Teaching an Active Learning Exercise on Emotions (AKA the How to Keep Shining When the Bright Lights of Being a Fulbrighter Begin to Dim Lesson)

THEY ARE SO ALIVE!
The 10-minute breaks between classes are when I observe my students being most excited and energetic. They are alive! For 10 whole glorious (or terrifying - depending on your level of adjustment) minutes, students are out on the hallways making all sorts of noise - yelling [l'm sure lovingly] at each other, screaming out normal sentiments, loudly chatting, laughing in groups, seemingly sweeping through the halls with all kinds of evidence that they are, in fact, alive! Despite the chaos, I rejoice with them, especially considering the rigor of their school schedules. I wish the more, let's say, controlled version of this energy and excitement overflowed into the classroom. Or even just my classroom, a magical place where students are expected to actually practice speaking the English they learn from two other English classes they take! (Yes, my Korean students take a total of THREE English classes).

EXCEPT WHEN THEY'RE NOT...
However, their energy level usually doesn't overflow. Many an internal battle has been waged, upon the battlegrounds of which I had to convince myself - again and again - that my classes' lack of participation (especially the lower levels) is not personal. Really, it's not.

Just some of the wide variety of emoticons now at our disposal
Credit: http://in.socialdaily.com/

THE WEEKLY CHALLENGE
I take these moments as reminders that my job as an English teacher does not only entail creating lessons that dispense cold, hard knowledge of things English, but creating lessons that dispense knowledge in a fun, memorable, and, hopefully, also interactive way! Wow.

THE TIMES I FORGET WHAT IT'S ALL ABOUT
Wow, because you forget. When your energy is low; when motivation is sparse; when feeling a tad bit homesick; when you're struggling with the question of, "Am I doing enough?"; when you see your graduating class move on to grad school, take permanent jobs, and even start families; when your family back home wants you, well, back home; and when even the bright lights of being a Fulbrighter begins to dim - you forget.

THE ONES WHO PAY WHEN YOU FORGET
And when you forget (why you're doing what you're doing and pursuing the things you're pursuing), every student that encounters you and sees through your facade is negatively affected. This is not what I want, so the reminders are good, pushing me to do better each week.

When I ask students slumped back on their chairs how they are, they usually respond with:

"I'm fine, thank you. And you?"

This, or some variation of: 

I'm tired. I'm sleepy 

(if they're more honest or are legitimately so tired that they can't even muster up the usual response above)

I can already tell from their faces and postures that they're tired and/or sleepy, so these responses don't do much in terms of acquainting me better with my students. I want to know how they really feel, and I want them to know that, when I ask this question, I mean it. 

I wanted to give them the tools to diversify their responses, so I created a lesson last week on "Emotions." Using an image-heavy PPP, I reviewed basic emotions and taught them the English words to less-common ones. I followed this up with a game at the latter half of class, where students had to act out certain emotions for their teammates to guess. 

Students reacted really well to this lesson! I was a very happy teacher meandering through the grouped desks and observing each team's "it" person do the acting. So much laughter was elicited from the students' acting performances. 

Here are some photos I took while going from desk-to-desk!

MY THURSDAY CLASSES ACT IT OUT

And have a blast!

I'm loving Sujin's laughter!

This group was SO into it! Can you tell?

This particular student was extremely competitive and expressive, which made the competition even steeper

Students deliberating how to act out certain words

More smiles :D

Jeongmin's very active group set the tone for the other groups in the class. Thank you so much, girls!

A student considering how to most effectively act out an emotion

I don't know what she's acting out, but it had all her team members laughing!

When students guess correctly, they keep the strip of paper and later count up the points

A student in the middle of acting out an emotion (I don't remember which but it was entertaining to watch!)

Desk-hopping to see students' own version of what certain emotions look like

I wish each week's lesson brought out this level of fun in my classrooms! Hearing my students laughing while deeply immersed in the activity was a huge energy deposit into my own system. These are the moments that I go to bed mentally crafting while half conscious the night before a school day. Sometimes it happens, sometimes it doesn't and sometimes it really, really doesn't! 

