Final reflection

I started my career as an English teacher in Seoul as soon as I graduated, even I never expected to be an EFL teacher.  I am thinking about what I am doing here so far?

I became a new Canadian (people called me) by family immigration. I worked for communication design industry several year in Toronto however I desired something different life.
I decided to come back to Seoul.

I used to work with 80 L1 teachers at the large private school, it was very interesting, co-operative teachers had all different background and cultures as well.  I opened my eyes and ears to see the world.

STG gave me new concept of EFL teaching,
I gave up my EFL career after 2years of  teaching adult class in Gangnam, because I had no idea what to do with them?
I was exhausted that time, I needed little time to off.

All theories, concept, methodology, design lesson plan, and second language acquisition were really interesting during this course. I think STG more focus on linguistic approach of learning.

I am a L2 English teacher, second language acquisition is one of my interest. Bill Johnston mentioned about EFL teachers' professionalism. I am strongly agree with him. I recommend all EFL teachers to take TESOL, it will give them more ideas how to teach language!! 

STG was really practical, I started to reflect myself as an EFL teacher.
How was my micro teaching1, 2, and 3?

I watched again and again seriously, even I found L2 errors by myself.
Self-reflection was a real mirror of  my current ability of teaching. I was very surprised to see myself in videos. They are important data of my progress.

I would like to keep study MA Tesol program to develop myself as a language teacher. TESOL course guide me what's right, effective, and right way to teach L2 learners.

I will keep reflecting myself as much as I can!!!

ICC reflection (pragmatics competence)

https://plus.google.com/u/0/114368196878862781895/posts
note: Kyle upload my teaching video on his google+

Reflection about ICC final micro teaching for the preview & presentation stage.

(Note: I amended my lesson plan here, this reflection is different what I did in ICC class.)
Concept of the lesson: I would like to teach novice low students what is another meaning of spoken language?  Real goal of TL is meaningful communication. Sometime indirect TL communication makes misunderstandable. For this lesson, how the usage of back channel cues related Korean cultural norms give the listener different impression or interactivity during their conversation.

Preview
 I'm starting question with where are you going this Christmas holidays? This is TD question to elicit 2 listening about the vacation. Students talked about their vacation plans before we started actual listening parts. It was quite short minute to ask each other.
*change little bit this part: Show them pictures related holidays activity like hiking, skiing, shopping, visiting family and ect. Talk to your partner about your plan where are you going this holidays. After this pair work, student will listen two listening.

Presentation
Contextualized
a) listening part 1: Ss will be listening conversation they are just reading, no intonation, no back channel cues like great, interesting, oh, yes, ect. Two people are just reading like a book.
b) listening part2: Ss will be listening conversation they are listening the conversation they are speaking with back channel cues, and intonation.

Student will feel and hear big differences between those two conversation. This is my objective of this listening activity. Student will be learning how much they are transferring Korean cultural norms to L2 languages from the 2 listening examples.  Background channel cues and intonations are  examples of my lesson. English has intonations, gesture, face expression, and use many face muscles as much as they can.  People here use L1 actor as examples, they have many face expression when they speak in a movie. S

Isolation
Student activity: Student will be checking the exercise sheet. How  was speaker's rate of speech, stress, intonation, tone of voices, fade in & out, breathing, background channel cues, and etc. Those compounds makes the language more natural and sound like a real conversation.
* change: Student will be completed the worksheet in a small group. They will compare how does the sound different and why does the sound different.
Student will be completed where do I insert background cues activity in a small group.

Any thoughts related Morn's framework? (How student understand culture using Morans' frame.)
1. knowing about: listening 2 conversation Big C
2. how: Listening activity (worksheet), Ss will know using background channel cues are more interactive.
3. Why: Why do we evaluate our voice? Small C
4. Oneself: Do Ss understand this lesson, checking their worksheet.
Do they take this L1 norm or refuse?----- personal option
What's C1 and C2 difference? or common?--------- same function and one reason (communication), difference
 Why does it happen? -------------- transfer own cultural norm, belief, and old habit to new culture which is L2.
5. My own question ----------- To acquire more deeply L2, do we change our own thought to TL culture  as well? It maybe very hard to change.

