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Last semester my co-teacher knew less English than my students. On top of that she was head of the English department, a home room teacher and incredibly busy. I was basically left to find things out the day of or not at all. It was incredibly difficult. Thank-goodness she was transferred to another school. There was simply no way for me to communicate with her which is a horrible situation to go through, especially your first time in Korea. This semester I have a new co-teacher who is not as busy, speaks better English, and actually cares to help me. I know teachers simply get placed in these positions with no choice from the principal, but something really needs to be done about it. Lois really should have a criteria and/or standards for each school to choose co-teachers.
Also, I don't know about most districts, but my district had MANY workshops that were pointless and an absolute waste of time. Maybe they were helpful for the korean co-teachers, but no native teacher that i've talked to in my district has found them helpful. If they are going to have workshops for us maybe they should look into that.
Yeah, I sympathize with those who have had problems with coteachers , especially when it concerns things that can be controlled like -- changing mid year (for us), age/personality differences, the number of coteachers and how
These points are presently being addressed (don't know if anything will be done yet) and I think that the biggest overlooked thing about coteaching is HOW coteachers are chosen. Ideally , they should be compatible and ideally, they should chose themselves. So for example after working a month, you nominate someone who you "fit" with and then work with them. You shouldn't just be told -- hey, this is your coteacher, dance!!! It may not lead to problems but many times does. Still, I don't think SMOE will go for the proven method of chosing coteachers. So some kind of compromise concerning compatibility has to be decided on.....BUT I think we as teachers should have a
The new term staff change around in my district has meant that I now have a co-teacher who doesn't speak English. Whilst, at first, I didn't think too much about this (after all, how much English is needed for 'Hello Monkey') my two other co-teachers are fairly concerned about the situation. They both have advanced level English and are confident in their abilities. The main concern for them is the communication between the new teacher and I, 'If she didn't have to teach with you, it would be okay', I was told. As I said, I'm pretty happy to go along with things, but my co-teachers have requested that Mrs. xxx (the new one) should be allowed to teach Ethics, and for them to take over her classes. My feeling is that whatever the new teacher wants to do is okay with me; although I do think she would prefer not to be teaching English.
I expect many of you have been teaching allyear in situations like mine. I wonder what the answer is. My English- speaking co-teachers want me to 'think about' whether I want Mrs. Xxx to keep teaching the classes with me, or to
I also don't understand the sense in moving my previous 3rd co-teacher, who spoke the best English of all of them, to teach Science at another school, when she was one of the only Elementary school teachers to conduct all her classes
However, so far this year it has been like a dream. We have been teaching for a week now and my co-teachers are super-involved in all my lessons. They are interested to know what I'm doing, and their role. And we really are co-teaching. Like in those silly demonstrations we have all seen where we say: 'Phah, yeah right, maybe I can do that if I practice three times with the teacher,
There is minimal translations. The co-teacher uses korean/Engish to issue instructions for an activity, or occasionally jumps in with a splash of Korean when I have used a difficult word, and we
The beautiful thing is, I am getting so much done and making so much rapid progress. Every class the students are talking in pairs in English, maybe 3/4 have the chance to speak in front of the
Last term, I was independently teaching and designing lessons for 31 classes a week and the strain of it was overbearing at times. So far, this term is looking much better. Over the past week, I hve been working with a co-teacher for a few classes. Because of this, we have designated time to practice and design lessons together. Most importantly, I believe the students will benefit from this change as well. I enjoy sharing the work load, but the students get a rehearsed and a team- designed English lesson.
I finally got arround to doing your survey. My apologeez if it is too late. I filled it in based how I teach with my 21 other co-teachers. I have an actual co-teacher for one of my classes and we jell like
with all the grade teachers and send it to the officials ofxxxxxx. Most of the teachers are not willing to meet anyway, but it is also my fault too. I am sure I can make this proceedure change, but I feel like it will be too much bother. I'm one of the 1.9 won/per month teachers and I do not feel like doing more for the school. They already pocket big money off my extra class situation and I volunteer some extra time to help the teachers with their classroom English. Besides, I am content with how I am teaching and how I am relating with the students. In emailing you this information, I am sure I am merely presenting my own laziness as well as my school's. I send you this hoping it will help you research, but it is also a chance for me to share how bogus some of our co-teaching set ups are.
Great to hear from you and once again, thanks for taking the initiative on this one. Pending your paper, I'm gonna have a planning meeting with my co-teachers, VPs and District Supervisor, see if Lois can make it too. Whilst I understand everyone being precious about being culturally sensitive, essentially no-one knows what's expected or what the rules are (I can see ya nodding - hence you developing your paper) and I don't think culture has really anything to do with it.?/div>
Soooo, I'm gonna\uc7e6ave a strategy meeting\uc7f7ith the team (I say that loosely) and develop a co- teaching\uc7d1R?positive and realistic) plan\uc7f4hat we can practically use here at our school. Gonna start off with some brainstorming, do a SWOT analysis and develop some real measures for what we are doing and supposed to do\uc7e7nstead of the stupid only ?quot;produce resources" (like that's a measure of quailty and what the kids have learned).\uc7c5've been asked to account for my time when I am not teaching and the evidence of that is supposed to be "additional resources", if that's the case, what the fuck does my co-teacher do (excuse the language).
Anyway, I'll keep you posted on how it goes and would appreciate using you as a sounding board. Is there anyone else you know\uc7e7n our SMOE group that would be into acting as a sounding board? Good for you writing something about co-teaching, can you tell me what its for again? One of the glaring gaps from orientation was the\uc7dectual curriculum we'd be teaching\uc7ebet alone the brief whipover of co-teaching.
given that we may be only there for one year and the KT will be there forever.
Completed your survey and would be interested to read your article when its done
Thanks for your quick response.?The documents will be handy I believe.?I odn't know if you need a larger survey sample, but there will be about 40 KET and NET's that could potentially do the survey.?
I did have a question as to how you approach the subject.?I personally am not a huge fan of the current system and unless there is a bold change in how teachers are prepared for the co-teaching environment, I'm apt to tell most teachers to throw it out the window.?I see 99.999% of co- teaching situations fall back to the same models.?One of which, is the "I talk/you sit, you talk/I sit" model -- is there another way??Just telling teachers to work together doesn't seem to be effective, and I've heard very little that gives a method for teachers to follow.?Especially in cases where either the KET or the NET are either poor/inexperienced teachers or speakers.
Now bringing you back...
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