JEPIK원어민교사방

ANY PROBLEM WITH YOUR SCHOOLS? TRY TO TALK TO THEM THEY WONT BITE YOU!

While working as a Co-Teaching team, problems will arise. If a problem cannot be solved between a GET and the Co-Teacher, there are several support resources available to the team. Ideally, the teaching team or GET will approach another English teacher or the head of the English department. The Supervising Head Teacher or Vice-Principal can be consulted next, and if the situation warrants more attention, the Principal can be consulted.

For linguistic reasons, escalating a conflict to the attention of the Vice-Principal or Principal can be difficult and tedious.

Finally, the GET should contact the Provincial Office of Education (POE) coordinator for advice. It should be noted that the national EPIK office in Seoul does not have authority over the contract disputes and can only provide support and guidance. If a GET contacts the Vice-Principal, the Office of Education, or the national EPIK office before discussing the problem with a Co-Teacher, it can create an embarrassing and frustrating situation for the Co-Teacher.

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School Hierarchy

The Korean Public School Hierarchy is complicated and roughly based on Confucian ideals.

Gender, age and education all contribute and can make it difficult to know who can help if there is a problem.

Most schools in Korea are divided accordingly into two sections: the teaching staff and administrative staff.

The teachers are further divided into academic departments. Every department has a head teacher (or chair of the department), and there is one Supervising Head Teacher in charge of all head teachers.

Underneath the teachers are the contract teachers including EPIK teachers, the librarian, and part-time teachers.Substitute teachers are also lower in the school hierarchy.

Administration is led by the Head Administrator. All administrative public affairs staff work for the Head Administrator, and they work with the financial and logistical details of running a school.

Above the Supervising Head Teacher and Head Administrator is the Vice-Principal. The Vice-Principal manages many of the academic and administrative details of the school, and the Principal, of course, is above the Vice-Principal.

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Professional and Personal Co-Teacher Relationships

Maintaining a professional working relationship between Korean Co-Teachers and GETs is in the best interest for everyone, but occasionally communication and other work related problems occur. Conflict is natural, however, and working through problems can lead to personal and professional growth. While living in Korea, co-teaching teams (CTTs) should approach any problem with tact and thoughtfulness; careless remarks or rude language can ruin a relationship. Without doubt, challenges will arise throughout the year, but with a little planning and a polite attitude, many conflicts can be avoided or resolved.

Common sources of conflict include:- lack of communication between co-teacher and GET

- difference between co-teaching styles and expectations

- the mother (or bully) co-teacher

- the super busy or absent Korean co-teacher

- the unprepared GET

GETs and their Co-Teachers need to work together to help their students learn more effectively.

A desirable co-teaching class will involve both teachers in from the planning stages to the evaluation.

Most EPIK teachers and Co-teachers work harmoniously, but some teachers either do not know their roles or misunderstand them. The following will help teachers who want to improve their co-teaching skills.

 

Lack of communication between the Korean Co-Teacher and GET

Many GETs have reported feeling frustrated with seemingly last minute and unexpected notices they receive (or don’t receive) from their Korean Co-Teachers. Cancelled classes and sudden warning of teachers’ gatherings are all common complaints. While many Westerners are accustomed to rigid schedules and intensive planning, Korean culture tends toward last minute changes. Most GETs adjust to these sudden changes and learn to be flexible. There are many strategies CTTs can use to work toward an appropriate and comfortable work solution. Most schools have a monthly and yearly plan already written, and experienced GETs recommend working with a CoTeacher to translate the calendar and to mark the big events. This helps GETs feel more comfortable with the schedule and school.

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Difference between co-teaching styles and expectations

Different teaching styles, classroom management methods and interpersonal skills can cause conflict between a GET and Co-Teacher. If the situation isn’t approached carefully, the teachers and the students suffer from poor classroom morale. Notably, punishment of students, Co-Teacher’s absences and conflicting teaching styles can cause tension between a GET and Korean Co-Teacher.

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Absent, Late or Uninvolved Co-Teachers

An incredibly stressful situation for a GET is to walk into a classroom and realize that their Co-Teacher is late or missing. Many Co-Teachers are busy, and although unfortunate, this situation does happen. If a Co-Teacher misses class once or twice, it shouldn’t cause too much worry: Co-Teachers, again, have many duties including teaching, finishing paperwork, arranging conferences with parents and working on other projects and work. In some cases, Co-Teachers must participate in unexpected conferences with parents or complete very urgent paperwork. If a CoTeacher regularly misses class, however, the GET should approach the Co-Teacher privately and communicate how stressful and difficult it is to conduct class without a partner. Some GETs ask other teachers to help with translations and lead classes alone. Others redesign their lesson plan so that they can lead the class with little assistance.

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Conflicting Teaching Styles

Most GETs work with several Korean Co-Teachers throughout the year, and many GETs find that teachers have different styles. Experienced co-teaching teams recommend setting a weekly meeting with all teachers to discuss lesson plans and Co-Teacher involvement. Sometimes, however, Co-Teachers are still unsure of their role in the classroom and resort to taking control, leaving or translating every sentence. GETs who have experienced this usually e-mail their PPT or lesson materials before the class with annotations marking when the Co-Teacher’s assistance is needed. It may take some effort and time for everyone to understand their role.

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The Mother (or Bully) Co-Teacher

Cultural differences and culture shock considered, moving to Korea and joining a public school can be a difficult and stressful process for many foreigners. A new city, home, job and language can make a Westerner feel uncomfortable and out of place. Regardless, most Western cultures highly value independence, and when placed in a new and strange environment, most GETs view the experience as a test of ingenuity and self-reliance.Many Koreans, however, do not value independence or self-reliance as highly. When there is a large age difference between the GET and CoTeacher, the team may develop a maternal or older-sibling type relationship. While GETs may enjoy this familial relationship, others feel overburdened and overwhelmed by their Co-Teacher’s interest and generosity. 

Most successful co-teaching teams establish clear relationship boundaries early in the semester.

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The Super Busy (or Absent) Co-Teacher

While the bully or mother Co-Teacher may be overwhelming, super busy or absent Co-Teachers can be just as underwhelming. New GETs may not know where to buy milk or to get a haircut. While a certain amount of autonomy is expected, Korea can be very confusing for foreigners unfamiliar with Hangul and Korea’s style. Co-Teachers may be distant because of their workload. Co-Teachers usually have to perform their co-teaching duties in addition to their classes. They are not paid extra for their help, and usually spend more time, energy and money in welcoming their new teacher than a GET may realize. Additionally, Korean teachers may not have had a choice in becoming a Co-Teacher.They may be the youngest or the newest. A small gesture of appreciation of goodwill is recommended.

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The Unprepared GET

Teaching in a public school is a prestigious and well respected position in Korea. While most Co-teachers have had years of specialized education, some GETs are new to teaching and not sure how to approach their classroom. Sometimes, GETs think that they should serve as a teacher’s aide rather than classroom leader.Worse, some GETs don’t understand the full weight of their position in their schools:they may think of teaching as a secondary activity to traveling and socializing. An unprepared GET places undue stress on his Co-Teacher, and ultimately, the students suffer from poorly planned and taught classes. In order to gain more ideas about how to lead classes, GETs often observe other Native English Teachers’ classes during their first few weeks. It also helps to observe other classes with a CoTeacher so that Co-Teaching teams can make lesson plans effectively.

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