On the Business of Being a Team Leader

It's been almost two months into my second year at my school, and I figured it is time to talk about being a Team Leader. This title makes me in charge of three other foreign Native English teachers in my department (2nd grade). It also means that I am in the intermediary between the English crew and the Korean homeroom teachers. When I was first given this duty I was stricken with fear that I couldn't do it, and would find myself stressed out too much. Today I am going to expose how being a Team Leader has developed for me and give insights into what's been happening so far.

Things started off kind of rough when on the first day back I was bombarded with level testing. I wasn't aware this had to be done so I was found scrambling for the test and spending my prep time giving it to the new students. But I handled it quite well and did my best to keep up with the day. During that first week I thought it was very important to make a good impression with the Korean staff, and so tried to talk with them, and one day gave them some chocolate I acquired from recent travels. But it seemed they were too busy and into their own worries to really pay attention to me or my English staff in general. I mostly just tried to go with the flow and so stayed out of their way.

Since then I have gotten use to being the person the Korean staff goes to when delivering important messages. Information includes schedule changes or nuances about vocabulary and tests. There are four Korean homeroom teachers and the make up is interesting. One of them is an older woman and doubles as the school's Vice Principal. So she doesn't really talk to me much, but I try my best to be nice and mild around her. The other homeroom teacher is the one to go to for paperwork and schedule changes, and mostly for English messages. However, she is going to have her first baby at the end of this month, so we won't see her again till next semester. Then there is the next homeroom teacher, a guy, who pretty much keeps to himself. I only go to him if one of the kids from his class is having trouble. That leaves us with the Head Teacher, a guy who is nice and communicates well with me. All major things pass through him, so I try to be nice and just do whatever he requests.

For example, today we had a new student and this morning as I was just setting up in my room, he informed me of her. I was to give her the level test. If this were me about 4 years ago when I first came to Korea, these last minute things and random invites would have me in a twirl. But I've gotten use to a lot of the Korean workplace nuances and so I'm nice about these things.

Otherwise, being Team Leader seems to mostly be about keeping up with everyone's paper work. Monthly planner, vocabulary and lesson plans are the major forms of paperwork I have to check and make sure are all right throughout the month. I have to make sure folks are keeping up with these things and occasionally ask them to hurry along.

As leader itself I am letting things grow at a good pace. I have had bi-weekly meetings with my staff to catch them up on current topics and agenda. It seems to make my team happy, as we also end up talking about the kids and our classes.

I have to say I find being team leader not as stressful as I thought it would be, but at times I hope I'm not slacking off too much. My concerns would be that I don't really talk to the Korean staff or get to the know them. This is something I am notorious for doing. I just figure if I'm being nice and doing what is being told, than I am on their good side anyways. Hmm, maybe time to rethink my strategy, haha.

In the end, I feel that my position at this school and the unique teaching environment that I am is a fortunate win on my side. So being Team Leader, so far, is treating me very well.

Back to Work

Yesterday was a full day of learning what it will be like to be the team leader of the 2nd grade, at my school. It wasn't too bad, but of course started out with a hiccup. I arrived about 30 minutes early to rearrange the desks, and got this done. Then as I was heading back from a quick peek into a new teacher meeting there were students sitting in my room. I wasn't sure why, and after standing there for a while and seeing the parents outside I realized they were new students. They needed the level test and that is what they were waiting for.

Alas, I didn't have the level test and so spent the next 15 minutes chasing it down. I got a hold of the paper tests but didn't have the listening promps or answer sheet. Time was wasting so I handed the tests to the students and had them skip the listening till that was ready. I then realized I might have the paperwork somewhere amongst my stuff scattered about the classroom. I found it and all was well, except the testing ate up an hour or so of my morning.

All the while I didn't panic and just carried out the task as if it were a usual thing. After this was done I met up with my new team of foreign teachers and quickly said hello and had them get things ready in their room, while I did the same. Later we went out to lunch together and I filled them in about the procedures at school and answered their questions.

Unfortunately, we didn't really get to know our Korean homeroom teachers as they were busy with their own duties. I however managed to meet with the one homeroom teacher who will be my "go-to" person for the grade. She is very nice and seems use to communicating with us foreign folk. Also the head teacher of the grade (the Song teacher) is a guy and speaks English himself. I'm glad the head teacher is a guy as I am more comfortable around Korean men than older Korean women. Anyways, the general outlook of the 2nd grade Korean staff look very nice and communicative. One strange thing is that one of the homeroom teachers is also the school's new Vice Principal, who is a nice lady but also has that serious face about her. I'm going on that she will be too busy to really be much in the way.

Surprisingly, we are starting classes Monday and so that means my lesson planning is going to go into effect. I don't mind, just would have liked more time to ready the room and supplies. Ah well, what can you do?

A lot of paperwork this year and already I think I have to get started on it this weekend. Overall, though I walked away yesterday with a good feeling about this term. I just hope things calm down and get into a routine so it won't feel so overwhelming.

First Team Leader Meeting

My mind is in a swirl and I am home cooking tofu stir-fry. But about an hour ago I learned about what it will be like being a team leader next term and the duties that are going to come my way. The school basically wants to overhaul the English Department. Make it more standardized, meaning tests and homework should have a set grading system. It all makes sense, with it showing that we should be more unified and organized. The main goal is to boost the English Department's reputation. For years now, as it has been observed, the attitude was "Here you go, you can figure it out." A very easy going attitude that showed the Korean teachers we were likely lazy and can't be motivated.

But it has me wanting to run for the hills. I knew I was going to be a team leader but now it is just about 3 weeks away! It's becoming a reality. I mostly feel insecure and that I will be a failure at communicating well with the K-teachers and also won't meet whatever standards my English teachers have. I will have to juggle two departments and be the intermediary. It looks like a big leadership position and I don't know if I'm ready. I'm in denial already and need to skip to the acceptance stage.

Thankfully, we had the meeting and it outlined what to prepare for and ways to get everyone ready that first day. But first impressions are important and I will be jet lagged and tired that first day back. I am mostly thinking to just be, "nice" and "sweet." Don't let the stress of it all show and go with the flow.

I'm going to slowly look back at the handout I received with all the information on it over the next few days. And over my time in America spend some time familiarizing it at a pace comfortable. Right now I just need to accept this is going to happen, and see it is an opportunity.

Last Few Days of Camp Finally

There are just three more days of camp and thank goodness! Although, tiring and often mind-boggling strange, the camp has been going pretty well. I have learned what the low-levels need and how better to pace myself for them. They take time to process the English and I try to give it to them in a slow yet understandable manner. But mostly they want to learn through games, crafts and activities. I guess that is true for all first-graders.

Camp, as mentioned earlier, wasn't planned very well even though the planning committee did do hard work. I want to step up for winter camp and plan some new stuff for them, but am trying to lay-low so not to seem like a pushy person.

