One of my third-grade students who is clearly hard at work.
I’m now in the second week of a new school year here in Seoul. (The school year starts in March and ends in February.) Usually moving to the next grade was just another chapter in the same book of our childhood education. As a teacher in Korea, each year is like a different book written by a new author. Very little is the same from year to year.
I was the only teacher in my school who ended the last school year and knew his position for the next school year. Most of the teachers are teaching different grades now than they did last year. Teachers apply for certain positions, and then the higher-ups (the principals and vice-principals) place the teachers in their position without much rhyme or reason, it seems.
The results are drastic changes from the previous year. For example, of the six sixth-grade homeroom teachers, two taught second grade, one taught first grade and one was the P.E. teacher. I previously had three co-teachers (one for third and sixth grade, one for fourth grade, and one for fifth grade), but now I have four co-teachers — three of whom were homeroom teachers last year. Two of those three had never taught English before.
I don’t understand why the teachers get shifted around so much; in fact, teachers can only teach at a school for five years before they’re transferred to another school. (Again, they apply for a district in Seoul and hope for the best.) I’m no pedagogy expert, but it would seem that the teaching styles in first and sixth grades would be quite different and that keeping someone who has continual experience in the same grade would be more beneficial.
It’s been quite a transition period to say the least. I’m adjusting to the three new co-teaching styles — which right now means I run the classes to show the Korean teachers how we’ve done things and have them become more or less involved as they see necessary. It’s hard for them because the kids already know who I am from last year.
For the most part, things are going pretty well. It’s a similar dynamic to when I started six months ago, but now the roles are reversed. There are bumpy moments here and there, but the new teachers and I are smoothing those out pretty well. There’s always one exception, though, and it happens to be the most important of the new teachers — my official co-teacher who is responsible for me.
She might be one of the most awkward people I’ve ever met, and she’s extremely disorganized on top of that. My other three co-teachers have been prepared for their respective classes with me, so the lesson planning between us have been quick and to the point. With this other co-teacher, though, things are always a mess.
I don’t know what else she does (fifth-grade English is the only class she teaches), but she doesn’t prep during the three hours we have after school. Yesterday, I had to stay 20 minutes after I was supposed to be leaving so that we could sort things out — only to have her try and change them this morning. She over-thinks everything and consequently becomes a nervous wreck about it.
Her presence in the classroom is rather ambiguous as well. I’m not sure where she wants to be in the teaching balance between us, and I’m indifferent to whether she wants to do less or be more in control. She just needs to decide on what kind of role she wants to have so we can teach more effectively and not bore/confuse the kids.
The school year and half of the faculty might be new, but the struggles are still the same. I’m sure they’ll pan out, just as they did last year. As the saying goes, the more things change, the more things stay the same.