Teaching Tips for a New Term at Chungdahm

This blog entry was originally published on the Aclipse Blog, which is produced by current Chungdahm Learning teachers in Korea. The blog features entries on current events around Korea, advice for incoming teachers, and the best spots sightseeing, shopping, and eating. The original entry can be viewed here. It has been edited slightly for content. For more information about Aclipse and Chungdahm Learning, click here. 

A new term has started here at CDI, and with that comes new classes with new students. Even though this term will round out two years in Korea for me, the first days of new classes still fill me with a little excitement and anxiety. I just want them to like me, you know? In my time teaching at CDI, I have learned a thing or two about how to start your new term off on the right foot. So whether you're fresh outta training or you're a fellow seasoned teacher, here are some tips to implement in the first few weeks of a new term.

Be clear with your expectations.

CDI's set curriculum gives us teachers a solid structure to lean on -- you have set components of each class with clear methodology as well as a timeframe for each class that's (usually) accurate and helpful. As you become more experienced as a teacher, you'll find ways to improve or modify some of those components, which is a great way to keep the class more dynamic.

Since every teacher will be a little different, your students need to understand what you want from them -- this is one of the biggest questions in their minds during your first classes together. You need to outline your expectations for your classroom clearly. Make sure they know your goals, your rules, and your consequences for breaking said rules. If you do this well, you'll set up your classroom for a great term. 

If students could make the class rules, this is what they would look like.

Don't be afraid to be strict.

Every CDI branch will vary when it comes to discipline, and one thing my particular branch chose to implement was a "yellow card" system. It's essentially a referral, given out for rule infractions. Usually, these are given to kids who speak Korean in the classroom, which at Chungdahm, is a huge no-no since we are trying our best to create an English immersion environment. As a student receives a second, third, or fourth yellow card, their punishment escalates accordingly, from a phone call to their mother to detention.

No matter what you or your school's method of discipline may be, the most important part is following through. When a student breaks a rule, you can't give them another chance, followed by another chance, and then another. When you get a new class, the students are typically spending those first classes getting a read on you. They want to see what the parameters will be for your classroom, so they can then gauge reactions to their bad behavior accordingly. As soon as they realize you mean business, they'll fall into line and class will be more enjoyable for everyone.

Always remember this advice: as a teacher, it's easy to move from strict to fun over the course of a term, but it's really difficult to make the switch from fun to strict. 

But, also remember to have some fun.

At my branch, the first class means no homework check or vocabulary test, so we've got some extra time at the beginning to get to know each other. I love this part of the new term because I feel like it's a chance to show my new class that they don't need to be afraid of me, and that I do have a sense of humor.

My go-to icebreaker game lately has been Two Truths and One Lie. After explaining the rules carefully, stressing that they need to be creative and trick all of us, I give the class time to jot down their three things. The fun part of this is getting the rest of the class to guess the lie. Each student reads their three things and then I lead the class in trying to figure out the lie. It's a great way to get everyone laughing and lighten the first-day-of-class nerves for the students. 

For some of my more advanced classes, I've been having a lot of fun with Would You Rather. We all take turns coming up with ridiculous questions and then each student thinks of their answer. Since these students have higher English skills, I typically also ask them to explain why, stipulating that silly questions can definitely have silly answers, so long as they are well-developed. This went over well with my students, and everyone seemed to enjoy the ridiculousness. 

Get to know your students.

In the first few weeks with a new group of students, I ask them questions constantly. Before class, during group work, during break time, during CTP... I just strike up conversations so I can get to know a little bit more about each student. The one-on-one conversations also make them feel more at ease with you as a teacher, meaning they'll feel more comfortable about expressing opinions or asking a question when they don't understand something. These kids are going to have a billion questions for you, and while you patiently field each and every one of them, feel free to fire questions back at them, too. 

Obviously, this shouldn't stop after the first couple of weeks. So many of CDI's lessons have built-in discussion questions that can lead to some really fun conversations with your classes. I learned a lot about my new Bridge class today because our lesson was about fears and phobias. As soon as I shared some of my own, hands were flying into the air to share stories, most of which were quite funny. 

----------

What advice would you give to a new teacher? Any sage wisdom to pass along from your time in the classroom? Leave it in the comments below! 

