Hands & Eyes

This is a behaviour modification technique I observed in Mr. David's open class, at Dongin Elementary. I really liked it.

Teacher: "Hands and Eyes!"

Students: "Hands and Eyes!" students should clasp hands together and look toward the front of the classroom, ready to pay attention.

If teacher says "Hands and eyes" three times, and students aren't paying attention and ready to learn, they must write hands and eyes 100 times in their notebooks before a) continuing on with the lesson or b) going back to class.

Using Step & Jump

Firstly, if you have it, USE IT
the students get tested on Step & Jump material, and it's not necessarily stuff you find in the book. It can be a good supplement for your curricular materials.
and furthermore, you can pick up phrases or conversational traditions and discuss them im more detail when theres extra time in your schedule (i've def. used it for afterschool classes before!)

Step and jump gets kids to listen to the cadence in your voice (as a native speaker)
and yes, it's repetetive and annoying sometimes (esp after doing this routine 6 times in a row), but repetetive is good when learning language, (and remember, the kids aren't repeating nearly as much as you!).

My S & J routine is as follows:
1) ENGLISH-ENGLISH line by line, say it twice in a row
first time: I break it down as slow as I can, breaking up words into syllables and longer pauses in between words, so they can tell the difference.
second time: say it as if you were saying the line
example: Kids, who-s e-ray-sssser is this? (Ss repeat) Kids, whose eraser is this? (Ss repeat)

2) ENGLISH-KOREAN
Teacher says line in conversational-speed English
Students repeat in Korean

3) KOREAN-ENGLISH
Students say the line in English
Teacher uses her busted up hanguel reading skills to sound out the Korean with the help of snickering kids.

I do this last one for two reasons.
firstly, the kids get a kick out of it, and secondly it is a good example to the kids. It shows that learning language is heard for everyone, and that it comes with effort. it's okay to ask for help, as I often do from my students, and it shows that you should try to do it, even if you think you will sound silly.

When I read aloud, I get to yell at the kids who make fun of (laugh about) my slow reading skill. I tell them that it's good I am trying, and that it's never nice to laugh at someone who tries, right? effort is effort and we should help each other out! I want my students who are having a hard time reading to see it's okay to read slowly. and sound it out. because that's the only way you learn!

Using Korean in the English Classroom

I have specific ideas about how the students' native language should be utilized in my English Classroom environment. Firstly, there are specific times my co-teacher translates and it really really bugs me, because there is not need. here are some of the times I think it is IMPERATIVE that Korean NOT be used:

1) The 5 W's & H

Sudents should know the translation and how to respond to Who, What, When, Where, Why, and How without need of translation. Oftentimes, they will listen to me talk and there is a deafening silence in the room following a W word. they are waiting for co-teacher to translate.

I try to combat this problem by asking frequent questions in my lesson, and focusing only on one or two of the W's at a time. I will say the korean, "What is 누구 in English? How about 오디?" let them guess, and then use the English, "Right, Where! Now where are Julie and Minsu?" I don't keep translating for them. these are basic words and it's imperative they know how to hear, understand and respond to them.

2) VOCABULARY. If I use vocabulary in a sentence, PLEASE DO NOT keep saying it in korean after me. If they have already learned, "What time is it?" then it is their responsibility to know that material. As the English teacher, I very carefully choose my phrasage when speaking candidly to my students. I use "How about," "sorry?" and other specific phrases I know they should understand. translating for them undermines our lesson value and reinforces an idea in our students' minds that there will always be someone there to translate, so theres little need to try too hard for too long. (it's like watching a movie and thinking you understand the language, but really you'd be totally lost without the subtitles)

When is it okay to use Korean in the classroom?

1) Giving instructions. I am not heartless. I don't expect you to know everything I'm saying. instructions should be given in Korean. (english & korean if theres time) This also includes talking about cultural differences, as well as grammar/spelling rules of the language (example: when two vowels walk side by side, the first one says its name with pride)

2) Answering questions (when they pertain to class and can't be done in English)

3) Step & Jump (it's half in English, half in korean)

4) Look & Listen (section of little scene role plays on the DVD rom) Can it be beneficial to translate that to Krean for your students? I think yes. But I don't do this for them. We watch the scene together and talk about it. Then they listen & repeat in ENGLISH. then I have them Listen and say it out loud in KOREAN. my co-teacher and I can then check IN CONTEXT, if they've understood what the phrase means. if they get it wrong, the co-teacher corrects them, and we say it again. then, one more time, we repeat in ENGLISH, then watch the scene.