With camp nearing it's end that means next week I will have my time off and go to Jeju. I am excited but also a bit worried, because it will be hot down there and most of the food you can find is seafood. I really hope to get to a supermarket my first day and stock up my pension with things to make for breakfast. Really though, I am trying to tell myself to just go there and relax. Don't worry about whether you get out and see everything or find the most delicious meal on the island. Mostly, I am looking forward to swimming and seeing several sunsets. Really, I don't know if I want to ride around the island everyday to go see something, when I could be at a nearby beach. Plus there are several sights to see in my area of the island.

I know that after vacation the next semester starts and I am already mentally preparing myself. I want to get through it without any hiccups. I know there will be times when I am approached by my Korean homeroom teachers and that I really need to give a nice face to it all. Last week, I approached the person who hired at me at the school (he is also the head-coordinator) about my position. After the kids went home I went up to his classroom. I basically introduced that I don't talk to him much and would like to say "Hi." I got around to asking him how I am doing at the school and got good feedback. He told me he hears that I work hard and that is good. But then he asked me, "How do you feel about the Korean teachers?" I went blank for a little bit and then smiled and said how I enjoy them and like working with them. I also talked about how for next camp I would like to contribute. He was enthusiastic to hear this. I basically just wanted to make sure he knew that I liked the school and my position. I know most of what he hears about me comes from third parties so I wanted to make sure he heard my side. Hopefully, this will help plant a seed for the future when he is considering my renewal.

I've been doing a lot of thinking lately, especially how I have grown since my first time in Korea. Sometimes I look back on my first summer here and can't believe it all. I certainly felt so scared and alienated at that time. I am glad to be where I am here in Korea and hope to grow more on this peninsula.

Speed Ahead

My one week vacation ended this morning as Tom nudged me awake at 6:30. I know not to wake up immediately because of this, but when I did wake up I knew that three weeks of camp were ahead of me.


The camp at this school is different from the previous camps I have had in that it is a lot more academic. I have one group of kids for the whole time and we will be going through two major topics. These are Science and Reading, and the rest of it is "activities" and "drama." I didn't see the book until today, bright and early right before things started. Immediately, I realized this was going to be hard due to that it is mostly words and few pictures. The activities and drama section was apparently put together at the last minute as the materials originally submitted weren't accepted. We've ended up with one topic for each week, and very few hands-on materials for it while mostly relying on data in the book. The drama section, although put together very well, is way over their heads.

In the end, what you have here is a situation I always dread in this business. Being put in a room full of young low-level learners with non-matching material and a lack of a plan.

Today went by as chaotic as it could and I made due, trying fruitlessly to make reading games out of the material. But my batch of kids seems to be a mix of the really low so I am going to have step it back a notch. I had planned on showing them videos to accompany the Science material, which I found on youtube. But alas our internet is down. Another challenge added to the mountain of them.

After some talk with a senior teacher, I was told that mostly the goal is to prepare stuff for the open class (not judged) at the end and get the bookwork done. The children will work on the following items:

• Making a class flag to carry at the closing ceremony.
• Practice a role-play and perform it.
• Practice a class chant.
• Practice a class song.

As you can see, I will have things to keep them busy with for the next three weeks. Just that they didn't give us much in the way of drama scripts, material to prepare them for role-playing, chants and songs. Thankfully, I have experience in the role-play department and know what I need to do there, as for the chants and songs it is just a matter of giving them the lyrics and practicing a lot.

All right so camp is not what I expected and it is definitely different from years past. In fact, I really feel sad for not planning this camp and miss the fact that there is no "cooking" day.

In the meantime, I am trying to get ahead with next semester's planning. As for the lesson planning portion I am already a bit ahead but I want to get the materials made for at least the first month. I am the kind of person, unfortunately, who is not satisfied till something is done right away. It makes me end up being anxious and when something affects my path of completion I get all bent out of shape.

Last night, I had a conversation about this with JH and he told me how I need to relax and keep big goals in mind. Also, to keep my cool when something comes along that makes me have to change what I am doing. He is a big help to me, even though it takes some time to get him to understand it all completely.

Camp is just three weeks and we are suppose to just have fun with the kids, so I am going to try my best to kick back a little, play games and make it work in a fun way. However, I mostly just want it to be over.

I have a lot I want to post about trips that transpired during the last week. Let's hope all this work stuff doesn't get in the way!

First Semester is OVER!

My gosh did it go so fast! I am really pleased that this semester has come to an end. Of course, kind of not looking forward to three weeks of camp with the same group of kids. But, in essence the toils and trials of everyday work will not come to me again till September.

Things I've Learned:

First graders do require a lot of energy, but you don't have to put on a show all the time. They like games and things for them to do that can keep their minds and hands busy. Teaching at a private elementary school has a lot of benefits when compared to my previous job. I have enjoyed the lack of coteaching and love being in control of my own classroom. However, I have not escaped the Korean workplace and still encounter many snafus related to this. I've learned that patience is the key and one can be strict with the students but not take it emotionally. 

Also, I have seen that I can put a lot of hard work into something and feel like I am getting results. Even though I don't know for sure, because you never really can know, I still feel like I have done pretty good at my job and being in the Korean workplace. There were a few times when I screwed up on the whole Korean-ness of things but it seemed my hard work is shining over that and making it okay.

Where to go from here...

I am already working on my plans for the 2nd semester. I just want to get ahead so I can finesse my teaching style more and not really be concerned with material creation. I am really hoping this school will decide to keep me for the next year, but I have realized that sometimes things are still not in your control. In that case I am keeping in mind to keep my cool with my Korean counterparts. 

Also, I wasn't too satisfied with my home life after work this semester. I tried my best to produce works of art. But I really wanted to practice Korean and go to the gym this year. So that is why JH has agreed to help me learn Korean by sending me weekly lessons of his creation, that he will teach and test me on. Also, I will be signing up at a local gym (given I like the looks of it) this weekend. I really want to be healthy and fit, along with starting to use Korean more. 

Whatever, though! Because the first semester is over and despite that it was tiring at times, I feel I really learned a lot about myself as a teacher. I hope to share some of those lessons with you and what I did with my classes. 

For those other folks out there with their semester's ending...congratulations!

Signing in to work by digital fingerprinting. Good or Bad?

The end of the semester is drawing near and like a narrow tunnel many tasks are piling on. There are final tests to be made and scores of report cards to fill out. In the midst of this we were pulled away from our desks to register our fingers.

The school installed a new system of checking in it's employers. Before, we would just sign our names in a little book, and be on our way. We didn't do much to check out, except change our shoes and give a friendly wave goodbye.

Without any notice we were made to register our fingerprints and start using this system. When I was pulled away from my desk to register and was told, "We are registering our fingers." I didn't blink nor think twice about this. As we walked down the stairs and I saw a man standing next to a gadget on the wall that looked like something out of a spy movie, I got excited instead of worried. I watched as my colleagues went first, registering two fingers (of their choice) and seeing the little blue light blink in and out. Finally, it was my turn and I watched as it scanned in my fingers and took a black and white image of this physical identification.

