(Image via https://educationtrendsandissues.wikispaces.com)

Evaluating Teachers

The core purpose of teacher assessment and evaluation should be to improve the
knowledge, skills, dispositions, and classroom practices of professional educators.
        
          (The National Education Association)

From the readings; teacher evaluations seem to be more demoralizing rather than being a process of growth and development. Many states tie teachers' evaluations and promotions directly to how students perform on standardized tests. What good comes of this? Teaching to the tests? Teachers that are filled with anxiety because they are afraid to deviate from the required material? I think teachers in South Korea go through a much simpler process. (Could it be the "save face" culture?). 

From what I've read, it doesn't seem as if there is any one effective way to evaluate a teacher's performance. All ways seem to be controversial; there are teachers that have gone on strike in Chicago; teacher unions that have fought with local cities (in 2010, the Los Angeles Times published 6,000 LA Unified School District teachers' performance evaluation scores to the dismay of the Teachers Union per PBS.org). 

I posted these Some eCard cartoons because I thought they were funny; they don't necessarily reflect my opinion.  

Writing this week's blog was fun for me because in learning about the many ways teachers are evaluated, I was able to have conversations with two teachers on complete opposite sides of the globe! The first conversation was with my Korean co-teacher, Mr. Kim (his name has been changed for this blog); the other talk was with a childhood friend who is now an ESL teacher in my home town; Kansas City, Kansas. It was refreshing to learn about two completely different evaluation methods and to hear them "open up" and share their opinions with me. In Korean culture, it is rare for older Koreans (due to my position in the social and school hierarchy) to open up to me. However, my co-teacher gladly answered all questions that I had! 

Teacher Evaluations in South Korea

Changes are in the air in South Korea. Big changes! Since President Moon Jae-in has taken office, he has made it his mission to reform the Korean educational system from the inside out. As I write this, there are many changes making headlines in which I will discuss more in-depth below. 

(Image via www.britannica.com)

I had a sit down conversation with my co-teacher and advisor, Mr. Kim, regarding teacher evaluations in Korea. He informed me that it is completely being overhauled and a new system will debut next year. Currently, teachers are evaluated every semester. There are 2 semesters in the school year. The principal comes to the class and observes the lesson; it is common for other teachers to come observe as well. Teachers have weeks to "rehearse" (prepare, if you will) the lesson with students. Usually, it is "perfected" by the time the principal attends the class. Raises are not tied into standardized tests (keep in mind that South Korean students score very high on tests and if this were the case, all of the teachers here would be millionaires!). Teachers automatically receive raises every year. Teachers are civil servants in South Korea. Pay raises are pretty much guaranteed. Each year teachers move up a level, this affects their pay and where they sit in the teachers office. In Korea, everything falls into a hierarchy; this includes schools. As teachers move up in levels, their desks move closer to the principal and vice principal! 

I'm not sure what the incentive is to perform well (other than the passion of helping students succeed). I can tell you that the teachers that I work with are highly dedicated to the students and care about what they do. I think Korea takes good care of teachers here. Teachers are highly respected and receive more holidays, time off, and benefits than many other professions here. 

Teacher Evaluations in my hometown: Kansas City, Kansas

(photo via www.tierpoint.com)

(actual evaluation used in KCD USD 500)

I was able to sit down with my friend via facebook messenger chat and video and had a wonderful time discussing her thoughts on teacher evaluations. In her school district, first and second year teachers are evaluated two times (one per semester). For teachers that are over the two year experience window, or not on probation, they are only evaluated one time per school year. Teachers' raises in that school district are NOT tied to students' test performance scores. Each school district is allotted money from the state. However, the last few years the teachers have not received raises and in 2017 they only received a 1% pay raise. All the time in the local news are stories of how Governor Sam Brownback keeps cutting funding to schools. Kansas has been a testing ground for him to implement new ideas. My friend is a member of KNEA and from what she tells me and what I saw (my own eyes) on social media and the news, the governor is not popular in academic circles. In my personal opinion, it is not nice to punish teachers financially like that. Though teachers may not be "in it for the money." they certainly have families to support and bills to pay. I haven't heard anything about the governor or state legislature taking cuts in pay! 

On a final note about Kansas evaluations; the teacher is informed ahead of time which allows them to prepare the lesson they will teach. They also meet with the evaluator after the classroom evaluation has concluded for a face-to-face feedback session. There are specialists in the school district (former teachers) who go from school-to-school to evaluate teachers. Teachers select goals at the beginning of the year; they inform the principal of these goals, and they meet throughout the year discussing the progress of those goals. All in all, Kansas doesn't seem to be too bad of a system. Teachers evaluations are not judged on standardized test scores. However, it isn't fair that they haven't received raises. Our teachers work hard; they deserve every dime of it!

As a second year teacher...

I'm only in my second year of teaching; and I have much to learn. I want to improve and become a better more effective teacher. However, in the school system here, I rarely (if ever) receive feedback. Again, it relates to the culture. I do solicit feedback from my co-workers; I let them know that it won't offend me. However, they are still reluctant in the feedback that they give me. I do know this much; in order to be renewed with my employer (the Provincial Education Office), a teacher must score at least 85. Last year when I was working on the island, I had to receive a score of 89 to be able to transfer. My co-teacher informed me that the Principal gave me a 95, though I have never seen the paperwork. I love my job here but the biggest complaint that I have is that we don't get to see our evaluations or receive feedback. I NEED feedback. I NEED it. I want to grow and how can I grow without feedback? 