Teaching Pronunciation reflection

I practiced this lesson with Sally last week. Teaching pronunciation was quite challenge for me, even I have my own problems to be corrected. I'm still thinking about pronunciation issue. Who's pronunciation is correct? Who's pronunciation is the most standard?
Pronunciation is the most interesting subject related a critical period of learning L2.

Jason Lee also talked about a critical period issue in SLA class, but I disagree with him some of part.
By his research from age 17-age27 period of learning English is not much difference, I don't think so.

I think 0-5years, under10 years, under 15years, under 20years, under 25years, under 30 years all age groups are different. I experienced who's arrived 1year earlier and 1year later showed a big language learning progress difference.

I'm teaching age8 and age11 elementary kids, I think these kids pronunciation will be better than adult learner someday. I had a presentation about a critical period of age 3-age7. I had a great lesson about critical period of language learning. I'm strongly agree with Norm Chomsky's hypothesis which is LAD (Language Acquisition Device).  The case of Genie gives me more a clear answer of why childhood is a critical period for language learning.  His Hypothesis claims that the first years of childhood are the best time to acquire a language.

I'm thinking about Korea in  here what we are doing. Korea is not an English nation, of course Korean is the first language. How can we teach kids pronunciation in here. The reality of English environment is so limited, lack of teachers, books, classes related to economical matter.
Kids have only few hours classes with L1 for a week. To hire more certify English teachers are impossible in public schools at this time. I think if kids practice pronunciation at least 1hour everyday, they will be mimicking more naturally.

I'm playing with Sally how to practice pronunciation using the flash cards, it was very interesting time with her. I didn't know how to correct pronunciation. She and I practiced together, I hope Sally can speak more naturally. I really want to know how to teach  and  how to correct pronunciation. It sounds like a big secret for L2 learners.  I found it how !!!!

Sally never tried this method, I gave her a straw to practice L & R sound. I think this way is the best to correct problematic sound of r and l.
I also tried with her small paper which is how much times paper blew out when we pronounce pet and bet.

Now Sally only needs to practice, I will see how can she correct her pronunciation with me.

L2 learner's pronunciation can be corrected or not. I don't yet.
I spent many hours to be correct it, but it didn't work well.

In my past experience pronunciation is really important matter. Speaking is really output, we are generally considering output as the first impression. The first impression gave the interviewer a big decision.

I'm drafting  about my module2 paper related pronunciation issue.

ICC activity teaching reflection #2

Student profile: She is a 11 years old student at elementary school. She has previous English education with L1 teachers about 4years+.  I think her English level is novice low / intermediate level of all of area. I think her input level is pretty good, she understand articles. I am working with her about 6months, I am trying to develop her inter language level. 

Objective: I teach her ICC concept using Crossing Cultures in the Language Classroom activities. 

To prove of 6months English learning with me, she is showing some of output progress using activities. 

-Student centred lesson

-Constructive T-talk 

-Student / T-talk ratio (5: 5 or 7:3)

-TLC

-TBL

Difficulties (problems) of teaching: I originally planned only writing lesson plan to submit the class, I was not sue how Sally understood the concept. It was challenge a bit, but she produced some of output related ICC concept. 

-No classroom environment

-One student based lesson

Benefits: Not too much competition with other students. 

One student centred lesson

Lesson: Part1-Societal Roles: Being a friend means....

              Part2- Old Woman and Young lady

Mini Lesson plan: Using TDBU methodology, hand gestures, teaching using visuals, and eliciting by questions.

PartA:
Who's your best friend?
Why do you believe she/he is your best friend?
What do you mean being a best friend to you?
What's your reaction when she/he rejected your requests?
Short quiz

PartB:
What can you see from the pictures?
How do you see them?
How do you reflect your thought to the images?
What do you really believe in your mind is what you see.
Do you still see it?
Why you can't see them anymore?

Lesson analyze
Part1

0:23: I started to ask who is your best friend? This is TDBU to elicit Sally questions about Societal Roles Being a friend.