All felt good and I went back to work. A little later, as I went to get my payslip from our Coordinator, I learned that this new signing in-thing isn't favored by everyone. Soon enough I heard chatter about how this is invasive to our rights and concern over whether this would be grounds to fire us at the end of our term.

I understand the concern towards the officials using our time stamping as a way to discuss whether they should renew our contract or not, but what I didn't understand was the displeasure in this being sprung on us the last minute and that there was no information given. I have gotten use to the Korean work environment where if something changes or new comes along you can't expect a month's advance of preparation or notice. Another thing I don't understand is how this could end up being invasive to our rights. They are just using our fingerprints to make us sign in and out. Are they going to be sent to authorities? If so then I understand the need for clarification.

In the end I don't see this as a bad thing, except if they use our time stamps to penalize us at the end of our contract and don't give us notice. But it states in the contract to be on time and not leave early (unless permitted). Also, I feel we can work out a system where if we are dramatically late on occasion it can be documented by the right people, so that at the end of the year can be explained for clarification.

However, I find myself in a small boat of people who are okay with this new system. A large majority of the foreign staff are upset. Yet I understand their point-of-view, and I think they are okay with the concept just want more information before signing up.

Generally, is digital fingerprinting a good way to keep track of your time schedule? Is it especially dangerous for the Korean workplace, where little time differences here and there can be made into big ordeals?

Do you have one of these things in your workplace? And how would you describe it's influence.

Not On An Island

Today I am feeling a bit better, consciously not physically, about these conundrums at work. Our school has put together committees of teachers to assess things like curriculum, camp and other topics. I am on the curriculum committee and we had our first meeting today.

After talk of what we will do and such rituals we came to a discussion of the woes-of-work. So it is that I found out my troubles are not isolated and this is basically how the school functions. Everyone said they had issues with bad students and groups and that it is tough to get them involved. Alongside this everyone experiences the murky communication amongst the departments. In essence, I am not alone in my troubles and probably shouldn't have thought so anyways.

Although physically exhausted right now, and still getting over a cold/allergy thing, I feel like my burdens can be transformed into something more functional. Generally, I am seeing that I need to find ways to control my stress level when things do get bad.

Funny thing today was that I overslept but Tom woke me up time. He's a good alarm clock, except there is now snooze button on him.

Wooooh~

The Children, The Classroom

 So cute with their missing teeth...

 

This was a scene of the higher level working on their "Shape Turtle." Instead of having each kid make one I made it so that pairs worked together. They all did a stunning job.

The classroom before the start of the day, as seen in the following pictures. The class is taking on some personality. Probably could straighten things out a bit more...

This shows you where I am most of my days. Certainly beats the last school where I had to sit in that tiny office with everyone.  :)

Preparing Myself to Become a Better Language Teacher

Admitting that you have no formal training in teaching English as a foreign language is perhaps really embarrassing to the general expat in Korea (who is a language teacher). Indeed, there were times during my last two years at public elementary school that I wondered what I was doing there and why they even hired me. The large question remains in the expat community over what makes us qualified to have these jobs. Over time I have formulated my own answer, which is that a "qualified" native English teacher in Korea is one who has an open mind, is patient and willing to put in the effort required. A non-qualified teacher would be one who sees their job as just a way to bring in the money and get by, while their social life and time after work is more important. Korea, to these folks, is just a short sting between undergraduate and graduate school. 

Being "qualified" to teach in Korea shouldn't require a hefty background in the subject and credentials under your belt. Since the protocol for hiring people for these jobs simply requires you to have a Bachelors degree and be a native speaker of English.

However, I will digress here and say that once you have been in the industry here and have a few years under your belt you end up desiring more skills and knowledge to better match the needs of your students. This is where my current pursuit comes in to become a better language teacher. In other words, to go beyond my already "qualified" skills and give myself better tools and knowledge to teach well and produce better results.

I have come to see the past two solid-years of teaching in Korea as my "stomping in the mud" experience. There I was able to see what works and doesn't, along the way creating my "teacher-self." Now I feel it is time to expand and really understand the EFL environment and what I can do to improve.

That is why over the course of my lengthy vacation, here in the States, I picked up several books from Amazon on teaching EFL. Today I am going to review one of these books and provide samples from it, that I feel are going to greatly benefit me at my next job.

Teaching Large Multilevel Classes by Natalie Hess:

source

Review: So far, as I am not finished reading it, the book has provided me with a lot of "ah-ha" moments. In other words, it has been really helpful in allowing me to take my experiences from the past and digest them into cohesive material. The book is written in an academic way, but it doesn't hinder you from following along. Everything is put right to the point and doesn't mess around. There are several sections to this book on different aspects of what you need to teach. Within these topics are a description and then activity examples with plenty of information to let you know how to do it. However, this isn't a cheat-sheet book that you can just look up an activity and apply it to your class. The book provides the necessary details to let you come up with your own activities and scripts. I would highly recommend this book for the seasoned Native English teacher or the one who is about to jump on the plane and fly over to Korea. 

Coping with Multilevel classes through 11 Principles:

The book starts off by providing 11 Principles that you can apply to the large class. A large class is likely up for interpretation but in this case, teaching in Korea, it means a class with more than 30 students, which is the typical scenario for elementary school and even higher for the other levels. However, if you are working at a hagwon (private school) then you will find yourself with a small sized class. These principles might still be applied. 

Generally, I think most new public school teachers feel an initial anxiety knowing they are going to teach a large class, especially since all the students are EFL. Usually, their next thought is that we will have our coteacher and they will "help" us. In most cases, and most recently, this is not the situation. These days, coteachers are either really involved or just sit in the back of the class and doze off. The native English teacher is expected to teach at least 80% of the time in the classroom. Meaning you need a set of class management and principles to get you by. By showing the following examples from this book I hope they will come in handy for any Native English teacher out there.

Let's take a look:

1. Don't Panic! In more professional words the book basically laid this out as the first principle. Saying that the job is challenging but bad days should not weigh us down.
2. Variety: Match all levels and vary the way in which things are done. You will likely get into a routine, especially working from the class book. Make sure to mix it up and keep the Ss (students) on their toes.
3. Pace: Know what activities should be fast & slow, pay attention to the time. Coteachers really value this and will criticize you if you fail. My tip: Use the first class of the lesson as a tester to see how much time Ss need on certain activities. Then the rest of your day will go smoothly.
4. Interest: Each lesson should incorporate activities that get Ss interested. What this means is set up the class so that there are the usual stuff but something "fun" mixed in to it. Outlining the day's activities at the beginning of the class will help Ss to get interested.
5. Collaboration: This is a fancy word for "group work." Basically you want to get the students working together and using the language a lot. In time they will work together and even create their own works.
6. Individualization: One of the biggest struggles in a large class, especially if you have many of them throughout the week, is getting to know each and every student. I for one believe you don't have to know each and every one of them, but instead make sure that every student is given a chance to express themselves in class. This can be done either by speaking or working on an individual assignment. 
7. Personalization: Make sure each Ss has the opportunity to to present their own opinion and be recognized. 
8. Choice & Open-ended expressions: One thing you should really strive for is to get away from the Multiple-choice type of questioning or the "yes - no" answer response system. Ask questions to the class that open up their minds to make full responses. Asking "why" or "could you explain that more" helps.
9. Setting up routines: Although variety is something you want to strive for, keep lessons fairly similar to each other so a routine is set up. You know...after covering material there is later a test. So you will need to review before hand. Build up things so that they are familiar in a timely sense. This helps not only cognitively but also with class management. 
10. Opening up the Circle: Teaching in a way that allows every Ss to participate. Don't just pick the same "Min Su" who raises their hand. Wait for more Ss to put up their hand. One thing I learned from this book is to alert the quiet kid before class that you want him/her to participate and will likely call on them. 
11. Questions That Arouse Interest: Basically this goes with #8. Just try to get Ss more interested in the topic. I did this a lot with the 6th grade last year, and it helped get them involved and steamed up. haha