Conclusion

I am okay with pay being connected to raises if they compare growth from the beginning of the year to the end of the year. They should not compare it from the students that you had the previous year. Students are different every year. There are some groups of students who struggle with learning more. Teachers should not be penalized because of this! 

References

Pathe, S. (2013, February 4). A Brief Overview of Teacher Evaluation Controversies. Retrieved August 16, 2017 from 
http://www.pbs.org/newshour/rundown/teacher-evaluation-controversies/

National Association of Educators (NEA). (n.d). Teacher Evaluation: A Resource Guide for National Association of Educators Leaders and Staff. Retrieved August 15, 2017 from https://drive.google.com/file/d/0BzYfzjQoASL_eGdtNFdsbXRIRDQ/view

Differentiated Pre-assessment

(Image via www.cpb.org)

Pre-assessment for Differentiation

When teaching ESL (English as a second language), pre-assessments can be used to:

• Determine a starting point or base. Yes, I do realize that I teach chronologically per textbook guidelines. However, assessing my students allows me to better "interpret" the textbook's lessons for students. From here, I can brainstorm new activities or supplemental lessons. Sometimes, after assessment, I realize that my planned activities are not relevant or beneficial for students in teaching the lesson. Realizing that those activities aren't beneficial is okay! Being "steadfast" and not reworking your lessons is a sign of an uncaring and rigid teacher, I think. 
• Assist with the development of differentiated instruction. By "gauging" my students' knowledge level, I can see what areas students need more or less help with. This allows me to pay "special attention" to the PowerPoint slides when I am creating them. I can determine what media, video, and pics are necessary to pique my students' interests.
• Modify the objectives of the unit. As a teacher, I feel that an "eraser" is a powerful tool. Students erase errors so they can start over again. The same should apply to lesson planning. If students are "well versed" in a certain area, I can "erase, change, and update" my plans to create a better and more meaningful lesson for students. 

(My lesson intro includes the Yeosu CGV theater, familiar to students)

My Pre-assessment activity

When classes resume in August, Grade 9 ESL students will be starting Unit 7: "Let's go to the movies!" This unit is actually a unit that I feel is beneficial to students' lives. Often times, I find the textbook material oddly worded and not practical for or relatable to students. However, I really like this lesson! My boys (I teach at a boys' middle school) love movies. They live for movies! Usually, they are always asking me if I have seen a particular movie or not! This lesson will be a fun lesson to teach and I expect that my students will excell! 

(My classroom touch smartboard, used daily for differentiated instruction)

The pre-assessment that I will be using is a Kahoot! quiz style game. In Korea, quiz competition games are known as "golden bell games." Not only are my students familiar with this style; they love it! Usually, when I incorporate activities into my classroom, the winning team is awarded points by my co-teacher which applies to their class grade. No, I'm not lying! Yes, this is just like Harry Potter! "Ten points to Hufflepuff,"or "five points to Ravenclaw." In this respect, my classroom is just like a Hogwarts classroom! Because of the points that they can receive; students are highly motivated to partipate. Even in the classroom (more so); South Korea is a highly competitive society!  

(I incorporate large photos to aid in the learning of low level ELLs and ADHD students)

Let's get down to business! Here are some screenshots of the Kahoot game that I created for the introductory lesson. It is used in conjuction with the smartboard to make for a huge, high def image presentation! I created 16 questions which span the whole of the unit material. Each question is multiple choice and has 4 answers to select from. The game is played in teams; my classroom has six groups of five boys. I will ask the question, then say "ready, set....GO!" The first group to raise their hands will get to answer the question! If many groups raise their hand at the same time,then we solve it by "gawi, bawi, bo" (rock, paper, scissors). It is a common joke amongst Koreans, that everything in Korea is solved by rock, paper, scissors! My student's love doing this! Truthfully, so do I! It creates a lively and fun atmosphere in the classroom! 

(another slide using images for low level ELLs.)

I am able to keep track of scoring due to Kahoot's "built-in" score tracking system. I love this, because I can't be accused of keeping improper score (believe me, it's happened before!) At the end of the lesson, the points will be taillied to determine the winning team and which category the students fall "under." Students who answer more than 13 questions correctly are considered high level; I will refer to them as "directors!" Students who answer 8 to 13 questions correctly, will be refered to as critics. Students who fail to answer at least 8 questions will be known as "novices." From here, I will be able to determine my class' knowledge level and take the information and apply it to the next three lessons covering the unit. Please refer to the mindmap below in regards to how I will differentiate instruction for the unit following pre-assessment. 

(image via www.coronahs.org)

High Stakes Testing in South Korean schools.

A quick disclaimer. South Korea has been my home for almost three years and I love it here. So much so, that I am wanting to live here permanently for the foreseeable future. South Korea and I are a good match, we're "that" couple that people envy. However, that doesn't mean that I agree with all aspects of the culture. This is where South Korea and I agree to disagree. Our biggest disagreement with one another is the strong pressures placed on students by high stakes testing.

Testing in Korea background

Testing and Korea, they are synonymous with each other. South Korea is a test-based society, in every aspect of the word. Test taking to succeed is a Confucian principal deeply rooted into the culture here. Do you want to go to a top performing middle school? There's a test for that! Do you want to go a prestigious high school? There's a test for that. Do you want to attend university? There's a test for that. Do you want to succeed in life by attending a SKY university or do you want to be "mediocre" and be considered a "failure" at life by going to a university outside of the SKY system? There's a test for that! Wait, there's THE test for that. That's right, I said THE test. The single most important "high stakes" test in a Korean's life is the CSAT (Collegiate Scholastic Ability Test). In Korean, it is known informally as 수능 (suneung). The CSAT is administered by KICE-Korea Institute of Curriculum and Evaluation. 