1:41: She keep say took things. I was not sure what did she mean, but I didn't interrupt her, I would like to hear more about her own produces. I used hand gestures to elicit more answers about being a good friend.
She produced some of own sentences, it was very interesting, I never try with her anything out of course books. I was thinking how I made conversations with her. It is good topic(ICC concept) to discuss with her.
I usually ask her like how was school?, What event did you have at school?, How was L1 English class at school?

3:39: I explained her vocabulary marital problems using examples of what's marital means. I never tried her high level of vocabularies. I believe that she extended her abilities of her inter languages.

4:47: Here is again, I explained her what's ability mean using some of examples.

5:39: It was wait time. It was hard to wait until she answered. I normally interrupted to answer, but I waited this time.

7:32: We discussed what do you mean  Being a friend? What's limitation/obligations of being a best friend?
I elicit to Sally being a best friend mean. What's societal roles of friendship? Sally believed being a friend mean that she gave her help as much as she can. She said "took thing". I guess this mean treat each other as much as they can. She really mean being a friend is too thing.

Korean students believed culturally friendship has no limitation, they believed the best friend is sometime closer than family.
Close friends means really accepting for examples homework, money, and personal matter.
I think this is big differences compare with other culture.
By Korean culture being a friend mean really offering, acceptance, no obligation, sharing, less private rules between each other.
I also ask her when the best friend rejected her requests, how she response about it?
What's responsibilities/obligations being a friend?

I just closed part one without conclusion, it is my mistake.

I would do this
I think being a good friend means ___________________________________.
So student can develop her critical thinking skills using TL.

Part2
It was so interesting test she saw an old woman like an eagle. Sally found the young lady in the picture, the second one she disagreed.
I used TDBU to think her what pictures are.

10:45: I explained Sally why #2 picture is an old lady.

11:03: It is very interesting! She saw an old woman.
After she realized the old woman, she couldn't see an eagle anymore.

12:05: In picture#3, she realized what's images like?

12:37 I started to explain what's culture? I think this is too hard to explain using these pictures.
I changed idea not focused on culture, I said what you believe is what you  see.

I really would like to tell her was the thing is a lens.
To make other lesson plan for adult learner, I would like to do
1. Show them 3 different pictures
2. Discuss in a group or a pair.
3. Talk about what they saw from the pictures.
4. Start thinking how do you interpret the objects or conditions around them.
5. What do you think about Korean Culture?
6. Describe Korean Culture is like___________________________________________.

Any thought from Sally's lesson. (Evaluation)
Reading: I applied methodology of reading questions. Less T talk, more S talk.
Vocabularies: Gave her advanced level lesson, I never tried with her. (It was ok at this time.)
Lesson Plan: Need more structures
Inter language level
(input)
Her input level is much better than this summer.
I applied linguistic approach of teaching. (out of traditional style even her parents still want to do it)
No Korean translation based vocabulary lesson
Stop reading articles loudly.
(output)
No error correction when she speaks.
Not grammar focused writing.
With mistakes, read only by herself to fix.
She has no hestitation to speak anymore.

reading / vocabulary reflection (ICC activity#1)

She is Sally who is 11 years. I gave her reading task which is same article as I used for micro teaching #2.
I am thinking about this week's subject vocabularies. Sally has difficulties about vocabularies most of time.

0:36 It was warm-up, I usually ask her "how was your school?" I usually scheduled with her after school when I am off from my work. It is her free time after school, and my free time, too. I found that I was different (speaking speed, tone of voice, and teaching style) from early morning class. In the morning class, I had to control many kids in the class, however I focused only one student made me more come down little bit. She was described how was her school life that day. I usually ask her about L1 English class at the elementary school. She said that public school English is very fun, she had Halloween candy from L1 English teacher.