Being a Fulbrighter does not make me immune to the common challenges of teaching English as a foreign language in Korea (or anywhere, really); it does, however, give me more reason to remember everything that my single presence here serves to represent. 

Welcoming the 2014 American International Education Administrators (AIEA)

WHAT IS AIEA?

I have had the privilege of hosting a number of guests at my school this year!

Today's visit consisted of seven professors and academics from the U.S., visiting through a Fulbright program called the American International Education Administrators (AIEA) Program. They were accompanied by Fulbright Korea's very own Education Advisor and English Program Manager, Vincent Flores! Our visitors all come from different international departments from their respective universities and are interested in understanding Korean students more in order to better serve them and gain more insight into how to promote study in the U.S.

AIEA WITH MY STUDENTS & ME

The students go wild when one foreigner visits the school.
Having eight Americans come to the school on the same day and interact with them was a very special treat!
What you don't see in this picture is the group of students, whose faces are plastered against the classroom window
as this picture was being taken, all curious and maybe a little slightly jealous of this particular class 

SO WHY YEONGDO?

During their two-week stay here in South Korea, this group of AIEAs will visit many universities up and down the peninsula, with Yeongdo Girls High School being the only high school in the program's itinerary. When Sookhee, my co-teacher, learned about this, she became extremely curious as to why our school had been included at all (I personally chalked it up to a random casting of lots within the realm of the Fulbright building), and was very concerned about whether or not our guests would find the visit productive.

The downside of her worrying: She asked me nearly everyday WHY the AIEAs were coming to our school
The upside of her worrying: She set about preparing for the visit with humorous rigor and exactness of detail

She planned a day that included a classroom observation, campus tour, and a Q&A session at the end of the two-hour visit. I am incredibly blessed to have this woman in my life!

LESSON FOR THE DAY: EMOTIONS

Sookhee and I waited for our guests to arrive within the school gates and escorted them immediately to my classroom. I strode slightly ahead of the group, wondering how this A-class would perform for the day. Historically, according to my class notes, they have been a very sleepy and apathetic-looking class. 

Thankfully, today the class was in full attention when I entered. They were sitting straight, all facing the front of the classroom, and all strangely quiet despite their very obvious excitement. I loved it! Already five minutes late to my own class, I quickly set up my lesson for the day on 20 basic emotions. 

Photo from KAEC | Look at my attentive students! (Except the one with her head down....)

Photo from KAEC | I had to do a fair bit of acting on top of the illustrations I already had

Photo from KAEC | Moving around the classroom as per usual

CLASSROOM OBSERVATION

After  I taught the lesson, I broke the class into smaller groups with the help of my co-teacher.

The students excitedly chatting away in anticipation for our game as our guests sat in a row in the back of the classroom

Students preparing for our game

CLASSROOM ENGAGEMENT

Remembering my own experience of visiting a Korean high school for the very first time, (and how we were able to mingle with the students during their class time), I asked our guests if they would like to engage with the students themselves instead of merely observe my teaching. From their vantage point in the back of the room, all they could see of the students were the backs of their heads. 

Not really ideal, especially considering the purpose of the visit. 

So, we changed it to this: our guests each chose a table of students to join for the game. This was a bit of a gamble since the students could, in my opinion, either maintain their exceptionally engaged attitudes for the day or shut down out of shyness and perhaps embarrassment of their English level in front of other native English speakers. 

Once again, my students made me proud. They welcomed our guests warmly, smiled and laughed with them, and, most importantly, smiled and laughed with them while speaking in English! I was in heaven as I floated around from group to group, observing how alive my students were and how eager they were to practice their English. 

My co-teachers could hear the chatter from my classroom even outside of the building. One of them
guessed that the chatter and laughter may be coming from my classroom, but the other quickly said that
it couldn't be because my students were a quiet bunch! Surprise!

WHAT WAS THE GAME WE PLAYED?

The game portion of the lesson was rather simple:

• Break the students into small groups
• Give each group strips of papers with different emotions written on them
• Each student takes a turn randomly picking a strip of paper from the pile and
• Acting out each emotion while the
• Other students try to guess the emotion

One of the professors wearing one of the school's pairs of blue guest slippers.
Everyone - students and teachers alike - have to change into these slippers
(or their equivalent) once we enter the actual school building. For many of our guests
it was their first time experiencing this slipper change policy

Two of my fellow English teachers looking on with amazement at my transformed class. Haha!

