Applying to teach English in South Korea

top_drawer_2

Hello

I'm in the process of applying to work in South Korea and need to address this:

We are interested in your ability to perform as a successful teacher in Seoul public schools. Please provide your educational philosophy of teaching young learners, and express thoughts on encountering cultural differences. The essay should be more than one page or more in length and will be judged in addition to content on grammatical accuracy.

I've divided it up into sections and tried to deal with each in turn and this is what I have so far, according to my research SK's belief is that learning English should be fun and games (literally).

I have long held a desire to truly experience living in a culture completely different to my own and to offer something positive onto others. Teaching strikes me as fulfilling both of these criteria as well as the added privilege of influencing the future. I consider my self to be extremely resourceful and and hard-working in attaining my objectives. I have been told that I have an ability to instil confidence in others; I love people and my dream job is one where I am able to use my skills to offer support to enable them to achieve all that is possible.

My teaching goal is to assist students in to become lifelong learners, to live fulfilling lives and achieve their maximum potential. I aim to provide students with a supportive learning environment to achieve communicative competence in English through meaningful activities, and by meeting their needs to succeed in the English academic environment.

It is my belief that teaching is an opportunity to inspire and empower students with the drive to achieve. I believe that every student has the ability to succeed and a good teacher will utilise their natural curiosity to develop their knowledge and skills, encouraging their sense of independence and instilling them with confidence. It is my duty as a teacher to facilitate the students pursuit for knowledge and aid their development in communication skills, problem solving and critical thinking enabling them to become successful English language learners.

Furthermore, I believe that I am a role model to my students; thus, demonstrating respect, honestly, empathy, responsibility and the desire for learning. I believe that a teacher is more than someone who teaches but also a mentor and a trusted individual with whom they are able to share both accomplishments and challenges on the road to achievement.

To enable students to learn most effectively I believe that learning materials should be relevant and stimulating, addressing diverse learning needs and characteristics. To further address student needs and enhance student engagement I credit the worth of holistically designed teaching sessions; with each session incorporating an element of receptive and productive skills, encouraging the development of all skills in learning English as a second language. Furthermore, as our world is constantly being influenced by the advent of new technology, I believe it is the role of the classroom teacher to continually modify their approach in relating current developments into the material they present to students.

For example during teaching practice I found that young learners preferred a lesson format with a quick pace and the inclusion of a current application to demonstrate their language skill. Thus, I developed an activity by which the students moved around the classroom, using statements presented on prompt cards to find someone who had the correct response. Additionally I have found that creating learning tasks which relate directly to their personal interests can strongly influence their learning of the material and understanding of its application. Using this as a basis to revive interest in a revision sessions I utilised my young learners competitive nature to design a game show involving the use of their mobile phone to “text in” their answer to a series of questions to be displayed on the interactive whiteboard.

I strive to provide a caring and equitable classroom environment providing learning nourishment to enable students to feel comfortable to engage in learning. Each student should know that their learning is a priority and their contribution is valued by their teacher and by the class as a whole. In addition, when they have no fear of embarrassment or negative criticism, they will be more willing to express their ideas and participate fully in the class.

I believe that my willingness to adapt my teaching according to the needs of learners, subject matter and student demographics area all critical to my ability to be a successful teacher. Whilst a curriculum objectives, student assessment methods and assessment results may be identified by the school ethos and departmental syllabus, my teaching philosophy informs my practice. Furthermore, I actively encourage communication with students outside class time by whatever means is most appropriate for the student.

My knowledge of teaching and supporting learners and personal experience as a ESL student, I have concluded that, regardless of one's teaching background a teacher needs to remain open minded about alternative approaches. I am keen to advance my teaching by working in a the Korean education system as my research into the area demonstrates that students achieve enormously in such a focused environment. Additionally I am constantly striving to improve my teaching through seeking feedback from students and colleagues, attending seminars and experimenting with new technology. My objective is always to enhance student engagement and attaining success. I believe that as I gain knowledge and experience of teaching English, my teaching philosophy will continue to evolve for the better.