0:51 We started to discuss about the picture. It is a preview stage. I asked to her
T: What can you see from the pictures?
S: Um... hamburger...
T: Do you like Mc Donald Hamburger?
The article is related ICC concept. what's culture? It may be hard to understand for Sally, but I tired to give her this reading. Reading is still hard subject for her. When I started to teach her reading the first time, I gave her dictionary to find meanings. We spent so much time and effort to find difficult vocabularies. The lesson was not communicative, it was focused on finding definitions. It was really problematic both of us.
After learning how to teach reading, I stopped to search vocabularies from dictionary.

2:00-5:00 We directly discussed about the questions. I kept in my mind to make student centered lesson. I tried to give her chances to speak as much as I can. 

During this minutes, it was really Sally's turn. I think this lesson is much more better than before. 

I was a sole-talker, she was listening while I was talking.  The reason why I talked much was I was not sure she understood or not. I was just wondering I can I know that how much she got reading comprehension input. It was no way to proof!!!! 

Now I got it how I know how much she understood the article. I can check from how she was answering my questions. I think it is students output. Sally produced speaking as output of language learning. 

Output is a proof of learning of TL.  

I BELIEVE SALLY PRODUCE SOMETHING TODAY.

5:46 I explaned her about what's culture? Hamburger or Holy cow is methophor of culture. My next question is how she understand the concept of lesson. I talked much as usual because I was not sure she knew the concept or not. I repeat again again..... to make sure she got it. 

I am thinking Harmer's activity #6 how she is learning vacabularies even unfamiliar topic or subject. She doesn't know the real meaning of culture. 

Drawing word map/circle brings her more opportunity to extend her vocabularies. 

I will get it more about how to teach vocabulary week 11, I will give her more activity related vocabularies.

I hope that her vocabulary activity should be work!!

microteaching reflection (ICC concept lesson)

I was less nervous than last time. To be honest, I didn't like to watch my video, but I had to watch!!!!

I think the ratio of T-talk to S-talk was almost 45% of students and 55% of me, I reminded let me talk slow and less at this time, it was one of my objectives.  

0:9-0:12: I start to speak too slow and boring. The beginning was not interested, even my speaking was not powerful and not clear.  I think boring beginning do not get much attention from students.

0:33 I used gestures to explain what questions are. My students level was novice low 20 years fresh men, I don't think gestures are not necessary to explain them. I originally planned TDBU concept to explain what's culture, but my teaching seemed to miss some of pieces.

0:00-1:19 I didn't give to students chances to speak. 

1:30 Here was my C.I start! I think it's late a little bit.

2:19 T-S Here is again, I spoke to Jason too slowly, he is 20 years old University student, I think I forgot student profile. 

I think my view is very narrow. I only looked the centre of the students. Like Mina, Megan, Kyle, Janson, Ish, and Tom. I didn't see the two sides corner student who were Andrew and Jason D. Students take turn was not fair. Two side students Andrew and Jason never had chances to speak. 

I think Q1 and Q2 conversation were pretty good. T-S-S-S.

We discussed about the topic and thought, students had chances to express their thought or idea. 

4:28 Tom had a wrong answer, I don't like the way to get answer from Tom. It's like to ask YES/NO!

It's really like to get their agreement to confirm my right answer. This way is too passive. I think this way is little bit dangerous, students have own right to think, but I interrupted too much! 

I think this is not teaching.

It means that I am telling to them my thought is always right. I should think other way to get right answer. 

6:23 I explain too much about my idea and then get agreement from students. 

Q3-Q4 were not really discussed  in the class. I think I lost somewhere in the middle of the class. 

I felt 10min was long for me. Why? I think the structure of the plan was not correct. 

The topic of the article was culture difference concept, but student didn't get the concept of the article.

Students were ready to listen and discuss the reading in the class, I think real class and students would be little bit different. My teaching style was not interesting, I think it is just standard and formal teaching.  I was communicative between students and I. I saw I was too busy in my last video, but I was not too busy and rush in #2 micro teaching. Even I didn't understand what I was doing in #1 micro teaching.  I was more comfortable than #1. I usually speak too fast Korean, too. 

I think that I am transferring L1 speech habit to English teaching either. I think that I speak too slow and unnatural way at that time. I don't like #2 micro teaching. 