(Image via www.reuters.com)

This CSAT determines EVERYTHING. Let that sink in for a moment, EVERYTHING. Your path in life is determined by this one test. This test can open or close doors for Koreans.  This test is so important that all inbound and outbound air traffic into Incheon International Airport is rerouted or delayed until the listening porting of the test has been completed. Mothers and grandmothers make pilgrimages to temples to pray for a successful passing score. Police officers escort or drive students to the test centers to ensure that they arrive on time. The CSAT is that important. I suppose if it determined my whole future, I would run directly to the police car so that I could be the first one to be dropped off (or maybe I would have them drive me to the airport?!). 

(Image via www.collegelah.com)

In the first paragraph of this blog, I mentioned that most Korean students aspire to attend a SKY university. What is SKY? It is an acronym for Seoul National University, Korea University, and Yonsei University; the three most prestigous schools in South Korea. The SKY system can be compared to the United States' Ivy League system. In talking with many of my Korean friends; most of their parents dreamed of them attending a SKY university. Many parents believe that acceptance to one of these three opens the door to a "salaryman" position with a South Korean conglemorate known as "chaebol." Chaebols are the large family dynastic corporations that helped turn around South Korea. In the 1950's; South Korea was a poor society receiving aid from the UN. Now, South Korea is one of the wealthiest nations in the world. It is nicknamed the "Miracle on the Han." (The Han River is the river that runs through the city of Seoul, many top Korean companies are headquartered in skyscrapers that sit along the Han River. South Korea has few natural resources and it is widely believed that educating people is a natural resource. In fifty years, South Korea went from an agrarian society to a high technically advanced society. What chaebols do most students dream of landing a career with? Samsung, LG, Hyundai, CJ, Hanjin, and Hanhwa. Samsung is considered to be the most prestigious company to work for. Every year thousands of students test for a position within Samsung, fewer than 500 are accepted. 

(This is the Jamsil area of Seoul, home to the 100 story Lotte Tower, the Han river runs through the city, this image is via www.designboom.com)

(Hogwan signs, image via www.listenandlearn.org)

For these reasons alone, this is why parents send their kids to hogwans (private academies) in addition to attending school. Many of my students attend school from 8 to 5 then take a bus to their hogwan where they are in class until 10PM at night. The Korean government has "capped" how late hagwons can stay open. The mandated time is 10PM; however, many students student late into the hours of the night. Hagwons are a huge money maker in Korea. In my neighborhood alone, there are over 15 hagwons within 600 feet from my apartment door.  Parents send their kids to hagwons in hope that it will prepare them to take the CSAT.

However, now there is a flood of college graduates who are unemployed in South Korea. These graduates sacrificed their childhoods and studied hard. Their parents pushed them hard so they would be accepted into a SKY University and now they are unemployed or working as a barista or clerk at eMart. In my opinion, college is not for everyone. When I ask my students what they want to be, they all answer "I want to be a doctor." Or if I ask them what they want to study, they reply "business." I ask them why and they respond "because my parents told me to." In confusion culture; parents have a stronger "hold" or more "say-so" over their children. Because of the age culture; children must comply. I have a story regarding a Korean friend of mine, but I will change his name. Last year when I lived and worked on an island, one of the Korean teachers who became a good friend of mine would drive me to the city on weekends. One Sunday, when driving back to the ferry terminal, he was noticeably quiet. I asked him what was wrong, he was quiet. I said to him, "hey,I'm a foreigner, you know that, tell me." (as a foreigner, we are not part of the hierarchy nor are we bound to its social rules and norms and many Koreans view us as more "open-minded). Westerners aren't necessarily more open-minded, it's just that Koreans believe that we are. He broke down and said that he doesn't like being a teacher, at all. It's not what he wants to do. He said that he loves working with plants and nature, and that he wanted to be a horticulturalist. I told him to pursue and do it, and that "you only live once." My Korean friends are familiar with YOLO (you only live once). He said "no, I can't, I have to study hard for the teacher exam, my parent's said that I have to." I told him that he is 27 years old and an adult. I told him that he earns his own money. I told him to stop driving the car that his parents bought him (so he woudn't be "bound" to them). I told him to do it. One year later, he is still teaching on the island. 

How tests are administered at my school.

I now know how it feels to star in a James Bond movie; the secrecy involving tests here is intense! For both the semester midterm and final exams; I submit approximately 40 to 50 multiple choice questions to each of my co-teachers (for each grade level). They, in turn, add the questions to the exams. The exams have 2 printed copies; a newspaper style print where students write their answers (to show their work) and a bubble sheet (similar to US scan tron tests).Student are not allowed to visit or open the door to the Teacher's office room! Questions are secretive and are not to be discussed or mentioned with students (Which is the same everywhere, I believe). Each semester exam period lasts two days. Students take tests in each of their respective classes. There are no books, notes, or cellular phones allowed. Talking is prohibited. Every staff member is on a test supervision rotation to make sure there is no cheating on the tests. Students study hard (cram) for about two weeks before the test. They study frequently at their hagwons and at libraries or in study groups. They don't go to the PCBang (PCBang means PC Room, which are rooms that charge $6 an hour for students to play online video games; the internet speeds there are the fastest in the world). There is no playing, or hanging out with friends. It is an eat, breath, test, culture for two weeks leading up to the test. After the tests, students celebrate by going to PCRooms, or going to the water park with friends. They deserve a much needed break!