My motivation to teach has come from the personal experience of wanting to make a difference in the lives of others. Through my time at university, I personally saw how the ability to learn English enabled people from non-English speaking countries to study and live in the United Kingdom and heard of many experiences of how this ability would advance them towards their objectives. I have a lifelong wish to truly experience living in a culture different to my own and South Asia, Korea has long been an interest in terms of the society and culture. I want to know as much as possible in preparing for my application to teach English and have pursued blogs of past and present English teachers and read a number of books and websites relating to the journey I can expect to make. I am especially excited by Korean food, as I am a avid cook and follower of Saturday Kitchen, a cookery programme, which sometime ago featured Korean cuisine and inspired me to attempt several of the recipes. I love the sharing and welcoming ethos of Korean people in creating and serving dishes and this inspired me to visit my nearest Korean restaurant in Manchester, which was an immensely positive experience.

I am looking forward to the opportunity to experience being a foreigner and immersing myself within the culture, learning Korean and enjoying the combination of modern sites of interests mixed with the ancient.

Overall I guess I would describe my approach to managing the differences as a combination of curiosity and acceptance. I consider myself to be proactive and keen to learn which I hope will assist in foreseeing issues and preparing for them appropriately. Holidays abroad and talking with people from a wide range of countries have always proved to be interesting and I have managed to integrate albeit for a short space of time.

DKLS

Its good but your psychology background is showing up a bit too much.

Have a look on Google using terms like 'Pedagogy and EFL' in SK there are a load of research papers available comparing SK and UK teach methods in EFL.

Also google gamification, its one of the industry buzz words and replaces "games"

kizkiz

I'm assuming this is just a first draft, as you won't be getting top marks for grammar otherwise

top_drawer_2

kizkiz wrote: »

I'm assuming this is just a first draft, as you won't be getting top marks for grammar otherwise

Its the first draft I've felt is even passable compared to others I've read. I have no actual teaching experience (celta holder) and I haven't really developed an idea of what I believe yet.

I am really struggling to work everything into it in a way that sounds like what I am wanting to say. This morning I've deleted all the separate questions and am working on knitting it all together to make a coherent professional sounding essay addressing the question. <edited in above>

Any comments appreciated. I'm beginning to think I should just give up.

top_drawer_2

This is it!

I've edited it to the nth degree and overall I'm much happier with it. Unfortunately I'm no grammarian and although I've been through it with a fine tooth comb and a grammar book I am worried I've missed something.

I've never felt so nervous about something regardless of which way it goes; I really want it, but oh god what happens if I get it!

I have long held a desire make a difference in the lives of others' through passing on skills or learning and to experience living in a culture completely different to my own. I have 3 years experience of supporting people who are D/deaf and have additional needs to live as fulfilling a life as possible. I consider myself to be privileged to work in an enabling role and wish to combine this aspect of my role with my love of the English language. During my time at university, I saw how the ability to learn English enabled people from non-English speaking countries to study and live in the United Kingdom and heard many experiences of how this skill would be enormously influential when they returned home.

My primary teaching goals are to assist students in achieving their maximum potential, to offer them the skills in becoming lifelong learners and to encourage them to live as productive a life as possible. I firmly believe that all humans' are compelled to seek knowledge and that every student has the ability to succeed, given the right environment. My teaching sessions are aimed to develop communicative competency through meaningful activities, and by meeting the students needs in terms of developing confidence as well as abilities and knowledge, to enable them to succeed in the English academic environment.

For students' to learn most effectively I believe that learning materials should be relevant and stimulating, addressing diverse learning needs and characteristics in developing English language skills. I believe that its important to integrate developments in new technology into the classroom to keep the material relevant to the students'. For example during teaching practice I found that my class of young learners' preferred a lesson format with a quick pace and the inclusion of current application to demonstrate their language skill. Thus, I developed an activity by which the students moved around the classroom, using statements presented on prompt cards to find someone who had the correct response. Additionally I have found that creating learning tasks which relate directly to their personal interest's can strongly influence their learning of the material and understanding of its application. Using this as a basis to revive interest in revision sessions' I utilised my young learners' competitive nature to design a session in a format similar to a game show; teams of students answering quick fire questions to be displayed on the interactive whiteboard.

