“I imagined him winning the game” vs. “I imagined his winning the game” Which is more common or makes sense? In the first sentence, is ‘him” an object for the verb or a subject for the gerund? In the second sentence, is ‘his’ a subject for the gerund? As you know, Korean students tend to analyze a sentence, and some asked me the questions above. My answer was just ‘”Both may be grammatically correct.'” Was I right or wrong?
I hope this gives you some peace of mind! :) Let me know what you think.
That was the best answer I could give, and it took me a while to formulate it. I share this with you as my response to Anne Hendler’s #OneThing blog challenge because these are the types of questions I get from Korean high school teachers of English, and I struggle to answer them. I struggle because they ask me to go to linguistic depths that I don’t usually dive into. I know my strengths as an English teacher lie more on the sociolinguistics side. However, these questions are very important reminders of the reality of my teacher-trainees. They keep me aware of the types of challenges they face.
Like the teacher, there is still a little doubt in my mind as to whether or not my answer is satisfactory. But that’s another reason why I’m posting this: it’s time to air out the doubt, and face my grammar demons. If you have any thoughts to add to this grammar question and my attempt at an answer, I’d love to hear them.
This was the question that was on my colleague’s mind. Bradley Smock (check out his blog Bradley’s English Blog) teaches English composition to 3rd and 4th year English Literature students at Keimyung University. As the semester went on, he started noticing that his students were coming to class looking lethargic and lifeless: like zombies. In an attempt to understand them, he posed the question:
What is causing the low motivation of many students at Keimyung?
As part of their next essay assignment, his students wrote responses, and I will be posting* their responses here. I hope this offers insight into what life is like for many Korean students.
Today’s theme revolves around student competition, and not having personal goals and dreams.
When professor asking how are you, usually students say tired. Despite there was nothing happen last night, they always feel tired and gloomy. To foreign students or teachers maybe do not understand this normal happen in Korea. Also this happen arise to most of Koreans. Most students are zombie at the class because they are not doing exercise, they just follow Korea’s competitive atmosphere and they do not know what they want to be or like it.
Most students are not doing exercise. Few of students are exercise themselves but exercise is not familiar to Korean students. when they were young about elementary school students they started to go to academy(Hakwon) after school. So exercise was second to them. Even they learned exercise at the hakwon such as Teakgundo or Judo. Maybe people understand these exercise should learn at the hakwon however they have less time to hang out with other friends. Most highschool do not have PE class because of study. Even if students have a PE class, it was time for sleep not a exercise to students. Therefore all Korean students need exercise for their physical strength.
Most Koreans are just follow and attend on Korean’s education system. This is kind of psychological problem. Korea society make a competitive atmosphere which means playing is wasting time and not studying is considered becoming loser. I always feel, Korea society said “you must be a winner at the competition to live comfortable. There is no friend in this society.” I’m sure every Koreans are feeling this. This kind of feeling make them anxious even when they are hanging out with their friends. Thus, Korea’s society make a competitive atmosphere and people are tired to following this.
Last reason is related above paragraph. Most Koreans ,age 17 to 24, do not know what they want to be, what they like it. This is happened because of blind education system. Every highschool teachers or parents said “Do it whatever you want when you become University student. But now is for study.” I also listen this sentence when I was middle and highschool student. Theoretically, middle school and high school age is looking for their interesting and what they are good at. In Korea, it’s opposite. Most students study with short knowledge about them and just attend on university with their highschool score and Korea SAP score. Shortly most students attend on university do not have exactly what they want to be and like it.
Do not excercise, competitive atmosphere in Korea and Do not know what they like or want to be, make spiritless to students in the class. It’s kind of sad thing in Korea. This reason, happiness index is the lowest in the world. Although Korea education system make Koreans smarter than other countries, they have less happiness and creativity.
The students at Keimyung are being zombies in class these days. They seem to have no enthusiasm for what they learn and what the teachers say in class. They also have no emotion on their faces and do not respond to the teacher. Due to this fact, teachers are having really hard time teaching in most of their classes. The reasons that many students at Keimyung are low motivated are because of the pressure on the grade, getting no immediate benefit, and not knowing what they like or want.