Downside of high stakes testing in Korea. 

The pressure placed on students to do well on this test is unbelievable. Because of the high demands of the education system here; suicide is the leading cause of death of students in Korea. In fact, according to the World Health Organization; South Korea is number one amongst OECD nations for death by suicide.

As a teacher here, I have seen first hand the intense pressure to study hard (and test well) has affected my students. One of my favorite students recently took his semester final English test; he is one of my brightest students and always works very hard. I asked him how he did no his English test, he said that he failed! I know him well, he is intelligent and he studies very hard. I said to him "no, you didn't, no way!" I asked him to tell me his score. He told me it was a 97. I told him that he should be very proud and that I would buy him an ice cream from the school store. His response was "no!" He looked down to the floor and told me that he failed because it was not a perfect score. Having that conversation broke my heart because he is a kind, caring, and good student. He is the student that every teacher dreams of having in their class. 

Between regular school, attending after school hogwan, and studying late into the night, my kids are tired and their brains are "mush" sometimes. Staying awake in class can be a difficult task for them. I feel that all of the studying have turned them into zombies. In a confucian test culture, students sit and listen to teachers lecture to "absorb" the knowledge being dispensed. Some days, it is difficult getting my students to focus. Creativity and critical thinking is not a high priority when "teaching for tests." Last semester while teaching one of my English classes, my co-teacher pulled me aside told me to stop asking "why" because it confuses Korean students. I told her after class that the reason I ask why is because I want to know how the students arrived at their answer. I explained that the students need to "know the why," because if they didn't know how they arrived at the answer; they would quickly forget what was taught. I know my students can be creative and they can critical think when given the opportunity. 

However, that mindset is changing. There is a movement here in Korea to overhaul the education system. I am not criticizing or saying that the western system is better (because it certainly has its flaws), but I see the tired and anxious eyes of my students. Recently, the Busan Office of Education (Busan is the second largest city) announced that they are doing away with multiple choice questions on tests and moving to essay style answers for all elementary school tests. In an article in The Korean Herald, Busan superintendent Kim Seok-joon is quoted as saying "With the method of cramming, memorizing and picking answers, we cannot deal with the ever-changing society of the fourth industrial revolution."  

As I write this blog; the Seoul Metropolitan Office of Education is making news headlines by wanting to reevaluate their testing system as well by allowing open book testing. In the Korean times; Superintendent Cho Hee-yeon is quoted as saying...

"Innovation inside classrooms leads to an innovation of evaluation. We are considering options to innovate these evaluation procedures such as introducing open book tests." We are thinking about what we can do at the education office level in response to the major innovative changes in the scholastic ability test and the absolute evaluation of school grades, I have raised the possibility of changing the majority of class tests to include open book tests to the task force currently researching evaluation methods."

                                                                                (Cho Hee-yeon, Korea Times, 2017). 

Though it may not sound like it, but those ideas are sending shock waves through out South Korea. All of those ideas were unheard of a few years ago and I believe are a positive step in the right direction! Kids need to be kids. Whether they are in South Korea or the USA; I feel high stakes testing places immeasurable stress on students and it doesn't show a true "picture" of their ability. Think about it, aren't we all nervous when we take tests? What if we studied and studied for our test and then "blanked out" when we sat down to take it. Remember, one test determines our future's outcome. What if the test taker is extremely bright but didn't take the test well. Food for thought. 

(Image via www.seoulspace.co.kr)

My school versus a private elementary and middle school in the USA.

In thinking about how my school (and Korea) administers high stakes testing, I had the opportunity to work with my Teach-Now colleague, Lindsey. We both teach at private schools. Lindsey informed me that the students participate in high stakes exams but they isn't as large as an emphasis on the results as there are here in Korea. The tests are still important at Lindsey's school but without the "bearing" that test results have here. I am sometimes envious of the environment that Lindsey teaches in because it lacks the "competitiveness" of the environment here. When I play games or English activities with my students; they become brutally competitive. They tell on each other or accuse each of cheating, frequently. There are times when I have paused the game and I have to calm them down and tell them that it's "only a game and to relax." I feel sad that many of my students are unable to relax and enjoy the game. I don't think it's necessarily their fault, they've been groomed in a competitive atmosphere their whole life. 

As far as what Lindsey indicated about students not being too worried about their scores makes me feel sad. Not for her students, but for my students. They get really stressed before exams, understandably so, I just wish I could make them feel better and less stressed. After exams have been completed, there are two weeks until vacation break. In this time, we play fun games (that are not related to the textbook or material). It is sort of my "thank you" to the students for working so hard and being such good students. I love my students; they work hard, but they are kind and fun to teach. In that sense, I am truly lucky. 

Lindsey's school is similar to mine in that teacher evaluations and performance raises are not tied to high stakes testing (students' outcomes).  I feel grateful that my salary is not tied to student test scores; I don't think I would like that "pressure." It places an unfair burden on the teacher and the students. I feel that it would cause teachers to only "teach for the test." In the Korean system, if salary were tied to academic performance, then we would all be millionaires. Korean students perform very well on high stakes tests! Thank you for reading my blog! 

References

Busan to remove objective tests from elementary schools. (2017, April 27). The Korea Herald. Retrieved July 21; 2017 from: 
http://www.koreaherald.com/view.php?ud=20170427000706

Hu, E. (2016, April 19). To The List Of High-Stakes Tests In Korea, Add The Samsung SAT. Retrieved July 21, 2017 from: 
http://www.npr.org/sections/parallels/2016/04/19/474621999/to-the-list-of-high-stakes-tests-in-korea-add-the-samsung-sat

Lee, H. (2017, July 11). Chief educator mulls 'open book' at Seoul schools. Retrieved July 21, 2017 from: http://www.koreatimes.co.kr/www/nation/2017/07/181_232774.html

Multicultural Education

A background on multiculturalism in Korea from my perspective...