I believe that my willingness to adapt my teaching according to the needs of learners', subject matter and student demographic's are critical to my ability to be a successful teacher. I actively encourage communication with students outside class time by whatever means is most appropriate for the student to enable greater individualised learning to take place.

I believe that in the position of a teacher, I am a role model to my students; thus, demonstrating respect, honestly, empathy, responsibility and the desire for learning. I believe that a teacher is more than someone who teaches but also a mentor and a trusted individual with whom they are able to share both accomplishments and challenges on the road to achievement.
Whilst a curriculum objectives, student assessment method's and assessment results may be identified by the school ethos and departmental syllabus, my teaching philosophy informs my practice. My knowledge of teaching and supporting learners' and personal experience as a ESL student, I have concluded that, regardless of one's teaching background a teacher needs to remain open minded about alternative approaches. I am constantly striving to improve my teaching through seeking feedback from students' and colleagues', attending seminars and experimenting with new technology. My objective is always to enhance student engagement and attaining success. I believe that as I gain knowledge and experience of teaching English, my teaching philosophy will continue to evolve for the better. I am committed to teaching as a career and hope to pursue further qualifications in educational practice with an emphasis on English Language teaching in order to further refine my skills.

In contemplating preparing this application I was keen to know as much as possible about Korea, it's history, society and culture and have been an avid reader of a number of blogs written by past and present English teachers', am keen to read everything I possibly can regarding your magnificent country and have learned some basic Korean via an online course. I am particularly keen to experience authentic Korean cuisine, I am a avid cook and follower of Saturday Kitchen, which sometime ago featured culinary recipes inspired by Korea. I attempted to undertake creating these myself at home with some success and also visited my nearest Korean restaurant, which was very enjoyable experience. I loved the sharing and welcoming ethos of the Korean people in creating and serving dishes. . Food has the power draw people together to share in the universal human experience, regardless of the differences in language, culture, or nationality. I want to continue this exploration between our cultures.

Overall I guess I would describe my approach to managing cultural differences as a combination of curiosity and acceptance.

indsty

Lose the apostrophes in others' and students' and humans' and learners'

Your very first sentence is awkward - it needs to be split or changed. Also, D/deaf is possibly not a term recognised in SK.

silverwhistle

I'll look at it in the morning: not up to a detailed critique at this time of night, although I did spot a few small points on a quick perusal. ..:-)

This is not a criticism by the way, but teaching applications must be the most merde fiction you could ever encounter, and I speak as someone currently applying for summer school positions in the UK.:D

The bottom line is that you have to be patient and like people; after that the rest falls into place.

Mrs_Soup

There is also an incorrect apsotrophe in it's referring to its history, society etc in the last paragraph.

Annisele

From a grammar perspective, the thing that strikes me most is the apostrophes - I think there are some missing, and some in odd places. For example

I believe that its important to integrate developments in new technology into the classroom to keep the material relevant to the students'.

I think maybe "it's" (or preferably "it is") and then just "students" - but having criticised your apostrophes I'm guaranteed to have got them wrong somewhere in this post! Have a look at Oxford Dictionaries on the subject; I think that's as good a source as you're going to find.

noelphobic

top_drawer wrote: »

Overall I guess I would describe my approach to managing cultural differences as a combination of curiosity and acceptance.

That sentence just doesn't work for me.

trailingspouse

I'm seriously concerned that you are contemplating teaching a subject that you're clearly not confident in. And I speak as an ex TEFL teacher (and I know I just started that sentence with a conjunction - it's acceptable these days...).

Be assured, if you are teaching students at an advanced level, they will question everything you tell them and pick you up on any inconsistencies in what you say. Korean students take their studies very seriously.