 SCHOOL TOUR WITH STUDENTS AND CO-TEACHERS

We had two groups each led by a former YDAC participant: Go Eun and Jeong Min

Q&A WITH KOREAN STUDENTS

Yeon Su, another former YDAC participant, helping arrange the class where we would do the Q&A

Our principal meeting one of the professors - the only one in the group who speaks [fluent] Korean!

Our lovely principal greeting our guests, and explaining how the school has been
positively impacted by the three ETAs they have had enough funding to invite into the school.
A short speech that nevertheless moved me, especially as I near the end of my contract as the third ETA to serve YGHS

Four students joined us for this afternoon's Q&A: Go Eun, part of last Fall's YDAC team,
and Jeong Min, Yeon Su, and Yu Jin from this Spring's YDAC team.

Watching the school introductory video, something they said they had also done at all of the universities they had visited

Students enjoying their time to answer questions about their lives at school and outside of school

THE AFTERMATH

Later, I heard from my co-teachers that students from my other classes (and even students from the other grades I don't teach) were asking why our foreign guests only visited one classroom, and did not also visit them. They were very jealous of this particular class, and did their best to shout their hearty hellos and flash their own warm, excited smiles as we made our way through the hallways. One of the guests commented on how celebrity-like they felt because students were going crazy.

Their jealousy was a bit tempered when the girls heard over the grapevine that one of their classmates had managed to get Vinnie's contact information (his job largely involves helping Korean students study in the U.S.). He was a big hit!

Thank you for coming to visit our school! I don't know just how productive this trip was for our guests, but I hope they enjoyed it as much as my students and I did!

2014 Spring YDAC in the Busan American Corners | Serving as a Co-Coordinator, Inviting Consul Jon Yoo to Speak, & Having Some Really Difficult Conversations with Students About the Fairness of the Game

In the Fall of 2013, I led a team of 4 high school students (3 second graders and 1 first grader) to the Busan YDAC for the first time! You can read about our journey to a First Place win here.

6 teachers, 24 students, and one very packed schedule!

WHAT IS YDAC?

THE BASICS

*The following information is lifted from an email sent by the YDAC Program Coordinators

The Youth Diplomacy and Activism Conference (YDAC) was started in the Jeolla province, and was brought to Busan just last semester. The conference brings together teams of four students from schools in the Gyeongsangnam-do, Gyeongsangbuk-do, Busan, and Daegu areas for a full day of English presentations, workshops on social justice and international affairs, and an opportunity to speak with the U.S. Embassy staff in South Korea. 

In short, YDAC is an excellent opportunity for students to practice their English, meet new friends, and for ETAs to build stronger bonds with their students. The cost of the program is completely covered by the U.S. Embassy. All students will receive a certificate upon completion of the conference, with the top three teams being awarded. 

THE TEAMS

Each ETA is to assemble a team of four students, using whatever method they deem best. My method of picking my students included the following steps: creating a legit advertisement for YDAC, asking my Fulbright co-teacher to announce YDAC to the student body, creating a sign-up sheet to survey for interest, asking for a short essay responding to the general questions of "Why are you interested in YDAC? What can you contribute as a team member?", holding short in-person interviews with each student, choosing a handful of students, and then asking my co-teacher's input for the final cut. 

YEONGDO GIRLS HIGH SCHOOL PARTICIPATES IN YDAC FOR THE SECOND TIME

This year, I led a second team of 4 girls (this time, 3 first graders and only 1 second grader) to the Spring 2014 YDAC, only to come home empty-handed, save for our certificates of participation.

You win some, you lose some.

However, my students were pretty devastated. They worked so hard (perhaps even harder than the first team did, if that's even possible), and felt pretty confident about their performance, but, in the end, the schools/teams that won truly deserved their First, Second, and Third Place wins. As the ETA who coached my crestfallen team, I had to balance out my explanation of a) how I truly believe they gave it their all and b) how the other teams gave it their all, too, and performed better.

