have to change speaking roles as the younger person who was just speaking as an equal in English will have to now sit down and listen to the other person in Korean. This might explain the tendency of the first four students to arrive at my class to sit at separate tables in silence along perhaps with an obsession with the L1-free classroom. The habit of letting the higher status person lead the conversation can also be confusing in the English classroom, as I fairly often get an older student often male who dominates the conversation, but that in no way is received well by their partner who is paying an equal amount to be in the classroom, has a focus on speaking skills, and knows that in English they should get a fair say.
It must be said, however, that quite a few of the dominating students that I have taught have not had too good social skills, so it might be silly, as with so many other things, to blame this on Confucius. If you teach Koreans straight after Latin students, however, you will certainly notice a lot more embarrassment and discomfort in the English language classroom.
This is a lot easier to understand in Japan, where the Japanese often seem embarrassed and uncomfortable in their own language and culture. Koreans seem a lot more uninhibited and natural in the street, and yet even more uncomfortable in the classroom. One is that students expect a lot of correction but are horribly uncomfortable when they do get it, e.
Others include never coming back to class if they have failed a single test, being uncomfortable with a greeting if they arrive late, and freezing up when I step close to them during group speaking. Methodology and the role of the teacher Koreans spend most of their English language learning classroom hours being taught with grammar translation by Korean teachers with somewhat limited English especially pronunciation and dated materials. All that is done in some of the largest and most mixed-level classes in the developed world, where they have little opportunity to talk and students not paying attention are just ignored.
Some of those things can transfer to their expectations in your classroom, but the stronger effect is them expecting exactly the opposite from classes that they chose for themselves. Things that Koreans might still subconsciously expect from your classes include being able to switch off from time to time mainly meaning staring into space during grammar presentations in my classesand a teacher who has all the answers.
Teacher-Student relationships? : korea
The opposite things that they might expect from your classes include small class sizes, lots of opportunities to speak, lots of individual attention from the teacher, and a lack of focus on grammar. If you are a non-Korean teacher, they will also expect something from you that they could not get from a Korean teacher, for example cultural tips, lots of pronunciation practice, up-to-date idiomatic language, or improving their understanding of native speakers by listening to you.
You might have also come to the conclusion that most students would be much better just doing one-to-one classes, but high prices, a shortage of native-speaking teachers and visa restrictions that make it hard to work outside schools make this difficult or impossible for most students.
Matters on which there might be wildly varying views depending on age, personality etc include pairwork, correction, language learning games, and testing.