Most students are under pressure to have good grades. Since the beginning of the semester, they start to fight with assignments and exams. It is likely to be released from the pressure when the midterm is over, but assignments go on and on. They consider the grades very important because they believe that the grades affect their future when they try to have a job. That is why they are so stressed on assignments and exams to get good grades in class, but they do not, so that makes students less motivated.
Since students study to prepare for their future, they do not see immediate benefit ahead of them, so they are low motivated in class. What they study in class seems useless in daily life, so they might think that these studies are useless overall. They, however, do not know what they study in class now will be used when or where in the future. Not knowing all of this, students do not see a point of studying in class and keeps complaining that they do not want to study. They lose interest in studying while they do not see the future.
Whether they think the study now will be helpful in the future or not, the worst problem they have is that they do not know what they really like or what they really want.
In my case, I am majoring in English language and literature and taking classes to complete a course in teaching training. I like English, but frankly, I do not know exactly why I am trying to complete a course in teaching training. I am not even sure if I want to be a teacher. I actually more interested in planning performances or exhibitions. This is the problem. Like me, most students do not know what they like and want, and they keep studying what they are not interested in.
Students at Keimyung are not much enthusiasm in class, and the teachers know and have difficulties in getting the students’ attention and the class going smoothly. What are being the problems in this situation are that they are so pressured, that they do not see what is ahead of them, and they do not find their own interest. The most important thing among what they can do now is to find what’s their interests are sooner rather than later. Finding it, it will give them more motivation in studying and help them to be more active in class.
*My intention was to post more essays and create a series, but I decided against it. I think this post was enough to create a valuable discussion.
Each semester, I get to know our course participants via dialogue journals. I’ve written about my apprehension in giving this assignment in past (The Bittersweetness of Dialogue Journals – Take 2), but this journal entry, written by Mr. Go Jong-hyun, is another wonderful reminder of why I keep doing it.
Mr. Go was kind enough to let me share his entry with all of you. This is especially meaningful considering the topic of my last post, The love stick that motivates (I highly recommend reading the heart-wrenching, yet enlightening, comments).
In response to the question, Who was your favorite teacher? Why was he or she your favorite teacher? How would you like to be like him/her?, Mr. Go writes:
I was asked those questions in the test to become an English teacher several times. Whenever I think about it, I cannot help remembering my old home room teacher whose name was Kyoung-hwa Kim in the middle school. I was second to last in the elementary. I even had to have the supplementary classes for the students of underachievement in the elementary school. I was beaten with sticks, even slapped in my face by some of my home room teachers because I couldn’t do my homework. No teachers complimented me because I was poor at studying. However, I took the head in cleaning up the classroom. When I was a first grader in the middle school, most students shirked their duty during the clean-up time, but I steadily cleaned up my area. One morning, Ms. Kim spoke high of me because I cleaned the classroom diligently in front of the all classmates. She also said I would excel in study. I was panicked for a while, but very happy to hear that. Her compliment changed me. Her positive reinforcement and trust in me got me not to let her down. I studied and tried to be the best student to rise to her compliment. Finally, my score improved very much, and I became a class leader. I can’t forget her, and am in debt forever to her. Kyoung-hwa Kim was and is my favorite teacher always because she was the best example of the teacher.
The compliment and belief of a teacher have wonderful and compelling power to change and motivate students. I teach where there are many naughty and low-level students comparing with the other academic high schools. However, I always try to look on the bright side of them, and believe them. I always made zealous effort to have trust in my students; they can be changed. I believe the power of optimism and trust. I will compliment my students on every efforts, unique talents and strong points as well as good scores like my great teacher, and then students will rise to my expectations.
Confusion and concern rushes through me whenever I hear comments like these:
I know my teacher cared because he hit us with his stick when we didn’t get the answer right.
If I fail a quiz, my teacher hits me with a stick. I don’t mind this because it makes me think of what I’ve done wrong.
Although I didn’t like it at the time, when I look back, I know he hit me because he loved me and wanted me to learn. This is how he motivated me.
Both Korean teachers and students have shared such stories with me, and each time I hear them, I’m left baffled. I have a hard time wrapping my head around the equations: hitting=love and hitting=learning.