Being an ESL teacher is not just about teaching the "rules" of English; it's also about being a cultural ambassador. I cannot stress the latter enough. I am a cultural ambassador. To many of my students; I am the only foreigner that they have meet (or will meet, for that matter). I always include "nuggets" of culture in most of my lessons. Whether it's American slang, pop culture, or customs and mannerisms,I find a way to incorporate culture into my lessons. Korea is one of the most homogeneous countries in the world. Less than three percent of the population are foreigners. Let that sink in...three percent! 

Itaewon Restraurant Street in Seoul!

The capital and largest city in Korea is the Seoul National Capital Metropolitan Area; it has a population of nearly 20 million people. It is the third largest metropolitan area in the world. There are many foreigners in Seoul; in fact, Seoul has the largest foreign population in Korea. In Seoul, I don't "stand out", nobody looks my way! (Which is a nice change of pace once in awhile). It's refreshing to be in Seoul and see many different cultures; especially in Itaewon (pronounced ee-tay-won). What China Town is to many cities is what Itaewon is to western expats here in Korea. It is our "western town." It is common to see people of different cultures walking down the street. When I am in Itaewon, I am bombarded by English signage and familiar things from back home. McDonald's, Taco Bell, Nike Town, On the Border Cafe, Dunkin Donuts, and many other American shops line Itaewon Street. For a brief moment, I forget that I live in Korea! I think that the Itaewon area of Seoul is a "treasure" for Seoul residents because it allows them a "glimpse" of other cultures no matter how brief the encounter. Also, students who live in Seoul are exposed to much more multiculturalism than those who reside outside of Seoul. However, not all of Korea is Seoul. Once you leave Seoul, it's a whole different story.

the KTX arrives at Yeosu Expo Station!

Let's board the KTX (high speed bullet train) and head four hours south of Seoul to my city, Yeosu. (Or you can take a 45 minute flight on Korean Air for $40 USD, your choice!) Yeosu City is not a multicultural city. In fact, there were only 82 racially mixed and foreign born students in Yeosu in 2015 (per the Jeollanamdo 2015 Statistical Book). When you step off the train and onto the platform in Yeosu, the lack of diversity "slaps you in the face!" I love Yeosu and it feels like home, but, as a foreigner, I stand out. 


100% of the students in my school are ethnic Koreans. There are no foreign students. That's right, all 460 students are Korean. Other than my class, TV, and an occasional vacation; I am the only foreigner that my students come in contact with. Sometimes it can be a heavy burden, but I use it as an opportunity to show my students that I am just like them (much more than they think). From my experiences, Koreans are still very shy when they interact with foreigners; it can be quite awkward. Because I live in Korea, anytime I go shopping or speak interact with a salesperson, I ALWAYS use Korean. I never expect Koreans to speak English to me because I reside in their country. However, this still leads to akward interactions. Many times they respond in broken English which leads me to telling them (in Korean) to please respond to me in Korean. As someone who is learning Korean, it can be very frustrating. It makes me think that no matter how much Korean I speak or how much of their customs I acclimate to my daily life, I will always be an outsider or "waygookin" in their eyes. However, my students are fully used to me and treat me as one of their own teachers. We share food, stories, conversations, good times, and bad times; my students treat me as a normal person and I love them for that. I also think that being a Native English Teacher helps facilitate confidence in Korean students (in interacting with foreigners).

My Korean best friend (and a few of my students) informed me that this is because many Koreans feel that we (westerners) are judging them by their English ability. I informed my friend and my students that this is NOT the case at all and is 100% FALSE. I tell them that most foreigners judge them by how they interact with us and if they treat us like people. My students were like "oh my god, that makes sense!" One simple little discussion with my students completely changed their mindset on how they interact with foreigners. ONE. LITTLE. CONVERSATION. So, you see, I am, in fact, a cultural ambassador. I know that I am making a difference in my students lives!

Photo courtesy of Arirang News (the English Language News Service of South Korea).

Why is multiculturalism in the classroom important in Korea?
For the first time ever, the foreign population in South Korea surpassed 2 million people (Korea Herald). Another contributing factor is the falling birth rate. South Korea's birthrate has fallen to one of the lowest birthrates in the world. The population is declining and unless the birth rate increases, foreigners in Korea will increase (and change) the population of South Korea. With the demographics of the Korean population changing, it is inevitable that my students will come in contact with another culture that is not their own. For this reason, my students need to be exposed to multicultural lessons. 

Another reason for multicultural education is to increase students' sensitivity and knowledge of other cultures. Recently, in the news (again), was a story on some Korean variety TV shows doing blackface. There are a few comedy shows where the comedians paint their skin black and proceed to tell jokes in "black face." Although it highly offends me, all I can do is set a positive example for my students when they meet and interact with foreigners. There are times that I have to explain what is culturally appropriate and what is not. Of course, this is told from my perspective of a western English speaker. However, when learning a language it is important to learn the culture and custom (the do's and don'ts) of the culture whose language you are learning. Yesterday as I was playing my "Unique Answers" game with my grade 9 students; one of the categories was name 3 things that are black. One of my students blurted out an unacceptable term (I will not say, but it is easy to imagine what was said); I educated them on why it is hurtful to people when that word is said. My students are not mean-spirited (in fact, they are quite loving and kind), but they didn't know that that word is not acceptable in English. I used that occasion as a learning opportunity to explain to them why that word is hurtful from a different perspective. Now when my students travel to Seoul or outside of the country, they will be more mindful and aware of others' feelings. Through out the year, I have done many different cultural lessons: we sampled Mexican and Italian food, made travel posters; and discussed the impact of foreign films in Korea. I also encourage my students to ask questions all the time. If they have any questions about American culture; I encourage them to not be shy and to "ask away!"

