“Is there something that you really want to say to the education world?”
The short answer to this question is ‘yes,' but it wasn't without hesitation that I decided to write this post.
I would have loved writing about my favorite tool that we have learned to use in Dr. Steve Katz’s EDUC 932 course, because simply put, we have developed a lot of great, useful skills. However, after reading numerous posts written by my colleagues, well-written as they were, I realized that nobody had anything to say to the education world – they were either uninterested or weren't compelled to rock the boat. Maybe it’s just me, but I read the question as a license to get something off my chest. It’s not every day one is afforded the opportunity to address their peers, despite the very real possibility of offending those who may feel criticized, and I would be remiss to pass up such a chance.
ESL teachers should be more understanding of what our students go through. The hypocrisy that looms in the ESL community is staggering; the ease and comfort in which English teachers, most of whom have never truly studied a foreign language, note how ‘slow,’ or, dare I repeat, ‘stupid’ their students are, is indeed noteworthy and should garner our attention. When I see a visibly frustrated teacher complain about their students’ lack of ability, it is usually accompanied with a slew of less-than-flattering remarks about Korean students. Granted, many of their claims are true. Generally speaking, Korean students are products of an educational system that is failing them, and their habits are a reflection of those shortcomings. Inefficient study methods, drastically uncreative pedagogy, and over-emphasizing test scores, are but a few of the problems I hold with the Korean educational system. Nevertheless, if we are to continue banging our heads against the wall in frustration of these issues, then we are ‘not part of the solution,’ but are in fact ‘part of the problem.’
Learning a foreign language is very difficult. Only those who have undergone the process of learning can truly understand what it’s like to sit in the students’ chairs. If we, as educators, choose not to subject ourselves to the rigorous process of language acquisition, then we can never fully understand how our students feel. Therefore, we should not be so quick to anger, for our failures in the classroom may be a direct result of our own ineptitude; knowing that, we should compensate for our own limitations in other ways to bridge the gaps between our teaching methodology and the achievement or our students. After all, it is the success of our students that we hold most dear, is it not?
6 comments:
Boom! Amazing Zak! If the students aren't up to the task then the task was the wrong one!
Well said Sir.
Exactly Zak, I think as ESL teachers we need to remember our students only understand at best 50% of what we are saying. My first year as a French immersion student was extremely difficult, a lot was lost in translation. On top of that we are up against a completely different teaching/learning system. I guess we should incorporate two important words into our vocabulary, adaptation and patience.
I agree Zak. I've tried to empathize with my students and I think my classes have become a more effective learning environment.
Hey Zac, another great post, as always. You are truly a gifted writer and I hope that you continue to post on your blog once our course is completed.
While I agree with everything you wrote, I’d like to comment on the point you made about frustrated teachers. You are absolutely correct in saying that it is unfair for us to associate a student’s lack of ability (in English) to their overall intelligence. However, I think that for many of us, this frustration stems not from the student’s lack in ability but rather the lack of effort put forth.
I have been teaching in Korea for 16 years during which time I have taught all levels, from Kindergarten to University students. And I agree with you that there are many flaws in the educational system, but when I ask a university student, who has been exposed to English lessons for a minimum of 8 years, “how are you?” and they cannot respond, then I get frustrated. Not because they are unable to answer, but because they are making a conscious choice to “play dumb”. I think given the right incentive, many of our incapable students would show their true abilities, but sadly finding the right incentive is easier said than done.
I also want to applaud you Zac, for choosing the road less taken for blog 7.
Well said Zak.
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