5 Ways to Have FUN in the Classroom at CDI

This blog entry was originally published on the Aclipse Blog, which is produced by current Chungdahm Learning teachers in Korea. The blog features entries on current events around Korea, advice for incoming teachers, and the best spots sightseeing, shopping, and eating. The original entry can be viewed here. It has been edited slightly for content. For more information about Aclipse and Chungdahm Learning, click here. 

The Korean education system doesn't always lend itself to fun times. I mean, that's largely true of most schools in the world, to varying degrees, but it's on a whole different level here. My students are constantly telling me horror stories of their public school classes: class is so boring, the teachers are like robots, the teachers always yell at them, etc. So how can you, their English academy teacher, make it a little bit better? It's actually pretty simple...

Unfortunately, the hours spent in their regular schools each day means the prospect of coming to their English academy for an additional three hours of studying isn't exactly... appealing. Some students will still be wonderful -- they just have a naturally cheery outlook and will be angels in your classroom. But largely, even your best students would still rather be playing outside or on a computer than sitting in class. More homework and studying? No thank you, they say.

This is where you, as the teacher, can really ease their pain by finding ways to make the classroom more fun. Here are my five tried and true ways to bring a little more life and laughter into the classroom.

**Note: When it comes to rules and regulations at CDI, here's my disclaimer: I work for a strict branch, and yet these things are allowed. Each location is able to set its own tone, so there will be variations in what is and is not allowed. If you feel like any of the following are pushing the boundaries of what's kosher at your branch, speak to your Head Instructor or Branch Manager before implementing it in the classroom. Better safe than sorry, ya know?**

1. Supplement a lesson with photos and videos. 

So, so many of our lessons can be supplemented by an outside resource that's easily found on the Internet. The most simple of these options? Photos. A picture to accompany the topic is always great, and sometimes it's necessary to explain a vocabulary word that the students may not know. Learning about the tsingy formations in Madagascar? Frida Kahlo's paintings? Not exactly easy to explain or draw on the board. Show the kids some high-res photos -- it'll really help their understanding.

I, for one, didn't know what a tsingy was before teaching this lesson. (Photo credit.)

When you need more than just a photo, videos are super handy. A lesson about superhero physics, mentioning Sue Storm and Cyclops? The latest movies featuring these characters are over ten years old, meaning most of our students have no clue who they are -- so what better way to acquaint them than by showing some short movie clips from YouTube.

Other topics, such as ones that focus on scientific topics, can possibly be supplemented with a short documentary video. Some of our uppermost levels already have a DVD clip to supplement the listening classes, and I feel like it really does enhance their understanding of and interest in the topic.

If you're having trouble finding a good video clips on YouTube, especially on scientific or academic topics, check out TED Talks. Tons of different topics are covered in their videos, you can sort your search options by length, AND you can add subtitles -- English or Korean. 

Obviously, pre-screen the video before showing it to the class -- you always want to make sure there isn't any bad language or super violent gore! These videos are meant to help, not traumatize.

2. Add personal anecdotes -- yours OR theirs! 

Creating an engaging atmosphere is entirely on you, the teacher. Luckily, CDI's curriculum gives you some golden opportunities to be a comedian. From the stories in EC and Memory to the topical lessons in Bridge through Albatross+, you can definitely ham it up and get the kids engaged.

A recent lesson, all about pranks and hoaxes, is one of my favorites, simply because I can give the kids a dramatic retelling of the ridiculous pranks I've pulled in my life -- complete with over the top pantomime and slapstick humor. Then I turned it over to them -- after hearing my crazy stories, they were excited to share and nearly every hand was in the air. Finding ways to relate the topic to their lives definitely gets their attention and their interest. Plus it's a fun way to get to know your class! By getting them all laughing, they feel more comfortable with you. 

Various class discussions have even led to inside jokes, some of which have persisted well beyond when I actually had the students in my class. Sharing stories with each other can really help foster good relationships with your students, which in turn greatly impacts their attitude towards your class.

Also, it's worth noting that in listening to my stories and relating their own, they're greatly improving their speaking skills. A strong class discussion is so vital to giving them an opportunity to speak in an unprepared, unscripted way, which is definitely one of the hardest aspects of becoming fluent in a foreign language.

3. Modify CTP to include something creative. 

The Critical Thinking Project at the end of most classes is a great time for the kids to let loose a little. The topic of the CTP is important because it's related to their online homework, so don't stray too far from what's assigned in the book. However, many CTPs can be supplemented with a little somethin' extra.