The point in class being, I think is to use the English we have, use visual and auditory clues to understand a new word, phrase or concept.

In this way we are creating a PATH in our brain, and carving out a space for the ENGLISH to exist.

If we simply use language-to language translation, there is no connection to signifiers, and the brain automatically will latch onto the korean word when it sees a recognized signifier.

So, Susan, How did your Open class go?

It was great! overall I am very satisfied with my and my students' performance. I chose my rowdiest class, they are very smart (all my classes are) but I think because they are so unruly-types, *and because they love me :-)* they performed really well, enjoyed their chance to show off for me and the ESL foreign teachers in the room, but they were all so sweet and genuine. they didn't try to put on a show, they just DID CLASS, and this is exactly what I was hoping they would do.I wanted the class to reflect my personality as a teacher and my style. and I think I pulled that off, even though, forthe first half, I was shaky with nerves.

When I wrote "Wednesday" on the board, it was all wobbly.... I took a bit too long warming up with initial questions, and that was predominately because I was trying to de-psych my self down from the metaphorical ledge.

But things settled down soon and they flowed nicely. There were games, listen and answer, & repeat & answer. There were some things I do in regular classes that didn't happen due to the situation of the class (I opted not to use the books this time, so they didn't get to see my count to the page method for practicing #s, or the students writing the date on every page of their textbooks & notebooks)
I'm glad it was this class they got to come and see. period #1 is always so...learn-y, with new vocab and conversation, theres just a lot of notetaking and powerpoints. Period #3 is that darn "reading & writing" section. But #2...OH #2!..... in Period 2 we get to reinforce what we learned last period through games, activities & conversation. YAY.

Kudos to me, I think. I'm glad it's over, I was carrying a lot of stress around about it for the past little while, and I think I didn't even realize it till it was over and my whole body just kindof sighed*

I'm glad I got to do it. I am a stinkin' exhibitionist. and I LOVE teaching. I know I'm good at it, and I am SO SO PROUD of my students for making my job enjoyable by being wonderful kids, I got to show them off as much as myself. I'd be happy to do it again anytime. I hope, in fact, that I get to do it again sometime. but not too soon! I need to wind down a bit first.

Teacher reviews:

good at gaining control
good game activities
good rapport

I like your teaching style. You have the students participate a lot. thay like the class enough to volunteer and speak so much.
You do a really good job at keeping their attention and regaining their attention after and between activities.

on the whole, a good job. Well organized presentation. Enthusiastic participation on the part of the students. Strong teacher/student dynamics. students followed directions easily. variety of exercises none of which was way too long. Was the opening exercise just for the sake of loosening up the students? to get them to concentrate? I wasn't sure of how it related to the ensuing exercises.

I think you did an excellent job! It was the right combination of learning, listening, and interacting. the group activities were very fun it was easy to see that the children enjoyed them very much.

It was my first open class but overall you did an excellent job. Your nervousness did not show at all. The Students responded to you extremely well. Lot's of queing and management techniques that the students are extremely familiar with. Great voice and flow of lesson. Repetition and order is critical in teaching a 2nd language class. Your co-teacher and you responded well to each other. I saw some "signing" as well very effective! _linh Doan (London, On, Canada...Jang-nae Elem. School)

I loved seeing great amount of enthusiasm from both native teacher and Korean teacher. Most of the instructions were clear and the native teacher spoke slowly to the students, which helped them to understand. Also, I thought both teachers handled the large number of students. Overall, it was absolutely brilliant. Cheers.

Strengths: -very impressive teaching methos.
-lots of teachers actions gave the students more understanding of the topics
-used lots of different activities to make students more laf;lkdsjf;laksdj.
Weaknesses:
-maybe used too much time on "introduction" of the topic.
Advice:
once again, today's class was really impressive, well presented...excellent!

Good job today! I thoroughly enjoyed watching your class today, and I picked up a lot of new ideas that I hope to use in my own class. I especially liked the mask game to practice using directions. You have so much energy, and the children seem to respond so well to your teaching style. I was happy to see that the class seemed fairly realistic. The intro was a bit long for my class, but everything else was good. I like the "1,2,3 ACTION!" you used for the "Listen & Repeat" section. Thanks! Stacy