THE REALLY HARD CONVERSATIONS ABOUT WINNING AND LOSING

Student: But, Teacher, we made two posters and some teams didn't even make posters...

Me: That's true...And your posters are amazing!

Student: And most of the other teams had second graders, while we only had Ji Hyeon

Me: That's true, too. But, remember, because you're First Graders, you haven't learned as much as the Second Graders yet

Student [in a really heartbroken voice]: Teacher, I really thought we would win something...

Me [also really heartbroken]: Me too. Me too. It's okay, I know you did your best, and I'm super proud of the four of you!

Student [unconvinced]: I am not proud of me.

Seriously, Orientation definitely did not help me prepare for these kinds of difficult conversations! Help!

I had the opportunity to serve as a co-coordinator for this season's Busan YDAC, which was overwhelming at first, but, with the patience and help of Anna, was more than doable. I enjoyed working behind-the-scenes to help put the event together, but was definitely more active during the event itself than in the administrative phase, which Anna took care of single-handedly. Go Anna!

THE 6 PARTICIPATING HIGH SCHOOLS

6 Fulbright ETAs participated in our region, each bringing a team of 4 students with them!

1. Daegu High School (Daegu): "Wealth Inequality in South Korea" - Jet
2. Gimhae Jeil High School (Gimhae): "The Rising Cost of Higher Education in South Korea" - Rachel 
3. Gyeongnam Girls' High School (Busan): South Korea's Declining Birth Rate" - Anna 
4. Pohang Youngil High School (Pohang): "Fairness in Korean Society at Work and in School" - Andy
5. Poongsan High School (Andong): "The Limited Freedom of Students in Korean Schools" - Rachael 
6. Yeongdo Girls High School (Busan): "North Korean Defectors' Human Rights" - Mimi

INTRODUCTIONS & ICEBREAKERS

We provided the students with some snacks early in the morning and in the afternoon as it was an all day affair

Rachel helping two students from different schools get to know each other during an Icebreaker activity!

Andy leading the next Icebreaker activity, which involved rock-paper-scissors and making animal sounds.
I don't remember the name of this game, but it was absolutely hilarious! (I just watched)

Students taking a breather after the icebreakers and before the presentations begin!

YDAC SPEECHES & DEBATES PART I

THE SPEECHES

After assembling our teams, students are to work together to brainstorm a problem that they had noticed in the local community, the country, or the world community, and develop a resolution to solve the problem. The students are to do research and then write a 5-7 minute speech that they will then present at conference day. Speeches do not need to be memorized, and visual aids are allowed in the form of posters.

THE COMPETITION

At conference, students are to listen to each others speeches, ask questions, speak in favor or against a resolution, and then vote to pass/not pass a given resolution. They earn points for their speeches, questions, and speeches in favor or against a resolution. The resolution passing or failing does not affect the team's score.

Speech #1: Daegu H.S. on "Wealth Inequality in South Korea"

The first team to present on our side of the room. I could feel every one's nervousness from where I was sitting at the back of the room, moderating! The speakers' voices cracked, and the audience alternated between shuffling their notes and writing down pro & con statements for the team to answer. Nerve-racking but exciting, don't you agree?

Speech #2: Gimhae Jeil H.S. on "The Rising Cost of Higher Education in South Korea"

Some teams prepared very nice note cards to use during their speeches. YGHS, why didn't we think of this?

Speech #3: Poongsan H.S. on "The Limited Freedom of Students in Korean Schools"

Teams could use visual aids (posters only) during their presentations. For the second year in a row, YGHS made incredible posters!

As the schedule was tight with each event being carefully timed, I had to do what I had to do in order to serve as both judge and moderator! Thanks for other ETAs who helped keep me on track!

When our side of the room finished all three speeches, I took a peek at how my students on the other room were doing! Because each team of four students is divided in two and placed in different rooms for the day, a teacher can only witness half of their team's performance for the whole day! An unfortunate arrangement, but one that was necessary to make the schedule work as efficiently as possible

BREAK TIME

My students regrouping during break time to discuss how the presentations are going in each room

THE WORKING LUNCH

Hungry students heading to a McDonalds nearby

We encouraged the students to mingle and socialize with each other and not just within their own teams

A lively group of students from different schools taking a photo before leaving the establishment

Students were amazed by my long hair. The end.