The lesson had included a story about time travel, so I made this flyer for the CTP so the class had something to color and fill in.

When a CTP is particularly dry, I encourage students to also draw some kind of illustration or turn their final report into a skit once they've completed the bookwork. This allows them to show off some of their creativity, and also gives the rest of the class something interesting to look at or watch when the group is presenting. Sometimes, I've drawn up a template for them to fill and color in, other times, I've left them to their creativity.

She was playing the role of a "wise grandfather" for their skit, and needed a beard.

4. Encourage the use of props.

Quite a few of the CTPs already include a skit or a news report, so this is a great opportunity to encourage your students to use props. An easy, obvious way to make this happen is to provide the props yourself -- from a simple drawing of a sword that you've cut out or a cheap plastic microphone toy from the dollar store. Set a precedent by making these props available to the students and they'll become more and more comfortable with the idea of incorporating them.

One of my students keeps this prop in her bag -- she taped a photo of a microphone to a plastic tube and it gets used in almost every CTP.

If you cultivate a prop-friendly CTP environment, you'll be surprised with how creative the kids get. In some classes, you'll probably have to help them quite a bit, simply because this will be a new challenging element of the project, but once they get into the swing of it, the results are fantastic. The entire class becomes more interested when a group is presenting, the group itself is having more fun, and you feel good as the teacher for creating a great environment.

Paper, identity-protecting "mosaics," for a CTP that involved anonymous advice column letters. (These children, of course, are oblivious to any resemblance to an infamously racist organization... They were so proud of their idea that I kept my mouth shut.)

5. Create teamwork games. 

CDI's curriculum is pretty jam-packed with activities. In all levels, the students work on reading and listening comprehension, as these are important skills for English proficiency exams like the TOEFL. Often, these exercises come as a workbook page, including short-answer questions that require paraphrasing and answer justification. Sometimes, these pages serve as the daily quiz, but other times, it works well to let the students work in teams. 

To keep the classroom atmosphere at a level of contained chaos, I usually keep my teams to no more than two students. If it's a particularly well-behaved class, I'll let them work in a group of three or four, but usually, it's easiest (and best) to just do partner work. I explain the exercise, remind them of the requirements for their answers to receive full points, set a time limit, and let them get to work. When time is up, I check one book from each team, the stipulation being that all books must be filled in with the same answers. If there are seven questions, they can receive a maximum of 700 points. If one answer is wrong, they have the chance to correct it for half (50) points.

Classroom groupwork action shot, courtesy of a student who agreed to snap some photos on my phone for me. (Gotta love the two boys posing for the photo...)

I stand behind this strategy of teamwork games because it's absolutely fair. Every team gets the same chance for full points, so there won't be any cries of "You always call on the other team for an answer! This isn't fair!" What's even better is it challenges them to come up with the best possible answers, as those are the only ones considered correct -- and let me tell you, these kids love competition. They also love coming up with ridiculous team names so points can be tracked on the side of the board.

As further motivation, I'll sometimes, with their agreement, use their in-class quiz scores to add to their team's points. I'll average the score for the team -- add up what each member got and then divide it by the number of kids on the team. Knowing their quiz score will affect their team's points, the studens are often way more interested in actually trying on their quiz instead of just picking answers. 

When it comes to prizes, check and see what's allowed at your branch. Mine discourages from actually giving physical prizes, so we're encouraged to cut a page of their homework. All levels have a puzzle in their homework book, either a crossword or a word search, and it's always an excellent page to cut. Most students don't seem to like it much, anyway, so it's a win-win. 

-------

Teaching at CDI is a great opportunity, and with the right attitude (from both you and the students), you can make a rigorously academic environment become one that the kids genuinely enjoy. Feel free to swipe any of my tips -- I hope they'll be as useful for you as they have been for me! 

Do you have any other ideas for bringing fun into the classroom? Do you use any of the above methods already? Leave a comment below and share your thoughts and advice! 

on teaching children, volume one.

kids are effing weird. wonderful, at times, but mostly just odd. here are a handful of my more... memorable interactions so far.

the general fascination with my hair: my entire life, my hair has been a point of interest. when i was little, it was platinum blonde. i was sometimes teased, it was frequently oohed and ahhed over by adults, and taking photos of me in direct sunlight was tricky because my head would just be engulfed in the white light of my hair. by comparison, my hair is much darker now, but still quite blonde. in korea, the fascination has moved to an entirely new level.

