Freire's banking concept of education sounds interesting.
... Education becomes an act of depositing...
This reminds me of Korean education system. In the past, I mean, really long time ago, Korean education wasn't like a banking model. What makes the cram schools? I think after the Japanese colonial era, Korea was extremely poor. To be developed, cramming teaching method might be effective, and yes, Korea has been developed rapidly. What about now?
We all know that there should be some changes in Korean education. We all agree there are many problems in it. We all think students should be more than receivers or listeners. Then why does Korean education system stay almost the same? What are the reasons or obstacles to hamper the changes?
... Education must begin with the solution of the teacher-student contradiction...
... The banking approach to adult education, for example, will never propose to students that they critically consider reality....
... The banking system concept does not admit to such partnership...
... The teacher is no longer merely the one who teachers, but one who is himself taught in dialogue with the students, who in turn while being taught also teach...
... In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students....
... In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves...
Great sentences...
-Who is the ideal teacher in problem-posing education?
-What are the key features of the ideal teacher?
-Who are the ideal students in problem-posing education?
-What are the key feature of the ideal student?
-Who can make problem posing education? Teachers? Students? Government people? People who make the text books? Who are the opperessor in Korean education?
Monday, March 28, 2011
Tuesday, March 22, 2011
TOEIC in Korea
News article which criticize TOEIC test in Korea as a way to judge applicants' English skill.
Culture Industry
... The function of the culture industry is therefore, ultimately, to organize leisure time in the same way as industrialization has organized work time......
My thoughts
In Korea, there is a big thing for people, that is English. Many parents spend a lot of money on English education for their children. English kindergardens became very popular. Many university students go abroad to study English like following the fashion trend. More business people attend an English class because they think they have to.
I always ask the reason why they want to study English at the first time in class. I'm surprised to hear that so many people answer they study English because other people do. Sometimes I'm wondering... what makes people study English here in Korea?
My thoughts
In Korea, there is a big thing for people, that is English. Many parents spend a lot of money on English education for their children. English kindergardens became very popular. Many university students go abroad to study English like following the fashion trend. More business people attend an English class because they think they have to.
I always ask the reason why they want to study English at the first time in class. I'm surprised to hear that so many people answer they study English because other people do. Sometimes I'm wondering... what makes people study English here in Korea?
Lesson Plans.... & The Frankfurt School
Lesson Plans From the Outer Limits: Unauthorized Methods
My questions
1. How can teachers in Korea have the empowerment for their own classes?
2. How can be a criticial teacher?
3. If teachers have their own empowerment for their class, what are the benefits for the students?
The Frankfurt School
My questions
1. How can we make the mass culture be more pure?
2. Does the mass culture have only negative effects?
3. What is high culture and what is low culture? What makes the difference?
My questions
1. How can teachers in Korea have the empowerment for their own classes?
2. How can be a criticial teacher?
3. If teachers have their own empowerment for their class, what are the benefits for the students?
The Frankfurt School
My questions
1. How can we make the mass culture be more pure?
2. Does the mass culture have only negative effects?
3. What is high culture and what is low culture? What makes the difference?
Tuesday, March 15, 2011
Engaging students in dialogue and critical reflection
... During the dialogical engagement between teacher and students and students themselves, the life experiences of students are emphasized, through which the students begin to recognize each other as sources of knowledge...
...students are engaged in the decision-making process in class...
My response
I'm sure that critical approach is very important not only in a language class, but in other classes. It's always lovely to hear some unexpected or unique thoughts or ideas from students and have some discussions and debates with them. I love to be asked even though I can't answer to every single question from my student. I don't like to give one straight answer to my student. I like to think together. I'd like them to share their ideas or thoughts each other.
My concern, however, is this; do we have to make our class critical even for beginners? If so, is it possible to teach grammar, vocabulary, and simple structures with a critical approach? Do we have to consider a critical approach even when teaching grammar and vocabulary?
If I teach some vocabualry and some grammar structures and after that if I conduct activites which are critical, can I say I'm using a critical approach in my class?
As a critical approach, I can think of dicussions or debates usually. It is almost impossible to make my students to have some discussions or debates in English. My students even have problems with answering to very simple questions like 'What did you do last weekend?' or 'What are your hobbies?'.
In this case, what kind of activites can I use for my students to engage them in dialogue and critical reflection?
...students are engaged in the decision-making process in class...
My response
I'm sure that critical approach is very important not only in a language class, but in other classes. It's always lovely to hear some unexpected or unique thoughts or ideas from students and have some discussions and debates with them. I love to be asked even though I can't answer to every single question from my student. I don't like to give one straight answer to my student. I like to think together. I'd like them to share their ideas or thoughts each other.
My concern, however, is this; do we have to make our class critical even for beginners? If so, is it possible to teach grammar, vocabulary, and simple structures with a critical approach? Do we have to consider a critical approach even when teaching grammar and vocabulary?
If I teach some vocabualry and some grammar structures and after that if I conduct activites which are critical, can I say I'm using a critical approach in my class?
As a critical approach, I can think of dicussions or debates usually. It is almost impossible to make my students to have some discussions or debates in English. My students even have problems with answering to very simple questions like 'What did you do last weekend?' or 'What are your hobbies?'.
In this case, what kind of activites can I use for my students to engage them in dialogue and critical reflection?
English Education in South Korea
English education and teacher education in South Korea - Seongja Jo
My questions
1. If English is Englishes, what kind of English do teachers have to teach in Korea?
2. How can teachers enhance students' English skill through a public education system?
3. Who are the qualified English teachers in Korea?
4. How can we enhance the teacher training system in Korea?
5. Is the co-teaching with native speakers the best way to improve students communicative competence & performance?
Indigenous Critical Traditions for TEFL? A Historical and Comparative Perspective in the Case of Korea - Hyunjung Shin & Graham Crookes
My questions
1. How do teachers make the general English class critical?
2. Is it possible to make English class critical for beginners?
3. What kind of activities can teachers conduct for beginners to make a critical class?
My questions
1. If English is Englishes, what kind of English do teachers have to teach in Korea?
2. How can teachers enhance students' English skill through a public education system?
3. Who are the qualified English teachers in Korea?
4. How can we enhance the teacher training system in Korea?
5. Is the co-teaching with native speakers the best way to improve students communicative competence & performance?
Indigenous Critical Traditions for TEFL? A Historical and Comparative Perspective in the Case of Korea - Hyunjung Shin & Graham Crookes
My questions
1. How do teachers make the general English class critical?
2. Is it possible to make English class critical for beginners?
3. What kind of activities can teachers conduct for beginners to make a critical class?
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