(me) in Hanbok (traditional dress) in 2015 for my friend's traditional Korean wedding

Last, but not least, multiculturalism is a two-way street. I learn from my students as well. They are a great source of knowledge. I frequently ask them questions where they explain things about Korean grammar and culture. Because I am in my third year of learning Korean and love living here; my students know that I value their culture as much as I value my own. There is always time to learn about different cultures. It is a vital part of classroom curriculum in my opinion!

     

Differentiating Classroom Lessons for Students with ADHD and various readiness levels.

For this particular blog, I will be discussing ways to differentiate instruction and lessons in the classroom for students in 2 areas of disability/difficulty. The first area is a disability; ADHD. The second area focuses on various readiness levels. I teach ESL to Korean students with varying levels of fluency. I will focusing on how I differentiate instruction and assignments for different levels of ability in the same class. Most conversational English classes in my school are divided into two levels: level A (advanced) and level B (lower level). However, due to student grade size, I have a few classes where the students are all grouped together in the same class regardless English language ability. 

ADHD 

As someone who personally knows the struggles of ADHD (formerly known as ADD); I have chosen to write today's blog on differentiating instructions and lessons for students with ADHD (attention deficit hyperactivity disorder). 

First things first, what is ADHD?According to the American Psychiatry Association; ADD is...

one of the most common mental disorders affecting children. ADHD also affects many adults. Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought).

An estimated 5 percent of children and 2.5 percent of adults have ADHD. ADHD is often first identified in school-aged children when it leads to disruption in the classroom or problems with schoolwork. It can also affect adults. It is more common among boys than girls.

My school and classroom background.

JMS is all boy's private school in Yeosu, Jeollanamdo Province. Although it is a private school; there is no tuition fees because middle school is compulsory in South Korea. Students gain admission to the school through high standardized test scores. JMS is well known in Yeosu for high academic achievement and admission is competitive! The student population is 460 with 0 diagnosed disabilities. JMS is not equipped to handle disabilities (both physical and mental). Yeosu City has a special school (grades k-12) that is specifically for students with learning disabilities, difficulties, and/or physical and metal disabilities. 

Off the record, as could be the case anywhere, there are students who have difficulties (and/or disabilities) but have never formally been diagnosed. There is a big stigma in Korea with mental health and disabilities; they are usually not acknowledged or they are swept "under the rug." The same stigma applies to students who may have ADHD, as well.  



Unfortunately, with varying levels of students in the same class, it is easy for students with ADHD to get lost in my class. Not so much because of my teaching style (I hope); but because it is a different language all together. My classes are mostly taught in English. If a lower level student has ADHD; it is easier for him to get lost in the instruction or lesson presentation if there is not a Korean co-teacher present to translate. There are not always co-teachers available; that is where differentiated instruction comes to fruition. I'm fortunate that my English classrooms are equipped with LCD touch smart boards! They are "lifesavers" for presenting materials and giving instructions. Usually, I have the lesson on the front screen. I always use lots of HD pictures and as few words as possible (unless the grammar requires it). My mantra is "less is more!" If there are too many words or pictures, ADHD students could be "lost" and not know where or when to focus. I explain in simple English how I want my students to do the task. I then have an example shown on the front screen. Then I choose 2 students and have them demonstrate. I call on a student to explain back to me what we should do. I have found this works well for my classroom. If I explain something and ask my students if they understand; they will all reply "yes, teacher" even if they don't understand. Pictures, audio, and demonstrations not only help ADHD students, but all students. 

 
(These are screenshots of some of the lessons that I have used for differentiating instructions. The task was for students to make 3 questions in regards to weekend plans). 

Now that we have an understanding of what ADHD is and how I try to incorporate methods of differentiated instruction, let's talk specifically about methods that I use in the classroom:

• Shortening my instruction. This can be quite difficult sometimes as I am a talker! In fact, I have asked my co-teacher to signal me when I am talking to much because I don't want my students to be lost or bored. They don't enjoy textbook lessons though it is part of the official curriculum. If I see that I am "boring" the students, I switch it up and have a student come to the front to be the "teacher" and direct the class on what needs to be done. If the class doesn't understand after that, I allow the student to use some Korean to explain. Once students have started their tasks, my co teacher and I walk around the room stopping at each group to observe and "probe" students to make them think harder and be more creative. 
• Structure in a "brain break." Learning a new language is overwhelming! Imagine how overwhelming it can be for someone with ADHD. I "feel" for my students and I relate to them and the pressure they feel to learn the language and succeed. After an explanation or introduction of a new topic, I allow for a 2 minute "brain break." I usually do this by stepping away from the book and asking fun questions that I know my students will be able to answer. I take the material that we just learned about and "slyly" camouflage it as fun questions. I'm sure some of my students have "caught on" to this technique but it's fun engage the students with questions that understand and are able to answer passionately. Another "brain break" space that I fit into the lesson is when students retreat to their group white boards (usually to formulate at least three sentences), I tell them that they can talk or stretch quietly after they finish the task. 
• Is the material, itself, engaging? This is very important and can be overlooked frequently, I think, as teachers become "bogged down" with lesson planning. I always use vivid colors in my presentation slides as well as big HD pictures that the students can look at to form a story or conclusion in their minds. I also try to keep current as possible with student trends (I discuss this further below). I try and use material that is familiar to my students like popular TV shows, girl groups, etc... English grammar lessons can be quite dull and appear overwhelmingly complicated to my Korean students (and trust me, I understand how they feel). It is my job to make the lesson content appear as "lively" as possible. The question that I ask myself during lesson planning is "what will grasp them and keep them interested?" If the material or lesson isn't engaging them, then I stop. We take a "brain break" to clear our minds and come back with a "clear head." From there, I usually grab my tennis ball, and we play the "never ending" question game to make them think about what they have learned thus far. 

