There are about 240 native English teachers in elementary schools in Chungnam. About 430 elementary schools are located in Chungnam. Sometimes one teacher is working in several schools. And in most schools native English teachers are teaching with Korean teachers, in other words, they are co-teaching . To become an English teacher, they need a college degree, and sometimes a TESOL and TEFL license certificate.
2. Are you satisfied with English lesson with your native English teacher?
The survey results of satisfaction measurement on "Co-teaching"
The results of this survey show that many teachers gave positive responses to the questions such as 'both teachers agree on the goals of the class,' 'All materials are shared in the classroom,''Comunication is open and honest.' 'Both teachers share curriculum resources: audio, video, books and texts. Behavior management is the shared responsibility of both teachers.
But by following these questions, we found the teachers showed relatively low satisfaction measurements: 'I feel comfortable in the classroom with my co-teacher in the classroom', 'Planning for the classes is the shared responsibility of both teachers,' 'We hold meetings and give honest feedback about lessons.'
In other words, this result says that, generally, native English-speaking teachers and Korean English teacher are co-working well, but at the same time the Korean English-teachers feels sometimes uncomfortable and burdened. Particularly, they don't have effective classes because they don't have enough common time for the lesson planning before classe and feedback after class. So, far more effective "co-teaching", both teachers's before and after collaboration is needed.
So, we had to interview Kang Min-Jung who is working at Baek-Suk Elementary School in Chun-An, she is teaching with a native English teacher. This is the interview with her.
Q. Do you have a good relationship with your native teacher?
A. Of course we do.
Q.She helps you a lot?
A. Yes, she helps a lot and we help each other. We spend much time talking about the lesson.
Q. How she can help you?
A. She can help me when I am busy because there are children who need more concentration and need help. She walks around the class and checks student's activities to give them assistance to solve the problems.
Q. If you have some conflicts about the lesson, how can you deal with it?
A. We have the same lesson 10 times a week. So if we feel bad about the lesson we deal with these procedures. We share our ideas then we change the lesson plan. We have enough time for conversation about the lesson. And then, finally, we teach the students perfectly. There is no conflict. We just share ideas and choose the better one.
Q. Do you think that we can provide better English lessons for our students by utilizing native English teachers in our public schools?
A. Yes, we can!
According to her interview, she is very satisfied with her native English teacher. They have a lot of time to prepare for good lessons. And if there are some problems with each other they would rather spend enough time conversing to figure it out than ignore the arguments.
But there are some difficulties in our English class with native English teacher.
Our School's Teachers and Students Are Not Satisfied With English Lesson With Native English Teachers.
In Our school, homeroom teachers teach English to their students. They are complaining about native teacher and team teaching. The result is that, English teachers can't provide effective English lessons to their students.
The reasons are the following:
First, between Korean teacher and native English teacher there is not enough communication. Korean teachers are not good at English listening and speaking, they can't communicate with native English teacher. Our work can't be deeply satisfying and we can't achieve a great deal. we find our native English teacher difficult to deal with and teamwork is plagued with conflict, work quickly becomes stressful and unpleasant. Native English teacher almost always teach English lessons and Korean teachers are only monitoring. Students have difficult its with the English lessons and they can't improve their English skills. Korean teachers should improve their English skills.
Second, there are problems with the native English teacher's character and looks. He is taciturn. He is very fat and wears dirty clothes, that smell bad. So our school's teacher and students can't spend friendly times with him. Elementary students receive a lot influence form English teachers. When they like him, they can like the English lesson. Korean teachers and native English teacher should make an effort to solve these problems.
3. What are the conflicts between Korean teacher and native English teacher?
For the question, "What is the most difficult point in your co-teaching with your native English teacher?"
The answer is as follows:
I have problems in communicating with a native English teacher in class (9%, 9 persons), ② I have problems in regulating different teaching methods in class (16%, 17 persons), ③ I have problems with spending too long a time in preparing materials (26%, 28 persons), ④ I have problems with making the native English teacher understand Korean culture and mentality (18%, 19 persons), ⑤ I wonder whether native English teachers have the basic qualifications for teaching (10%, 10 persons), ⑥ I have problems with managing related works with native English teachers (4%, 4 persons), ⑦ no problem (4%, 4 persons), ⑧ other. (10%, 11 persons), no response(3%, 3persons)
The results of this survey show that Korean English teachers have various problems with co-teaching with their native English teachers. The most frequent response was "I have a problem with spending too much time on preparing materials". This response shows that Korean English teachers cannot afford much time on preparing materials because of other responsibilities. The next problem was about the misunderstanding between cultures and the differences in teaching methods. We can see that, this problem of communication is caused by the Korean English teacher's poor English. We can see that influencing students negatively by this response of 10% ‘I wonder whether a native English teacher has the basic qualifications of a teacher’. The "No problem" response of 4% shows that most Korean English teachers have many problems. the problems as co-teacher were caused by the conditions of the school and the teacher's individual examples; concern for English, the view point of English, English speaking ability, basic qualities and characteristics of native English teachers.