I planned WB from my lesson plan stage. I was not planned MIC techniques in my lesson plan script, but it was reflected while I was teaching.  I am not talking very active, some people talk very interesting way, as an EFL teacher it is very important skills. It's boring and boring again!!!! 

I forgot to give them feedback like oh really, good, correct and ect. It is very important to encourage students to speak.  My teaching style is like a toeic, OMG!!!  I don't like toeic or toefl.

I really would like to be a language teacher~

My teaching was not interactive with students generally, I think I should develop C.Is. 

I think I still  need more practice to teach more naturally. 

teaching reflection

It was one of my morning classes today. Morning students usually don't have attention about the lesson.
They are novice low level, I needed to explain very detail about the story.
Today's lesson was to learn about what is the fair? Students see the pictures to understand related vocabularies. I tried to explain less, and let them tried it.

Tom advised that I am speaking too fast, I was slow down today.
I am still teaching too much to them. I didn't realized during the class.
I think that I repeated too much same sentences or words today's class.  I see myself from the video, I am not speaking naturally like normal conversation. Students didn't have chances to speak in the class.
How can I lead them to speak? They don't know anything about the target language.

At least I make conversation like
T: Where are rides? Addy, can you ask to Bell the Q?
S1: Bell, where are rides?
S2: Here....

or Students come to the front to point out the meaning of the pictures, and then let them draw lines by themselves.
I missed so many things today.
I didn't have model questions, I just did questions and answers as well. Too bad!!!

I got some ideas from our class presentation last two weeks, I applied the techniques in my class.
I was modeling how to match the right pictures and vocabularies, they understood what's going on the lesson. I wanted to see how they understand the meanings, they choose the right pictures.

Students are learning English using exact visuals or course book.
I don't like to teach by the discourses, but this way is much better easier than other way.
I tried to avoid traditional way of learning a bit. It is very hard to get out of the old habit.

Students never learn about the fair, but they got it! Elementary kids know the meaning of the words, my students get the meanings from the pictures.

I was quite disappointed to watch from today' video, I need to improve my pronunciation, my speaking was not clear!! I will try students centred lesson next time.
I found some errors in my speaking, I should speak more carefully in the classroom.
I think that I need lots of practice of  teaching,speaking, and need to develop student centred lesson plan as well.

reading reflection

I am thinking about Krashen's lecture yesterday. To be honest, I never have heard about who he is.  Bill and Tom mentioned about Krashen many times. He talked about linguistic approach
of learning English.  His way is quite different what I tried in my class.  I saw many people were sitting reading books at starbucks in Toronto downtown. I think that  Krashen's focuses on using English for academic purpose and contents base language class. Academic reading is very difficult than a novel or comics. He said academic reading is needed to study language academically.
Krashen has a PhD of grammar, grammar is one of my complexes to study English.  I believed grammar is the most essential components of English.  We learned about Tom's class 6 components of the language, grammar is one of parts.  In my memory we studied focus on grammar, I had very difficult time don't understanding of the terms of general English class in Seoul. It was horrible!!! English grammar is very important to go to top Universities in Seoul.
I am thinking about my presentation yesterday.  I originally planned that what the topic of this article is.
The reading activity#2 Harmer P.291 has no title of the article. How can we make a title of story after reading a text. I found Krashen and Harmer are thinking same way.  The main purpose of reading is that understanding what happened related 6wh questions base, vocabulary and grammar are next matter.
Now I got it how to teach reading effectively. I'm having difficult time to teach story to young children.
I have classes tomorrow what can I do for them?
Now I am start thinking tomorrow reading class.

People in here use so many educational theories or name. What's Chomsky school? What's Reggio Emilia English school? How about Krashen English school?  I'm just wondering they who are using the name really know what's Chomsky said.

teaching reflection

This is my after school English class.  They are all beginner level at this time.
We make a conversation who teacher is and who students are with theses students.
One of students has no attention, he is saying no,no, no no all the time.  I know why he is saying because he only know the vocabulary "No".
My classes are quite difficult students are too young and they don't  understand target language. I pointed out
the picture of the teacher and I said that this is me. I showed them a text book, and said this is a classroom.