I look forward to keeping those principles in mind as I start at my new school next year. In general, I think we Native teachers need to start thinking of our classes more like opportunities instead of "I have just 3 more classes today...I can make it." Sure you get tired of teaching and there are weeks where you feel burnt out. But approaching the job with a positive attitude in this manner might keep things more perky.

Sample Lesson Activities:
I would like to show some examples from the book of activities you could use. However, I haven't gotten through the whole thing so I am just going to pull from their "Reviewing" and "Writing" sections.

Reviewing Activity:

1. English Goals: For the beginning of the semester. Ss write down their goals for learning English then walk around and discuss it with others. Eventually you figure out the major ones and turn those into goals for the whole class. As the semester rolls on you review them with the class and see if things have been met or not.
2. KWL Chart: "Know", "Want to Know" and "Learned". Make a chart with those topics on it. The chart will be used when starting a new lesson. Ss will brainstorm in groups answering the first two questions. After the lesson they go back and review the first two steps and the fill in the "Learned" section.

Written Work:

1. Buddy Journals: Ss keep a journal between them and a friend. Could be Ss in the same class or from another. Could be done with email.
2. Wall Newspaper: Using written work from class pick ones of interest. Edit them and have Ss re-write them Post them up on a bulletin board. Let it cycle throughout the year.

There were a lot more samples and many with great ideas, although I did feel some of them were for advanced levels. However, it is definitely your job to take an activity or task you find through research and transform it for your student's levels and capabilities. Plus after using an activity in class you usually end up modifying it anyways as things work themselves out. 

Whether or not I actually do become a better language teacher at my next school, I know that I at least have the drive to do it. My motivations aren't my salary or that I will even be working at a private elementary school. Instead, I plan on doing all this because I want to see the results in the students and the feeling it will produce in the classroom. 

Am I nervous? You bet I am. As much as I want to get in there and start putting these thoughts into action a little part of me wonders how it will work out. Then there is the whole coworker and comradeship situation that must go smoothly, and I end up pulling out my iPod and playing Veggie Samurai to forget about it all.  

I know last year was a particularly difficult one when it came to working with my Korean coteachers, but I must move on and let go of it all. Take with me the lessons I learned and apply them to my next school. Thankfully, I will not be coteaching, but that doesn't mean I am out of the woods.

All in all, I hope all my past gripes and new found enthusiasm has somehow helped other expat teachers in Korea. :)

Coat and Scarf

Winter has introduced itself today by having the temperature drop down to 34F as I walked to work. That required me to take out my old winter coat and wrap a scarf around my neck. It takes me 30 minutes to walk to work and so I guess I enjoyed the chilly stroll.

From checking the weather report it looks like this cold snap will last till about Friday when things will slightly warm up again. Of course, though 34F is not as cold as 13F which is how it is in February.

Already I have gotten news about my attempt to work for the Gangnam Public Schools.

I regret to inform you that we will not continuing on to the final interview stage. We received a large number of highly qualified applicants and unfortunately you did not pass the final screening process. I wish you luck with your job search.

That final screening process is the "checking your references" section. My references were my current coteacher (male) and my ex-coteacher from the Sanbon school. I wondered who said what and how it affected me. After inquiring with my current coteacher, saying, "Oh the Gangnam schools decided not to interview me," he looked pretty shocked and sympathetic. Meaning it probably wasn't what he said. On Sunday I mustered up the courage and called my ex-coteacher from my previous school. I didn't reveal to her that they decided not to interview me, and instead fished around to see what her feelings were. I tried to tell her that if it is a burden to her I won't give out her number. Also I noted that usually I don't have to give two references but places like Gangnam and Universities request it, stating further that later on I probably don't need to give out her number when looking for a normal public school. All the while, she seemed okay with everything. However, her tone sounded kind of hesitant when she talked about the Gangnam recruiter. I know we didn't have a good past together but since moving on I have emailed her thanking her and telling her that I missed her.

Whether or not my ex-coteacher can't help but be honest on the phone is still a slight mystery. I came to the conclusion that Gangnam indeed had a lot of "qualified" applicants and whatever my coteachers said on the phone didn't bring me up to their status. I am ok with not getting offered a position, as the housing situation was going to be difficult, but it left me hoping my references won't get me in to trouble.

For now all that is left is a University I applied for, which is in Seoul. They will call around November 8th if they want to interview me. The interview will consist of giving a three minute demo based upon their materials. Already I am brainstorming a demo, even though I am unsure whether I will even be called for to interview.

My current job, which will end in about 38 days, is trucking along. Yesterday we had our open class with the fourth graders and it went well. It had to since my coteacher prepared them so much. People were impressed and pleased. I am just happy to get that duty over with. As for my plan to perk up and try to make "amends" with certain people in this office that has started to die off. I realized I can't make them feel anything no matter what I do, but at least not tip things in the wrong direction. I noticed that I was feeling unbearably insecure due to the new foreign guy at the office. He was getting the "new person" treatment and I couldn't help but reflect on all the crap I received. For some odd reason I feel myself getting over this today. Maybe everyone has finally cooled off.

I am trying really hard to just not care about the nuances at work,which is difficult when working in a tiny office with 4 other people. To do this I am focusing on my future, consisting of a holiday vacation with my family and boyfriend back in America and my future job.

All right folks! Take your Vitamin C and dig out those gloves...winter is here.

Lessons Learned

It's October 12th already and there is less than two months left at my school. The other day as I was in Seoul with JH we passed by the goshiwon I stayed in last November. I asked him, "Can you believe it? It has been nearly a year since I stayed in there?" He responded with an astonished, "Oh yea!" and we both reflected on how fast time flies by.

At that time I was in between jobs putting away all the stuff I went through at my first public school and anxious about what the new one would be like. Now I can tell I don't really think about my first public school and that the "new one" was well a rollercoaster ride. However, as I get to the end of this contract I can't help but look back and see how I have learned so much.