4. What is the effective native teacher management?
Being a co-teacher is a unique experience; it can be fun and rewarding, or it can be a challenge.
Step to Solve Working Relationship Problem
1. Respect Your Colleagues
2. Understand Each Other's Personal Values
3. Learn to Listen
4. Avoid Arguments
5. Show Kindness
6. Give and Take
7. Share your feelings
8. Develop Trust
9. Respect People's Differences
10. Acknowledge Them
11. Listen
12. Appreciate
13. Respect People's Time and Priorities
(A New Challenge : A Fresh Insight into TEE, Page : 12~16)
Your relationships with your native English teacher are important. Good working relationships can help them do their job better. Also Korean teachers can teach English very well with native English teachers. Elementary students can pronounce with precision and learn well in the effective TEE environment with native teacher's teaching.
Therefore, effective native teacher management is important. Here are some effective ways to manage native English teachers.
First, between Korean teachers and native English teachers conversations should become converse smooth. Smooth conversation is important, because those who can understand their thoughts and goals through conversation. They should discuss lesson plans and students. To achieve objective, they should make an effort together. Otherwise, English lessons can't achieve their objective.
Second, it is necessary for colleagues to respect each other. Respect is the foundation of all good relationships. Do your best to avoid offending those with whom you work.
Third, it is necessary to understand each other's personal values. You can let others know what your values are by speaking about them. Knowing what's important to others and yourself will avoid unnecessary conflicts.
Fourth, it is necessary to have an open-mind. We should appreciate culture and receive opinions with an open-mind to each other. Also, we should show friendliness, We can smile because it is the simplest act for showing friendliness. Make others feel your warmth by offering help and kind words. Give praise and appreciate their efforts.
This is interview with Angie who is trainer of CIFLE.
The following is her interview. She talks about what is the effective native English teachers management and what is the result after effective English native teacher's management. As you can hear, she emphasizes the effort of each Korean teacher and native teacher. Both people have to be open minded and understand each other and be willing to listen about their culture and work. If we are stubborn about our own culture and unwilling to learn or listen, we are only showing ourselves to be amateuristic and unprofessional. And she also tells us about the result of effective native English management. She offers advice to the two teachers so they can learn to communicate like professionals and compromise if they have differences in opinions and ideas.
5. What is result after effective native English teacher management?
Now, let's listen to Miss Kim's(Supervisor of CIFLE) opinion.
We asked her what is the most important thing for our English class with a native English teacher. She wants to tell us why we invited a native English teacher to our public elementary schools. And, also, she emphasized that we have to improve our communicative competence for utilizing native English teachers. It means they can provide authentic materials and native English teachers should try to expose our students to the materials. It means that native teachers not only have responsibilities for the lesson but also that Korean teacher have to give support to the native teacher as best we can.
6. conclusion
While we perform our PBL assignment, we concluded that effctive management of native English teachers for English lessons of high quality are the following.
Firstly, they need to try to converse so that they understand each other. The reason that they don't have conversations is difficult to have smooth conversations with the language barrier. Therefore, Korean English teachers should improve their English skills to converse with Native English teachers smoothly.
Secondly, Native English teachers should try to understand their students and the Korean culture. And, they should learn about teaching methods for elementary students because they are teaching Korean students. So the office of education need to change the Native English teachers' selection systems. They should select Native English teachers who have experience with elementary teachers or who major to pedagogy. They have to manage and support Native English teachers constantly and they have to provide organized training programs.
Thirdly, Korean teachers and native English teachers keep good relationships. They should discuss their English lesson plans and give feedback. So they can try to make successful English lessons together.
Finally, Native English teachers feel a comparative sense of alienation and feel lonely in a foreign country. So their colleagues should provide warmth and kindness to the Native English teachers.
We expect that the English education in our elementary school will be very much lightened.
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