ETAs and students mingling together before a second set of presentations

Heading back to the American Corner after a filling lunch!

YDAC SPEECHES & DEBATES PART II

Speech #1: Gyeongnam Girls' H.S. on "South Korea's Declining Birth Rate"

This team had a memorable skit as their introduction. I was impressed by their English language ability (and, at the same time, nervous for my team)

Speech #2: Pohang Youngil H.S. on "Fairness in Korean Society at Work and in School"

A rare team with a boy and girl representing their school

Speech #3: Yeongdo Girls' H.S. on "North Korean Defectors' Human Rights"

Ji Hyeon, the only second grader on my team, and, incidentally, also the shyest performed very well during her round!

I partnered up Ji Hyeon with outgoing Su Jin, who was all energy and volume

U.S. EMBASSY SPEAKER: CONSUL JON YOO

Our students and teachers (except me) taking a photo with Consul Jon Yoo before he made his exit!

Consul Yoo talking about his role as an American diplomat in South Korea to a room of attentive high school students

I asked my students before his talk to come up with questions to ask him as I knew they would likely be overtaken by shyness

If I remember correctly, Consul Yoo is among the youngest who was accepted into this job when he applied right after graduation

I loved how students actually came up to him after his talk and asked more questions! They had so many of them!

AFTERNOON WORKSHOPS

Unlike last year, we didn't have room in the schedule to feature a Mock Crisis event, where we group students from different schools together. This was a bummer. 

What we ended up doing was an activity that was meant to show students social and economic inequality. We divided the schools in different teams, making sure there was a good mix between the girls and boys, and then decided to give each team the task of replicating a picture of a set of buildings. 

The catch: Each team would get different sets of materials, with some only getting paper (and no scissors or tape), some just paper, a few markers, and glue, and still others getting the full package (papers, scissors, tape, markers, and even cardboard)!

I first encountered this activity during last season's YDAC. I can't say I liked it then, and I definitely didn't like it this time around. It has so much potential and I do want it to work because these issues of social and economic inequality in any society obviously affects educational equity as well. I have worked hard throughout my own life and education to overcome all kinds of obstacles, so this was a facet of society that I was interested in seeing covered.

Unfortunately, as the workshop played out, I could see many students hurt by not only their meager supplies, but also by the mock bad treatment others (mainly ETAs) gave them.

SAMPLE SCENARIO

ETA [walking around]: Why aren't you working on your building?

Students [looking around, discouraged]: Teacher, we don't have scissors! Or glue! Or anything!

ETA: So? You can still build that building without those things

Students [incredulous]: Teacher, we can't! [One student picks up a piece of paper and waves it at the ETAs face in despair]

ETA: You can! You just have to try really hard

Student 1: We are trying really hard...

ETA: Not hard enough...Look how hard-working and successful the other groups are

Student 2: Other groups have many supplies. We don't have anything. Why can't you give us supplies?

ETA: It's not about the supplies. It's about your work ethic. 

Student 3: Teacher, can we borrow their supplies?

ETA [shrugs]: I don't know...

Student 3 [looking angry]: This is unfair...!

ETA: If you would stop being lazy and just work hard, then you can achieve anything [ETA walks away]

[Students sink back on the floor and stare at the pieces of paper their teammates have started to tear by hand]

Our poor students! This activity could have been saved if we had had enough, once again, time to do a proper debrief with them and explain why the situation was the way it was, and why their treatment was as harsh as it was - but we didn't. We didn't have enough time, save for a quick: "So, how did that go?", "What did you feel during...?" There's definitely room for improvement here...

ETA: What was unfair about it?

Students: We didn't have what the other teams had!

ETA: Ah...Why didn't you ask to borrow their supplies?

Students: ...we didn't know we could ask

ETA: Yeah, you could definitely ask. That was not a rule

Some other students: We asked but they wouldn't let us borrow their scissors!

Some other other students: Hey! We didn't know that we could share...

Some other other other students [the most "affluent" ones]:...um, we didn't know there were people who didn't have the same supplies as we did...

ETA: Hmmm....