When I left my first public school I asked my coteacher, at that time, to tell me what I needed to do to improve myself both as an English teacher and a coteacher. I wrote down what she said and I wanted to take a moment in this post to look through these things and see if I have managed to learn a few things.
Lessons I have learned:

• "Control your mind." Meaning don't show your emotions to the class or in front of your coteacher. Did I learn my lesson? The answer, I believe, is yes. However it took a long time and a lot of strife. I might still show it a little here and there but I have learned how to become aware and to have self-control.
• "Create a warm relationship with people at the school." She claimed that I didn't do this and I responded that I was bitter at the school for giving me a crappy office-tell (first one had no window, second one wasn't much better). Did I learn my lesson? The answer is, yes. Despite the personal issues I had with previous coteachers at my current school I made it a point to bow and smile to everyone. I believe this worked as I never heard anything bad about my social behaivor.
• "More communicative with KT when holding class and I should do 80% of it." A definite YES to this one! I have completely improved my teaching manner and style in the classroom. If I think about I had 3 different coteachers in the past year at this school and had to adapt to what they wanted. 
• "Participate in preparing materials." Another YES! I make a lot of materials either by finding them online or creating my own. When cutting them out and laminating them I don't ask for help, either. I could but my coteachers are usually busy anyways. In other words I put the time into prep work, that I didn't do as much at my first public school. 

I think those highlight the significant "complaints" I received from my previous school. I will be honest, though, that I still hold inside me grief from what transpired during the first 5 months at this job. Thankfully, since then most of the people who hold those memories have moved on.

I've realized to let people be who they are and not get in the way. This is tough when you hear a coteacher say for example, "Because you are a man you can do it well and the students will like you more." (in reference to the new teacher) or "Every American loves British accents and wants to have one." That last one is based upon that my coteacher saw an episode of Friends with reference to that and the movie Love Actually with the bar scene. I tried to explain to her that not all Americans are like that. It didn't get to her. The point is that as much as that really bothers me and as much as I really want to change her mind, I have realized I can't. Instead, I have to let her be who she is and focus on my life.

Here we are looking ahead into the future, where I will be finding my fourth job in Korea. Wherever it will be I am going to take these lessons I have learned with me. Although I know I could end up facing the same issues again at a new school I am determined now to focus on the teaching job at hand, whatever it will be, and to keep the relationships in good condition.

Goodness... I sound so optimistic.

My Little Hideaway

Above is a summery image of the river that I cross (or walk by) on my way to work. Actually, after I took this picture this morning I realized I had forgot my bagged lunch and had to go back for it. I have been taking extra food to work so that I don't end up starving by dinner time. It is working out wonderfully. 

As you can see the typhoon didn't do much damage and things seem to balanced themselves out over here.

Some might really despise the summer weather, what with it being muggy and all, but I found that I need to just get out of the office even if it is hot outside. During camp I started to take my magazine outside to read. First I started on the bleachers near the playground then recently I went around the corner of the school and found a nice wooden pavilion. 

Tucked in next to a hillside with trees and shrubbery it made for a great relaxing corner. I have now taken to it fondly and can't wait till 2:30 rolls around when I can stroll on out of the office. My coteachers seem all right with this and don't really give up a fight. I tell them that the office is too small and I need to get some fresh air. Truthfully I have been just popping out of the office and returning an hour later and then giving my explanation. I think they get it now.

From my hideaway I get to hear the rustling of the leaves in the wind, birds chirping and children playing on the playground.

Our school recently built a special room for afterschool children who don't have anywhere to go when school finishes. I am guessing these are the kids whose parents can't afford to send them to pricey hagwons everyday or are too busy working that the kids can't be at home alone. I noticed that they are let out at the same time I come out to enjoy myself. Despite my pavilion looking as a quiet place to getaway I don't mind sharing the space with these kids.

I like watching them play and run around. You would be amazed, but there is essentially no other adult out there but myself. Yep, no one is supervising these kids as they play. I watch as little disputes get worked out by the older kids of the bunch. 

But what I enjoy most is watching as they let reality slip away and start playing games purely out of imagination. The other day they were in the tree lined path behind the pavilion collecting native herbs and greens, while running and screaming at the site of spiders and other such bugs.

After a few days of realizing what great potential this spot had for bringing my sketchbook I finally took it with me today.

The above one there was meant to capture this sweet moment when I saw two 6th graders having a good time. Something about the way they played and then sat atop of the slides made me recall my own pre-teen times. I recollected those sensations of feeling a dread for the future. Recognizing all that has transpired in just the last 10 years of my young life. 

They both sat up there saying something to each other and I romanticized that it had something to do with it being the beginning of the semester and the start towards the end of their elementary school career. They both slid down at the same time.

I'm grateful for my small corner here at the school, and will miss it when the cold snap of the winter sets in.

Notes From Camp: Week 3

Dear Camp Diary,
  I guess it is nearly time to say farewell, as it looks like there are just two more days left. What can I say? We had some good times there with the third graders and some bad times when things got a little nuts. Yet, the second week held up really well with the fourth graders enjoying the egg drop.

Here we are now with the 5th and 6th graders. They have been separated into two classes, which is probably for the best. I have the 6th graders, while the other foreign teacher has the 5th graders. But we get to sample both as the kids switch classes now and then. Seeing the 6th graders reminded me that the Fall semester is going to start next week, and it will be back to the regular grind.

Teaching the 6th graders is certainly less of a struggle since their English is way more advanced then the lower grades. I am trying to keep them active and to not get that bored look on their faces.

On Tuesday we did the drama activities and they really got into the "Create Your Own Roleplay" assignment.

I gave them a laminated handout where you pick out some characters then by the roll of the dice determine what the story will be like.

Then they wrote down the parts of their story on the accompanying worksheet. I was impressed with the amount of time they put into it and how well they worked together to come up with a creative story.

I guess I will mention that I designed these handouts and the lesson. If you are interested in using them just send me an email making your request.

There wasn't a whole lot of time left to actually practice their presentations, so if I were going to do this again I would have given them more time. Yet what mattered most was that I saw them having fun and using English.

I am glad that camp is at its end since three weeks is just too long. My biggest complaint is that our Korean coteachers presence in the classroom was minimal. Sometimes I would go back to the office to get something and I would see them browsing the internet. Sure I understand that we can do our job without them, especially if the students are 5th or 6th graders, but their attitude towards things has been very lazy. The frustrating part comes in that if I were to reflect the same attitude I would be the one in trouble. Despite feeling disappointed I let it go and tried my best to not let it bother me.

Positives Joy! The best part of camp was having my own classroom, even if it was just for 20 days. The other bonus of camp was seeing all the hard work and lessons I made come together and work really well with the students. I can see that I know now what works with Korean children and doesn't. Finally...seeing those egg drop creations fall and the children cheering in the background, was also spectacular.

The next semester is coming and Mrs.Kim will move on and we will get the Dude teacher. I hope Mrs. Kim and the other coteachers don't fill his head full of nonesense about me before we start teaching. I am going to talk to him before our classes start and let him know that I hope to have a good time and work well together. I am really dieing to say something like, "Whatever Mrs. Kim said about me...don't believe it." But I would rather him just figure it out as things move along.