*sorry I had a problem to upload the video, I will be replaced it later of toady.

I am not sure how much did they understand my lesson.  I am using many visuals to communicate students.
I think there are no way to teach them.  I am really working for the foundation level, it is also very important to go to next level.  I tried make a conversation, I was really disappointed that kids had no answers.
Almost every class, I felt like a sole-actor in the class.  What I doing here with student?
I am asking so many time by myself.  I am thinking about moral issues at this time.
Some English teachers are not teaching in the class, because students don't know too many thing.
There are no rule to teach kids, I can use a story book, song, movie, or kids course book.
What is the right value of about kids English education? Their parents are paying almost same amount of  SookMyung students tuition per year. Of course some kids even don't know alphabet after graduating 3-4 years of English school.  Kids English program is really new, nobody know what to do everywhere, I am still looking for answers during this semester.
It was shock for me!!!!
Teachers don't know how to teach English effectively. It is the major reason.

My former teacher created lesson plan for this month, it was really unorganized lesson plan for the work place. The plan looks like a 5-10 minutes quick typing job. Everyone believes it is correct.
I am starting thinking about the right way of creating kids lesson plan. 

noun game

I started to draft my lesson plan this week. 
I am not sure that how much do they understand my grammar lesson.
I am planning noun game for my actual class.
It is really challenge to give them grammar game.
Grammar is the most difficult part of TLC teaching for kids. 
I would like to tell them that English study is very fun without too much stress which I am really planning on my paper.  I normally teach them using the grammar book. I have tried to give them different books or activities, however my students are still having difficulty to understand it.

 

I am almost giving up to teach grammar, I'm just wondering how L1 kids are learning the structures of the language. These kids are L2, the only way to learn the language is by the studying with the teachers. Paper exercise style really does not work for them.
I teach them 100% English, there is no Korean policy at the class.
I am trying to give them different concept of the lesson which is a game. (PPTA game)
This is my PPTA(people, places, things, and animals) game strategies,
First, I prepare a board which has only 4 units. Top left and right side units are for people and places.
The bottom left and right side units are for things and animals.
Second, I will teach them PPTA vocabularies using pictures. I also ask them the first letter of phonic sound.
T: Does anyone answer what this is?
S1: cat
T: What's C sound S1?
S: k
T: Where does a cat go on the board?
S: animal
T: Good! That's right S1.
Third, I prepare a big die which is very funny because it has only 4 numbers, other 2sides are zero.
and explain them #1 means people, #2 means places, #3 means things, and  #4 means animals.
When S1 get #1, S1 has to pick people from the pictures and also stick on the right unit of the board. This is one play.
Everyone has chances more than one, we will discuss about the pictures on the board. Who will discuss about the pictures on the board who or which team get the right nouns for each units.
After class discussion, I will teach them how to use nouns as an object in sentences. I know these sentences really puzzle for them.
                   
                    S1: I have a/an( ).
                    S2: I like ( ), ( ), and ( ).
                    S3: I would like to go to ( ).
                    S4: I visited ( ).
                    S5: My favorite animals are ( ), ( ), and ( )
Some kids know lots of vocabularies, but they don't know the structures of the sentence.  They really don't know how to put them together.
Our SLA class talked about the theory of behaviourism, it is really true.  Kids don't understand why objects go the end of the sentence, because objects are usually the front of the sentences in Korean.
It is really hard to explain them, they already started to apply L1 rules to L2.

I hope that my students really enjoy PPTA game, let's see how do they like this lesson.

 

It's time to change!

I am thinking about my teaching method this week.  How many times do I using turn taking, open display questions, and scaffolding etc.  I always think my class is pretty obstructive.  I am only one person talking to the students, they are just listening.  I know it is wrong way to teach...

I got some idea what is real interactivity even students don't understand English.  Tom's bottle activity and Connie's card game was very interesting to me.  Even Tom spoke different language, I got the meaning of what he was saying.  He said "Who's bottle is it?" I guess.
I think that they always curious about what I am saying, what is the best English lesson for them?