The team with the most supplies quickly set about planning and executing the best structure 

A student looks hopelessly at his team's pool of supplies while yet another student observes his dilemma

ETA checking on a team's progress

Students using their creative muscles to erect a unique structure

Teams who had a pretty good amount of supplies had a lot of fun with the activity!

A student leaning right as his team's building leans precariously the other way

A group of students vainly trying to recreate the building, and smiling through their frustrations

Jet volunteered to use his fancy handwriting to write students' names on the crisp certificates prepared for us by the U.S. Embassy Seoul. Thanks Jet!

THE AWARDS CEREMONY

ETAS DELIBERATE 

Students first receive their certificates of participation and, then, any other awards. While students finished up a debriefing activity in the main room, ETAs were in the other room tallying up scores, and evaluating each team's performance throughout the day. Wherever needed, we also talked over any ties between students, with their respective ETAs vouching for their students by sharing how that student has contributed or grown through YDAC.  

I led the debriefing activity on the other room while the other ETAs finalized the scores, so I was perhaps the only ETA unaware of the final results. This is YGHS receiving their certificates of participation. I'm so proud of my students! 

Andy with his students from Pohang Youngil H.S.!

Rachael with her students from Poongsan H.S. They traveled far via buses and KTX to get to this conference!

Rachel with her students from Gimhae Jeil H.S. They were very social!

Jet's students from Daegu were mostly shy, but somehow became more outgoing as the day wore on. Nice!

Anna with her students from Gyeongnam Girls' H.S. These young ladies rocked! 

Students from Gimhae looking on in nervous anticipation as they waited for the announcement of First Place!

[Anna: Who won Third Place?] 

Second Place Winner

Second Place Winner: Pohang Youngil High School! Congratulations!

First Place Winner

First Place Winner: Gimhae Jeil High School! Congratulations boys! Well-deserved!

Best Speaker Awards

2 Best Speaker Awards went to these two students from Gimhae Jeil High School and Gyeongnam Girls' High School! 

THE AFTERMATH: DINNER & RIDE HOME

Our teams wandered around for a bit, unable to find a restaurant big enough to seat us. We also thought it was a good idea to ask for everyone's food preferences, which just made the search for a restaurant even more difficult. 

At long last, we all piled into a restaurant serving...chicken. Yes, chicken is a universal meal, it seems. Nobody had a problem with chicken. 

Probably one of the hardest bus rides I have ever taken in my life

DIFFICULT CONVERSATIONS WITH STUDENTS CONTINUED...

On the bus ride home, a student sat next to me. A first grader. One of my best. I have all the confidence in her intelligence and strength. During the long bus ride home, she spoke to me, haltingly, meekly, and with much hurt and disappointment. She said their team had sacrificed many days of study for their graded midterms and final exams just so they could cram in more hours of preparation for YDAC: preparation brainstorming the topic, writing the resolution, researching the other teams' topics, creating their posters, writing their speeches, and then practicing their speeches, and anticipating the weakness in their arguments. She looked so tired and, when her voice changed tones and I could no longer fight the urge to look over at her, I saw that the whole time, she had been speaking to me with eyes brimming with tears. They just shimmered in the light, not falling. I looked away while simultaneously putting my hand around her shoulder, letting her know that it was okay to express her feelings. 

Whatever I said in terms of comforting her seemed to have no effect, so I realized what I needed to do was just to listen and be present. I had never been as present to a student as that time on the bus.

I am against the Everybody Wins mentality many American schools espouse, so I knew that, even though the results were not in our favor this time, it was only right to reward the efforts and abilities of others who deserved it most. This is what I believed and still believe. However, there's nothing like consoling a student [one of your best and brightest], crying over the unfairness of not only the seeming unfairness of the awards but also the harshness of the workshop to inspire you to really examine what you believe about the general fairness of Everything.

Efforts and abilities [and performance] - that's another thought right there. If we awarded based on effort, another school would have won; if on abilities, yet another school; if performance, yet another. This is something that we'll have to iron out in future YDACs. 

*Some photos courtesy of the Busan American Corner staff

*I value accuracy in my posts, so if you notice any errors, please let me know so I can make the corrections!