• you may remember my facebook status from a week or so ago. the one about the boy who actually pulled a hair OUT OF MY HEAD during class to look at and show to the other boys. for the record, this kid is also the one who thinks i'm a pirate since i have tattoos. he always peers at my hair anytime i'm anywhere near him and i think actually asks me every. single. class. if my hair is real. he's strange. but during one class, while i was checking on his group's progress on their presentation for the day, he actually just reached over and pulled a hair out. not off my shirt. but out of my scalp. like, i felt it. then he put it on the desk and all the boys leaned in and they examined it. ...yep.
• number of times i've had a student just reach out and touch my hair: i've actually lost count. this seems to be the most normal reaction. personal space is nonexistent.
• last week, one of my favorite students pulled some hair off my back. when i noticed and turned to say, "oh, thanks," i realized she wasn't just helping me keep my shirt free of hair, but she was picking off the hair so she could look at it. the girl next to her leaned in to look too, and when they saw me watching, they dissolved into a giggle fit. adorable, yes, but i also think she kept my hair..

the desire to be the teacher's best friend: this probably applies to the girls in my classes more than the boys, though there are some exceptions. but i have been so amused and touched by the things my students have done to be nice and get to know me.

• sharing their snacks! it's a pretty regular occurrence for my students to bring me a handful of whatever food they're eating during break time. one will even bring an extra clementine orange just for me when she's packed one for herself. of course, when i have a snack, they expect me to share with them too, but i always do. plus they seem to be greatly entertained when they give me something i haven't tried yet just so they can see my reaction.
• very earnestly telling me their opinion on a particular exercise in class. one section of my memory english classes involves practicing memorization skills. one student absolutely hates memorizing and waved me over to tell me this. "teacha, i really do hate this part of class. in korean, i am so good at memorizing. in english, it is not fun and i don't like. but i will try anyway. but i don't like." then, in every class since, he will look at me and shake his head and quietly say, "teacha, you know what i think about this. i told you." even though he doesn't like it, he still tries hard and has actually improved a lot. but he really enjoys giving me a knowing look and reminding me that we discussed how much he dislikes memorizing english sentences.
• giving me presents and/or drawing me pictures. right off the bat, students were giving me gum and angry birds erasers. every now and then, when they draw a picture for their presentations, they'll bring it to me at the end of class and say, "this is for you, teacha." but today, a couple of my girls actually drew pictures of me, folded them up, and quietly passed them to me during class. so sweet. and then they were so pleased when i thanked them for the pictures.

the love of death and all things morbid: i've mentioned this before -- the sheer joy the boys in my class get out of killing off any character in a story we make up. lately, even the girls have chimed in more than usual with their own... creative ideas.

• in one class last week, we read a story about a haunted house. two of the characters actually ended up being ghosts. for their thinking (creative) project during the last hour of class, they had to design and plan an entire haunted house attraction that they would then present to the class. one of my groups of sweet, adorable girls came up with a two-part attraction. first, you see this cute little house that's all pastel colored and pretty. then, you see what happens to the house after an evil witch takes over. as they were presenting, i noticed giant red blobs all over the page. when i asked them what it was, one innocently looked at me and matter-of-factly said, "oh, that's just the blood rain." oh, yes. of course it is. another group of girls even put an entire river of blood into their drawing. lovely.
• at the beginning of lessons, the students look at a couple pictures in the book and try to predict what happens next in the story. it's a fun exercise and they get to be really creative. the stories can literally go anywhere, so they really have fun trying to make them crazy. the first picture today showed a little girl talking to her mother and looking angry. the second picture was of the little girl at a camp, arguing with the camp counselor (who the students just kept calling "teacher," for the sake of the rest of this making sense...). so, during prediction, i always write their ideas on the board so we can plot out the story. they decided the little girl and teacher argue, the little girl wins the argument, and then here's the rest: yes, my students supplied "dehydrated" and "children play in river of teacher's tears." should i be concerned for my safety?

that's all i can think of at the moment for the really memorable stories. i'm sure i'll have plenty more in a couple weeks. i never really imagined myself teaching children, and while i probably won't once i move back from korea, i do have to say i'm quite enjoying it.