Direct answering is the best, but it is not correct way.  I am thinking of scaffolding.
To explain Octopus is that octo means 8, the sea animal has eight arms like that.

I am thinking about the way explain vocabularies, students don't have much schema in their mind.
It is very hard group than adult or University level student.
I believe that foundation is the most difficult level.

I am thinking more about interactivity using the most meaningful English vocabularies.

Yes, it's  time to change!!!

Week3: Module1 reflection

I started to think about TTT during my lesson.  What types of students' turn taking I'm using?
Constructive or obstructive? 
How can I answer student questions to avoid direct answers. 
Am I interrupt students' dialogue or chances to speak?
Right! Let's use scaffolding, this is right!
I usually corrected their errors as much as I can, sometime I feel like that I am a Human English dictionary.
My elementary students are usually asking me meanings of words, they don't know exactly how to use a dictionary, even they can't memorize the meanings of the words. Explain again.
This type of CI makes students very boring and no attention from students.  I can play a game all the time to make class interesting. 
This is my dilemma in my class.

week 2 warm-up

I am thinking about how can I improve my teaching more effectively using the terms learned from STG class.
It was quite difficult to apply the techniques, I realized that I am still using my own teaching habit.
I started to analyzed my lesson video to correct my own proficiency problems as well. I never think about the way.

My T talks are quite monologic and constructive. I attempted students are involved as much as they can, however CI is very limited because of their language proficiency. 
I usually asked many of closed, display, and eliciting types of questions.
I never tried high & lower level questions type in my class.

I am teaching my elementary kids traditional way some part of my lesson.
Reading comprehension and answering multiple questions, this is the most standard way to prepare a test/quiz.

I hope that my students get high score for a quiz / level test.  This way is very effective way to get the score, most parents or students are demanding the high score.

I feel like Korea has two types English.
Test English (reading, grammar, vocabulary) and Communicative English (essay writing, speaking, presentation). 
Students are stressed too much to follow two different types. 

I am still thinking how can I solve this matter?

SLA week 2: Interview with Sally:

Interview with Sally

About Sally: She is my 11years old student who is attending Un-Book elementary school.

She is learning English about 4years from Un-Book elementary school. Her English skill is pretty good, she trained phonics sound by native English teachers.  She was little bit nervous in front of the camera that time.  She understood the questions, but she didn't make a complete sentence.  I am working with her more sentence structures and vocabularies. 

Interview with Hace Lee

About Hace: English Academy director, Graduated University and studied English in Korea

Hace and I have known each other about 1.5 year as an English teacher and school director.

Her English proficiency level is pretty high because she has to communicate with native English teachers at school.

Some school director didn't like to communicate with native English teachers, their English fluency or accuracy is not enough, they believe so.  One of my native English friends told me that the school director didn't like her much she said. They had hardly spoken between my friend and her boss. 

I explained her that your boss is just little bit shy to speak English!!!

Hace started to learn English since in her middle teenage. 

Her English proficiency and accuracy is pretty good. 

Her interview was successfully done with me. 

Methodology: This is a typical English kindergarten in Gangnam

This is a typical English kindergarten in Gangnam, Seoul.

I tried to use some teaching method we learned from the last class.  They are 4years old kids, and they are really amazing!  

I did know how to say even Good Morning in my early childhood.

Korean kids started to educate English in their early childhood, I would like to train them to be fluent bilingual speakers as they grow up.  
So they will be bilingual speakers naturally and without signs of stress and over studying.

The first method that I used is Choral Repetition.

I said Good Morning to everyone. It is general a general greeting to start of the class.  Every kids has one chance to speak out in the class! There are no chances to practice English at home.

The second method that I used is Individual Student Repetition. 
Some young learners have no interest or motivation to learn English. 
That is the most difficult situation to teach them. I tried to only Eundong to say the word.  After individual focus, he has more interest about the lesson.  I think who are teaching second language or childhood must have very soft personality.  No yell!

I think that small voice tone is more effective communication method for them.  
I also used many visuals, English songs, and muti-media, too.  
This is the way to make the lessons interesting.