To the right, is a flow chart that I use with lessons in my class when differentiating and introducing new topics and instruction to my class. 

Various readiness levels

My other focus of this blog is discussing various levels of readiness in the classroom. As an ESL teacher that teachers English to Korean students; it is easy for them to feel overwhelmed or for lessons to be "lost in translation.' Also, in a few of my classes I am faced with the task of having students with various levels of English ability. I have on third grade and one second grade class where students are not separated into A and B level classes (standard in the Korean public school system). For these classes, getting all students to the "starting line" can be a difficult task. Many students excel and finish lessons earlier than the rest and other students struggle to write their names in English. Some days are "smooth sailing" and well, some days are quite "trying" and require a lot of patience and require the "teacher face" (the "everything is okay" look). 

I want to look at some methods that I use in my classroom to "level the playing field" and try to create a successful lesson for all.

• Familiarity: Making the task more familiar based on the proficiency of the learners' experiences or skills for the task. I have a few examples of this. In unit 4 we discussed how to ask and give directions in English. This was an opportunity for me to really focus on something familiar for students. We played a fun game and completed a worksheet together. The game was so much fun that my students didn't want to leave when the bell rang. I am fortunate to have an LCD touch smart board at the front of my class room, I pulled up Naver maps on the screen (Naver is Korea's "Google."). I chose 5 sites that are familiar to my students: McDonalds, the PC Room (computer gaming room), a Hot Dog Shop, Super Mario Singing (karaoke) room and the bus stop a few blocks from our school. Students had to come to the front board, zoom in on the location by touching the screen, and tell our class how to get from point A to point B. In order to do this, I presented the simple phrases (with accompanying HD pictures) on the front board. I repeated these and the students repeated them back. The students seemed to grasp the lesson quickly! I think familiarizing the content and relating it to the students makes for a successful lesson. What happens if they still don't understand the material? I let them specifically choose the location of their choice and I focus on the words of direction as opposed to complete students (for example saying "turn right" instead of "turn right after the next block." I wish that I had more time to really focus on the material, however, I am limited to a timeline determined by my school and the Ministry of Education.
• Varying direct instruction by small group need. This technique is used frequently, if not daily, by me. All 3 of my English classrooms are arranged by six tables of five students. The seating is not random; seating assignments are determined by how well the students are doing academically. Seating arrangements change frequently as students progress, they are bumped into high groups. This allows for easier instruction for me after I have introduced the main lesson. Once I assign a task, I then walk around the room starting with group 6. Group 6 usually requires the most instruction. I will bend down next to them and ask them probing questions. Once they understand, I move on. Usually, groups 1, 2, and 3 don't require additional probing, but if needed; I am happy to engage them. I make sure they understand the material before I move forward. Usually, I will have my co-teacher focus on the more advanced groups and I (as the native English speaker) will continue probing or demonstrating what I want them to do. I think my lower students learn more when I (the native teacher) probes them because they won't rely on my co-teacher's Korean instruction. 
• Showing students how the subjects taught connect with their particular interests (dating, phone numbers, etc...). My students are all boys and they talk about dating frequently along with who their favorite girl singers and bands are. That being said, I try and relate content to the students. I usually know who my students favorite singers and bands are (IU, Twice, GFriend), and I incorporate that into the lesson. I like to "sprinkle" pictures of them throughout the lessons which captures everyone's attention. I taught a lesson on phone etiquette which also included how to ask for phone numbers. I put slides on the front board which included pictures of their favorite singers and they had to ask for their phone number. We did a contest for the most realistic phrasing (asking for a phone number). For my students with lower English abilities, I practiced reciting phone numbers with them. For them, it can be difficult for them to hear the number and then translate it to Korean in their heads. I made a contest where I would recite the phone number. I started fast for my more advanced students and each time I would repeat the number, I would slow it down considerably. When the material relates to students; it is easier to teach them and they enjoy learning. However, for some of the more "dry" lessons of the book; it can be a struggle. It's my responsibility as their teacher to try and make the lessons as relatable as possible!

A flowchart for readiness levels in my classroom:

References

Child Development Center. (n.d). In the Classroom: Ideas and Strategies for Kids with ADD and Learning Disabilities. Retrieved June 20, 2017 from: 
https://childdevelopmentinfo.com/learning/learning_disabilities/teacher/#.WVSEPpJ96Uk

Differentiating according to readiness, interests, learning profiles. (2015).  State of New South Wales, Australia, Department of Education and Communities. Retrieved June 29, 2017 from: http://www.ssgt.nsw.edu.au/documents/4_readiness_profile.pdf
Parekh, R., (2015, October). What is ADHD? Retrieved June 29, 2017 from:
https://www.psychiatry.org/patients-families/adhd/what-is-adhd

Performance Assessment in the classroom

As an English as a second language (ESL) instructor, it is a necessity to assess my students' learning often. In fact, a large portion of time is assessing students (both informally and formally). I do not choose when my students takes tests, testing dates are determined by the Ministry of Education. Being in the public school system; our school must comply. Usually, there are tests administered throughout the school year: midterms and finals. Most of the student assessment done by me is informal; I usually gauge students abilities by speaking and writing. 