Signing off from camp! ~BYE

Unsettling

Today came the news about whether or not my school would renew my coworkers contract. This is the other foreigner at my school. Let me just first state that we have become good friends and since we both have experienced our work place understand the deep problems. Throughout the year she has been saying over and over how she wants to stay at the school and hoped they would keep her. However after we got back from orientation the mood amongst our co teachers was cold and exclusive.

My coworker got the vibe that they weren't going to keep her, and since her contract ends in early October she became anxious to know the verdict.

Today they told her they would not renew her contract. The first reason she was told was because the Principal wants a male teacher. She seemed a bit upset at first but then buckled down and probably realized this school isn't the best anyways. She has a new boyfriend in Suwon and so now has the opportunity to live closer to him.

But we both recognized the changed feeling in the office and this decision of theirs validated our suspicions.

Yet then came the walk home after work where I learned there were deeper reasons to her non-renewal. She talked with Mrs. W (the middle coteacher.... not the oldest or the youngest) and what she was told doesn't really make sense. She was told that part of the reason they weren't renewing her was because how at the beginning (back in February) the office was uncomfortable and the environment not pleasant. What is strange is that the office wasn't like that because of my coworker it was because of me.

If you have been reading long enough you would know that I struggled with crap at the beginning of this job (in December) and then again when we got the new coteachers in February. Since the last great incident somewhere around March nothing bad has gone down. I became less sensitive to the things that bothered me and even found myself caring about Mrs. K (the older coteacher who I teach the most with). In my opinion, I felt like I was showing how I had changed and cared about the "group." That is why it comes as a surprise to hear they still hold this in their minds. But also more strange is that they attribute it to my coworker. Who actually has always been talkative and quite more friendly than me. Something tells me the Principal truly wants a male teacher and that also the coteachers just don't want us either.

The question is will they let me renew? From this evidence I believe their answer will be no. Renewing would mean that I can get extra vacation and not move or go through the hassle of finding a new job. For the most part I would only want to stay at this job because I love the house. However, I can feel myself saying that is a bad reason to stay at a school. To be honest I would rather work somewhere with a dedicated English department that has an English classroom. And I think I need to go back to just having one coteacher.

As I walked home today and around town I realized that I need to personally make my own decision on this job, whether they renew me or not. I came to the affirmation that I personally will not renew with this school. I will plan my mind and life on the reality that come December I need to move out and make my next move.

There are actually some positive things to this prospective future. Here they are:

• Finishing the contract rewards me with a free flight home. 
• I could use the flight home to go home. ;)
• I would go home (California) and stay from December - January. Resting and being with family.
• I would come back to Korea at the end of January and either live in Goshiwon or stay at a friends. Meanwhile looking for a new job. 
• While I am in America resting, JH could come out and visit me. So it would make things very flexible.

That is what I see in my mind, and I think I need to stick with this plan and just say goodbye to this school and house. It's been two years in Korea and something tells me it is time for a break. Sure I am going to America for my summer vacation but I know the 14 days won't be enough. 

All in all, inside I am fuming from all this secretive nonsense going on underneath the surface. Sure it doesn't surprise me that they don't tell us anything. But I end up feeling like a cheap thing. Yea I know I pissed them off several months ago but I have done my darnedest to accept the cultural differences and even let many things slip away.

So right now I am dealing with that anger, and I know I can't show it at work. I want to leave on good neutral terms so that the next school will accept me. It feels like a really hard thing to bury your inner nature, but that is what I am doing.

Yes I want to confront them and talk to them about my job position and future. Yet I fear they will dig up the past and I don't want to go there.

My final thoughts are that I still can't believe how I (the foreigner) try my best to understand and accept Korean culture. But that my Korean colleagues show little to no effort in accepting or understanding my culture or who I am. And instead use the differences as punishments towards my character and person. My coworker shares the same sentiments.

There is some faith in me, however, that there is a right place for me here in Korea. From now on that is what I am going to look for.

2011 GEPIK Rumors

My open class was today and it went pretty smoothly. Really, what can I say if the people who attended showed up late and left early?

As an English teacher working for GEPIK these are just some of the unexepected turns this job can take. In fact, usually we don't know what is going on underneath the surface at our own school. On a broader scale being brought up to speed on changes within the curriculum and such are also kinds of information that somehow doesn't make it to us. If you have taught and worked in Korea for a while you will know that being told about changes usually come at the last minute.

However, I feel that instead of waiting for the information to come to me I will just dig it out of my peers and coteachers.

Recently I posted a topic on the GEPIK teacher's Facebook group probing its members to respond to my inquiry about upcoming changes. I also posted this same topic on a forum-based website for teachers in Korea.

The Rumors:

I would like folks to please post any rumors they have heard from coteachers or other Native Teachers about changes for 2011.

What I have heard:
- Grades 3 - 6 will get new books.
- Schools will choose the material / therefore not everyone will use the same book / meaning we may not be able to easily share materials
- Grades 5 & 6 will increase to 3 times a week

What have you heard???

The responses I received were very interesting and ranged from the serious to lazy. Things have calmed down now and not many people are posting so I thought it would be a good time to anonymously share their responses.

Most people seemed to know about the book changes and were familiar with that, however there were a few that didn't know our schools will end up choosing the book. In fact, I heard from my coteacher that the local government will pick 4 textbooks and then schools can take their choice from these 4.

3 & 4 are getting new books again next year. They are seen 3 times a week, as well. It is supposed to be twice by the native teacher and once by the Korean teacher alone. 5 & 6 will change text books the following year. I am pretty sure they will still be seen 3 times a week like they are now. I am aware that some schools do not have enough native speakers to cover the 2 classes per week, but based on the cirriculums, that is what they are supposed to be having. That being said, schools will adjust accordingly. For example, 5th grade in my school does not see the native teacher, but 4 and 6 see us twice a week. 3rd sees us once and the Korean teacher alone 2x.

Not sure if that is helpful or not.

Increasing the classes means increasing the teaching hours of Native Teachers. However most of us are at our max and already doing overtime with after school classes. Keep in mind that we can only go to a limit of 28 teaching hours per week. Typically, 20 - 22 of those are with the normal classes. 

Getting rid of Native Teachers???

how about the fact that the GPOE ditched the 'intern teachers' even when schools wanted to keep them, in favour of bringing more crappy teachers here... I work my butt off to keep my job and the GPOE would rather have someone who is less competent and pay them more... and that in 2012 the GPOE is gonna start getting rid of native speakers bc they think that they have enough Korean teachers who speak English well enough to teach conversation.

there are more important things than changing textbooks that we should be looking at.

This writer brings up a curious point that many teachers don't know about. Personally, I don't know what to believe or make of this. I agree, though, that there probably are more important things to worry about than our books changing. Certainly, if you think about it, we can't expect the Korean government to permanently continue to import Native Teachers. One person replied to this by saying:

Here's a fun one for you... by 2012, the Korean government is planning to replace all English teachers with Korean English teachers who can TEE (Teach English in English). I've seen official documents, I've been to a lecture about it; but luckily it is not just GEPIK, but EPIK and all other English Teachers in Korea. Good Luck Guys. Keep on top of it!