Maybe I react this way because I put myself in the shoes of the student being threatened or hit. There is no way that my 12 year old self would understand these equations. I’m pretty confident that 16 year old Josette would rage with hatred if that stick of love came down on her palms. And I’m equally sure that 10 year old Josette would cry home in shame.
I also realize that not everyone would react like me. For the sake of trying to understand, I’ll set aside my prejudices for a moment. What if students want to this type of punishment? It seems some believe they do. But what about the Josettes in the class? If my intention is to show care, I would need to make sure that my students respond to this kind of care. Would teachers need to get feedback from students to determine if they need the “stick of love” discipline? It surely would make for an interesting needs assessment:
Circle the answers that match your needs.
I want to be hit with the stick of love when I make a mistake or fail a quiz/test.
If you want to be hit, how many times do you want to be hit with the stick of love?
If you want to be hit with the stick of love, where do you want to be hit?
back of the legs
soles of the feet
I don’t think this kind of feedback is being collected.
My intention isn’t to make light of this. I know it’s a sticky subject and will conjure up plenty of mixed feelings. I just needed to write this out of concern for students who don’t respond positively to the love stick (so hard to write that sentence. I can’t imagine anyone truly responding positively. What about the long-term consequences? What does this do to their spirit? “Squelch it” comes to mind.) And of course the question comes up, even if they think they need the stick, are they capable of making a rational decision at this point? I know students out there who don’t want to be hit. They want love. They want warmth. They want to feel safe.
I also know that there are teachers out there who just don’t think they have an alternative. I have heard many times that this is part of the their tradition. This is how Korean teachers have been motivating students for centuries. They can’t imagine another way to encourage students to study. Plus, taking away the stick means giving the stick to students. Check out PRI: The World for more on this point: South Korea debates students discipline.
I think there is an alternative. I think it involves listening to students. I realize there is a lot in that sentence. What does it mean to listen to 30 students who don’t want to be in English class? What does it mean to listen to students when they are depressed, and you are exhausted because you have far too much paper work to do and still need to monitor students until midnight?
How do we listen? It’ll take a major shift in the system, but I think it can happen. It needs to happen. Too many students are in pain. Too many students are chronically depressed. Too many students are dying.
The stick of love won’t suffice. I think teachers and administrators need to learn about the power of compassion and understanding. They need to be trained how to listen compassionately. They need to learn how to see students as human beings. More counselors are needed whose only job is listening and caring. Of course, a lot more than this needs to happen (maybe a complete overhaul of the system), but this could be a start.
I think everyone in the Korean educational system could benefit from being heard. I think everyone could benefit from a little more love…minus the stick.
This essay was written by Lee Yeongheon, a middle school English teacher who teaches in Ulsan, South Korea. She was inspired to write this after I asked her and other course participants questions for this post, Got Bandwidth? @IATEFL 2012. Yeongheon and I are excited to share this with you, and look forward to your comments and feedback.
In his interview with Rob Lewis, Nik describes what he thinks schools should look like:
“Schools would do much better investing in good wireless, broadband connectivity, and make the whole school a kind of learning zone so that any student coming in with any mobile device can get connected and find useful materials that they can learn from”
Korean teachers of English have the need to be heard, to be understood and to be valued by their employers, especially by the Ministry of Education (MOE). The MOE seeks to create English communicators of its students, but principals still ask classrooms to remain quiet; test scores still take priority over being able to carry on a conversation. Many of these teachers feel limited in their English ability, and can’t imagine how they could be role models of English communication. But we press on; we ask them to reform their ways, and so they feel exasperated, confused, and alone.
So how can we ask these teachers to change when it seems that they receive so many signals saying they should hold on to their old ways? This question has been haunting me all day as I attempt to plan a lesson on teaching techniques, namely on the concept of “eliciting“.
And the clincher is we can’t ask them to change. They have to believe that this change will work out for them and for their students. This is the only way that they will reform the way they teach.
A successful implementation of any educational reform is closely related to how teachers perceive the reform, and their perceptions can be influenced by their beliefs about English language education. Therefore, the success of reforms in English language education is contingent upon ESL/EFL teachers’ beliefs. (p. 2)