Formative vs. Summative

How do I assess my students? There are two main ways: Formative and summative. Summative is the assessment that most of us are familiar with. Think back to your school days when you were a middle or high school student. Remember studying (or "cramming") for an upcoming test? You studied and studied and studied up until test time. The test itself was usually multiple choice with many options to choose from. Those tests determined how "well" we were doing as students. In my case, those test determined if I would have accelerated math or English classes; those classes were referred to as advanced placement (AP) classes. Looking back, I feel that assessing students only by test performance doesn't paint the "whole picture." What about those of us who have test anxiety? We know the material, we study, study, and study more...only to go "blank" on test day! I think there are other methods just as effective and put less stress on students. I will discuss those below. First, let's discuss the two methods of assessment: formative and summative. According to Carnegie Mellon University, formative assessment monitors students' learning by providing instant and ongoing feedback. Summative feedback evaluates students' learning usually at the end of a unit. For example, a quarterly or final exam. Formative is considered "low stakes" and is giving during instruction. It's referred to as "low stakes" because it does not have any bearing towards the student's grade. Summative is "high stakes" because it directly calculates students' grades. When students take an exam; they are scored accordingly. 





  Performance Assessment in my classroom.

The most important standard that I adhere to in my classroom set by the TESOL International Association is:

"Implementing the 4 language domains (speaking, reading, writing, & listening) into most or every lesson."

Usually, every one of my lessons contains at least 3 of the 4 domains. It is hard to exclude a specific domain as they are all entwined with one another. Reading naturally leads to listening; the same goes for speaking. 

Actual lesson title page.

Unit and Textbook focus

I will be teaching Unit 7: "Let's go to the Movies" from the ESL textbook (referenced in previous assignments). The focus of the unit is to teach students how to compare and contrast movies along with being able to choose a movie and ask about its show times. 

Formative Assessment:

For the formative assessment in this unit I will focus on objective #5:

Students will create a movie poster of a recent movie (or their favorite movie) that includes a persuasive synopsis along with movie show times by the end of the unit."

Examples of templates students will follow:
                           

Usage of these templates allows me to see how well my students write in English. Grammar is important, however, I feel being able to express one's self is just as important. This activity allows me to assess whether or not my students can express their opinions and feelings in English. 

Most of the time, I engage my students in group or pair work. However, for this activity, it will be individual work as I can have a better sense of each student's comprehension of the lesson. My students LOVE competition and they thrive in a competitive atmosphere. Because of that, there will be a contest where the class votes on the top 3 movie posters according to how persuasive and interesting it is (and of course, the artwork too)! Students will not be able to see who made the poster. The posters will be read aloud without any indication of who wrote them (to avoid work only being chosen because of a student's "popularity"). While students are working on their posters, my co-Teacher and I constant walk the room between the tables checking on students work and helping them. Usually when my students have questions on grammar and spelling; we solve it together. I give them leading clues; from there, they can usually solve their problem pretty quickly!

After students have completed their posters; they hand it to me and I put it in a pile. Once all posters are complete, I post the posters for everyone to see.  I have magnets that I use to post the posters to the front board. Student's come up in their groups to choose the best poster/essay.  Once we have selected them, we read each other together sentence by sentence. (The essays are usually no longer than 7-8 sentences as Korean and English are so different and my kids are still grasping how to write in English). When we have corrected the errors together as a class, we move to the next essay and discuss it. I hang all of my students' work on the back board; not just the top 3. This gives them a chance to feel proud of their work and that they have accomplished something. 

Additional formative assessment method:
One of my favorite ways to break the ice and engage students i conversation is a game called "Sudden Death Tennis!" My students love this game; we can play it forever! However I usually stop the game once most students have had the opportunity to speak. I tell all the students to stand up. I walk to the center of the room. We briefly review the dialogue that we learned. I ask a question, then I toss the tennis ball to the student. The ball is not supposed to stop. After the student catches the ball, he has 5 seconds to answer the question and make a question or statement then he has to throw the ball to another student. This keeps my students "on their toes" and it allows them to think and process language more quickly. Student's aren't as self conscious because every student is involved. Because I am standing in the center of the room, I can interject and pose questions at any time in case the game reaches a stalling point. This method allows me to be directly involved in assessing students speaking (pronunciation, intonation, and feeling). It is a fun method and my students and I enjoy it! In fact, my students do not realize that I am assessing them! 


Summative Assessment:

I am not allowed to test my students during the lesson. The Korean Ministry of Education and our school sets the testing dates in advance. Students will be tested over this material in October via midterm exams. I will submit 10 questions to my co-teacher; 5 essay and 5 multiple choice. 

References

Classroom Assessment Guidelines. (2015, May 16). Republic of the Philippines Department of Education. Retrieved June 22, 2017 from: http://www.deped.gov.ph/infographics/classroom-assessment-guidelines


Hilliard, P. (2015, December 7). Performance based assessment: reviewing the basics. Edutopia. Retrieved June 22, 2017 from: https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

What is the difference between formative and summative assessment? (n.d). Carnegie Mellon University, Eberly Center. Retrieved June 22, 2017 from: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html