Personally, I have to think whether it will affect me or not. By 2012 what will I be doing?

More responses:

... no they are not. I think you've gotten something wrong in translation. I'm pretty sure it would be impossible for them to do that with any good effects. they are STARTING to do this. my coteach went to some meeting and her english is excellent, this is what she said. I'm also fairly certain that its ONLY gyeonggi as 1)GPOE is a bit crazy and 2) EPIK is still supporting TALK... also to note the Gyeonggi Education minister was re-elected, NOT the one who made all the changed last year, bc this guy was brought in part way thru the year AFTER the annoying changes had already been made...

the Teaching English in English thing is absolutely true as I know of co-teachers busy with the training at the moment. I do not see this working as the material itself is full of mistakes, but this seems to be what they are aiming for. I do not see them however firing all the native speakers at once, I think it will be a systematic replacement if that at all, because I fail to see even some of the most competent co-teachers teaching on their own. They have too much of a struggle with pronunciation first off and secondly grammatical structure is a nightmare to them. So, the education department will either realize this halfway throught their "replacement project" and keep us around OR they won't and in another 10 years start bringing native speakers back in again. I won't worry too much about it, cause if all else fail and you are really deadset on being an ESL teacher, there are always the hagwons, I doubt those are going away anytime soon ;)

 Resolution:

I think you run the risk of wasting a lot of time and energy trying to figure out what is happening and obsessing about things you have no control over if you constantly try to keep up with what is happening internally at the education department. Also considering that each new minister changes things to his liking...

Bottomline: we are at the BOTTOM OF THE BOTTOM of the food chain here and we have no say. I have been with GEPIK for the last 4 years and if there is one thing I have learned it is not to worry about "what might happen".

Certain Native Teachers don't deserve to be here?

One individual made a complaint about how they see that some people don't deserve the job...take a look..

This brings about another topic...It may or may not be realated: I've met many foreign "teachers" who do not deserve to be teaching. The system needs to do better background checks and proper interviews and not choose teachers who "look" qualified. I have a friend who is leaving her middle school position at Byuk-jae middle school and when given two resumes (one a Vietnamese woman an impeccable resume and excited sounding cover leter and a Gyopo male with NO experience and dull sounding cover letter) to look over guess who the school chose?

 People responded like this:

As for people who are in jobs they don't deserve, ... I agree with Ji, I have lost count of the amount of people I have met who just not belong here.

The ONLY thing so many foreigners are here to do is drink as much soju as they can, go to work hung over as often as they can, in other words extend the life of being a student with just one more year. They take as little pride and show as little interest as is humanly possible in the job they are here to do. And this is one of the main reasons why foreigners have the reputation they do with Koreans/parents in general, because we have created it for ourselves and unfortunately the system is doing nothing to correct this.(nor is the behavior of some might I add)

I have to say I can agree with this writer here. One of the best places to experience this closely is the Orientation. There were people in the group who seemed to just snooze through everything so that they can get out and drink later. Certainly the aspect of teaching in Korea as a post-college party is a topic worthy of debate. Partying is cool and all, but let's not forget about the image we portray to our colleagues and neighbors. 

Back to the Books...is the change a sign of things to come?

One writer from the forum website wrote this insightful comment:

At an EPIK workshop last year, I heard that there would be several "approved" textbook programs, and the schools did indeed get to "choose" from the approved vendors.  The kickbacks and profits of the textbook publishers, and their relationship to the education ministry and the ruling party, as well as the local school districts, must be a factor in this.

As offensive, inappropriately suggestive, and just plain wrong the current textbook series is, from the Korean pedagogues point of view, it serves the function of keeping children away from English language based culture that has not been mediated by Korean translation.  Additionally, the tests designed around it have proven to be significantly obscure, allowing the testing to serve the historic gatekeeper function: That is, a test which helps to winnow a serviceable elite, not a test of actual ability or knowledge.  Notice how the tests measure the ability to relate certain Korean concepts to other Korean concepts in the "correct" way, with the English language keys thrown in as a tertiary check on "correctness".

The elementary part of the old curriculum was anarchic enough that rational approaches to grammar could be used effectively within its framework.  And for Korean teachers unfamiliar with, and quite possibly resentful towards, English, the old curriculum allowed the schools to spend a little more time honing the basics of Korean with their most recalcitrant charges, under the guise of studying English.  At the more advanced levels, the method of having to explain everything in Korean, the memorization of equivalents ad infinitum, and other methodologies, helped to prepare the students to invest further in the Hagwan and tutor industries, perhaps developing them into lifelong consumers of this commodity inappropriately labeled as English.  It's the Korean economy, . . . . .

Joybot0's suggestion that we pool our resources in digesting these changes is well received.  We'll be in a better position to exploit the upsides in what will hopefully be a mixed bag.  There may even be some evidence that the old Korean paradigm of focusing myopically on East Asian reference points is starting to shift.

 One of the regenerating topics that came up at Orientation was the influence of Native Teachers on not only the children but how they are receiving their education...

Leads me to my own topic:

What impact do Native Teachers have on Public School teaching methods?

It was told to me during Orientation that our presence in the classroom is a modern experience for the students. This is because we teach them using references from how we were taught back in our home country. Typically this contrasts greatly with how Korean children are taught in school. Just for example, it is typical for Korean teachers to stand in the front of class and direct the class with dictation and speech. Children listen and repeat. From what I know there is little Q & A going on. Basically what you need to do is imagine that a classroom in Korea is taught differently from that in the west.

I personally feel that I am not on a mission here to change the Korean classroom and oppress them with my ethnocentric ideas of how children should learn. However, I do believe that as we teach the classes in our natural non-Korean ways that things could rub off elsewhere. Even if English time is the only time they experience a different way of learning they are still having a different experience.

Some of the examples people at the Orientation talked about were that when we teach English we usually walk around the classroom. We look over the students shoulder and check their work. Or we ask them for their opinion and thoughts. I was told that nowadays the Korean coteachers are participating and going around the classroom getting personal with the students.

My conclusion is that Korean public schools will never really look and feel like they do in the west. Instead they will modernize and advance in their own way depending on the will of the Korean teachers and the materials they have at their disposal. So if the materials change, not just for English, then perhaps methods of teaching will reshape as well. I bet I could find someone who taught here a long time to tell me how much things have changed.

There you have it people a long and clustered post about rumors for changes within the GEPIK public school system. Remember this was focused on Elementary school teaching and I have no clue what could be happening with Middle or High.

In the end, I would really like to know more about this replacement program they have brewing and whether it will be a threat or not. Till then I am just going to whistle my way through summer and look forward to my vacation.

Asia vs. Asia: A New Look

Two years ago when I was fresh to Korea I wrote a post titled "Asia vs. Asia: (Series: Ugly Korean)" and since then it has been one of my top blog hits. Yet I am not proud of this post and fear that people come onto it in search of reaffirmation of their personal beliefs on Korea. It was my intention to share an experience I had with my ex about his world view amongst other Asian countries. I never really went back to that topic and so now would like to revisit it and offer up my insight after living in Korea for two years.

Issue 1: Asian people comparing themselves amongst other Asian nations.
When I first came to Korea I wanted to find out how Korean people compare themselves against other Asian countries, specifically Japan and China. I have come to discover that generally people tend to center themselves towards their country of origin and then go from there. In other words, Koreans treat Korea as the center of the Universe and their point of reference. We all do this, I believe, when comparing ourselves with other nations.

Yet I do feel Korean people take it to a higher level. To put Korea front and center means that Korean people tend to feel that Korea is always better than their Asian neighbors.

source

Take for example, when I have talked about my Japan travels with my coteachers. One of my coteachers asked me if I felt Japan was better than Korea. I said yes but explained why with details from my trips. I told her that certainly living in another country is different from just visiting it. She concluded with, "Korea is better." But gave no real explanations as to why.

My coteacher was merely just being Nationalistic. Yet their eccentric Nationalism I feel sometimes overlooks the truth and gets in the way with critical thinking.

South Koreans are nationalistic. Part of the nationalism stems from the compulsory national service required of South Korean men. Part of the nationalism stems from the fact that they are still at war with the north. Part of the nationalism stems from a desire to prove they are different from Japan and China.

Take that last part there, "...desire to prove they are different from Japan and China." I for one feel that is very true and why when talking about Japan or China with Korean people it can become a touchy subject. It isn't random, of course, because it stems from a long history of invasion and hibernation from the world.

Korea has been invaded, annexed, occupied, liberated, and sometimes unwillingly protected, by Japan, China, Russia/The Soviet Union, and the United States over the past few centuries.Koreans tend to see themselves as members of a "race" that has been fighting for it's independence from foreign domination for centuries. This can result in Koreans being overly defensive towards anything they see as a threat to their way of life. This also makes many Koreans easily swayed to any point of view that plays upon nationalism.

The examples of this that come from living in South Korea are that you can have a really hard time talking about Korea in a critical thinking way with other Korean people. As an outsider one wants to understand why Korean people do what they do and also what they are thinking. Therefore one tries to find these answers by talking to their Korean colleagues. Yet in the end the result is usually of more confusion and that you possibly just pissed off the people you work with.

In my opinion, I don't think Korea has to change its Nationalistic attitude or all of sudden become a nation of people that don't see themselves as #1 amongst other nations. All I know is that when I come face to face with Korean pride that I have to take a step back and let this person have their moment.

Issue 2: How Korean people embrace and interact with non-Koreans.
When thinking about this issue I feel I need to try and get into the skin of a Korean person. To look at their world through their eyes.


What I see myself doing is when I walk down the street and see a foreign looking person that I slow down and stare at them. Maybe the child holding my hand will point and tell me that there is a foreigner nearby. We both stare and nod in agreement. Then move on.

Can I, the foreigner, really look at the world from a Korean's perspective? 

source

Let's just say that recognizing and gawking at the outsider around you isn't specific to Korea. I believe that in any part of the world where the majority of people surrounding  you are all of the same type of race will lead you to naturally recognize someone who looks different. Small town America is still like this, but I feel most people in America are use to diversity either around them or on their television set. 

For a long time Korea has mostly been full of, yep you guessed it, Koreans. Day-to-day Korean people see dark hair and dark eyes all around them. Then slowly, more and more, people with different color eyes, hair, skin, body shape, speech and so on started to arrive (and stay). 

The reactions of Korean people vary from the subtle staring to shouting and being aggressive either in speech or within an online group that promotes racism. The interaction of Koreans with foreigners and their acceptance of them is at times horrifying and at other times humbling. Take for example this excerpt from the hate group Anti-English Spectrum:

Bothered by this, and gathering our power together, our consciences would not allow us to overlook this tragic story as if we were looking across a river. We are aware that loving your country does not only mean taking up arms and fighting in a war. Against illegal, low-quality English instructors who prevent our land from learning English and against English Spectrum, who debased and degraded the image of Korean women to that of one country's filthy national brand -- this is our strong fight!

hmm...

It goes without saying that I have experienced being treated like an outsider. 

It comes in various ways:

At work:

• There was a recent quarrel where myself and the other foreign worker became fed up of the overly use of Korean in our office. We get it, they are Korean and communicating in Korean is easier than English. But often we hear our names and then laughing or sighing afterward. We wonder what they are talking about and it leads to paranoia, which ends up festering. We tried to make the point that when we hear them use our names while speaking Korean it makes us feel insecure. That they should think about how it makes us feel to speak Korean most of the time in the office with our presence. They didn't get it. They thought we were overreacting and being silly. They told us that they can't help but speak Korean. But they didn't get that they should include us in their group and when they always speak Korean about work or other issues they leave us out. Leaving us out makes us truly feel like the "other". 
• In a nutshell this is an example of how at work you can often feel like the "other" and outsider due to that your Korean collegues don't see you as truly part of their group.

Outside:

• There is the staring. The pointing from children. 
• Parents make their children speak to the foreigner. 
• Whispering about the foreigner. 
• Note that I have never really had a terrible experience outside the house here in Korea. I have gotten use to the staring and forget the reason why. The hardest part seems to be riding the subway when you are in a tight space and anything could happen. I want to note that other foreigners (especially women) have had unsettling experiences.

Media:

• "Talk with Beauties" is a show that puts up beautified foreign women and talks with them in Korean. The conversations are scripted and most of what they talk about is junk. This kind of show takes the foreign woman and makes them exotic. Something that is really not helpful to our street image.
• Contrastingly there are many shows that show the foreign (especially white) man as a sexual predator. Because of this I have come across many Korean women (young and old) that believe foreign men just come to their country to do bad things and be a sexual predator. 

All of these are examples of how Korean people are confronting and dealing with the foreigners around them.

Conclusion and Reflection:

I am curious to know how Koreans embrace others from different cultural backgrounds. For now I believe that I am sure it is of no real big deal over there. That they coexist in a peaceful and sometimes hostile way. But I can't help but think that underneath the surface that some people may still feel some kind of historical and cultural opinion towards an outsider.

Those were my final thoughts from my original post on the subject. I believe I was definitely wearing rose colored glasses. Certainly the Nationalist feeling is strong here and reflects how Korean people see themselves amongst the other Asian nations.

Yet I think it is important to remember that there are millions of Koreans on this peninsula. Young and old I am sure you can find differing opinions than what was presented here.

In the end I keep in mind a philosophy that I use to keep myself sane while living here. That is: It is their stage and if they want to act and present themselves in a certain way in front of me than that is their choice. I am just the observer. And...the critic. 

*I hope you enjoyed this look back on my old post and that I showed how over time one's opinion can develop and change. It has been a while since I brought up politics like this and I hope I wasn't too broad. Thanks!