Jan 28 online

The class went well enough after a couple mis-starts.

I got in at 9:02 and no one there! First student showed about 9:08, and as I was then marking in moodle I asked her to wait, second student about 9:15. Third about 9:25, but by then I had to exit and return because they couldn't hear me due to echoes and "cutting out." At 10:15 we took a break because I needed to log out again.

The content seemed fine, although I hadn't prepared one thing before the start (model test scores) and I felt I wasn't really ready to "lecture" unit 13 in Harmer... I was hoping they had read it, but they hadn't.

One student talks "enough" the other two really don't. We talked a bit about that, how I had hoped that student talking time covered half the live hours.

We talked about the midterm briefly, but more about grading/marking/assessing, which is, of course, related to the midterm as well as unit 13. They are understandably concerned about their test scores. We moved the test date back one day, because they want more time to prepare. However, I'm afraid it will negatively impact their preparation for Monday's class. Still, I made the change.

kids in USA

This is sort of undated... an overview of my kids English growth in USA. (note - I'm not teaching in a classroom this month while in USA, except for teaching the GDU course, so I'm writing this as a "language teacher/observer.")

I try to bring my kids to USA every 18 months or so. This will be their longest visit: Jan 18 - Feb 15 2011. Last visit was summer 2009, prior was about Jan 4 - 28, 2008, and we celebrated a late Christmas at their grandparents' home. (I don't remember the timing of earlier visits.)

That "late Christmas" visit in 2008 was very significant. My daughter was 3 1/2 then (she's 6 1/2 now). She never spoke English prior to that visit, though she heard it frequently. When she first came, she would speak only to my brother (#5 of 7 sons, I'm son #3) who speaks Korean - he was in the Marine Corps in Korea for two tours, has a Korean wife, he speaks trashy but pretty fluent Korean). By the time she left California she would speak with my mother and father, a little chatterbox, but her English was very limited. More importantly, when they got back to Korea, she continued to use English -- with her older brother! He had always yelled at her in English as well as Korean, such as "get out of my room!" That was a pleasant surprise, and they still often talk to each other in English. One day I asked my son why, and he just looked at me in surprise, as if "why not? it's not special." He said "I don't think about that."

Last visit, we went on an overnight camping trip with another brother (#4). My daughter didn't love the camping, but she loved spending time with her uncle. (He's very fun.) The visit definitely impacted the kids fluency (comfort and speed) in English and added to their cultural awareness.

This visit, the kids were speaking only English until my wife came, and she speaks Korean to them more than I wish (while we are here). So they are using some Korean, but still mostly English, and watching 4 hours per day or more of American TV. I don't mind the TV, it both gives me a break and loads up their English. We are reading books from the local library. My son is definitely behind in his reading skills, compared to American kids (maybe early 2nd grade level, and he's 11.5 years old!) though he's very good in Korean reading. But he's gaining confidence, and I think he will finally do alright.

Jan 26 online (PPP TTT ESA ARC compared)

new technological wrinkle -- my voice echoed for students. So almost everything I did was textchat, plus some whiteboard work (see further below). The other challenges of teaching from across the Pacific remained - student voices echoed for me (not for each other) and video image of them froze on my computer after less than 5 minutes (but not for them).

old pedagogical challenge -- students hadn't prepared for class. Only one had viewed the MATL-1 video (and written a reactionnaire), none had completed the Two of Three VODs assignment, because the system wasn't working correctly until Monday evening (they couldn't watch a video, it kept stopping).

So, I took something I had thought I might do on Friday (presentation) and did it tonight (Wednesday)

I did a more detailed chart of comparing ESA/ARC/PPP/TTT/TBL live on the whiteboard, which they appreciated. I told them that I had intended to make such a comparison one of their assignments, but since they were struggling with it I gave it to them. And noted that as you run later in class (more to the right) the distinctions become less clear or overlaps become more common, and that for each of these (ARC, PPP, ESA, etc) the order can be changed, it's just that these are the most common presentation organizations. (The image below is blurry, a system save of the whiteboard -- maybe a screencapture would be better next time!)

We adjusted some deadlines to reflect the reality of this year's Sollal -- Wed-Friday really means Tuesday evening through Sunday night away from home, at relatives.

Jan 24 online

Class worked today, more or less. I'm satisfied, I guess --

1. Lost student videos after about 5 minutes (frozen)
2. Got echoes in student voices at same time
3. I lost students at one point, didn't know until about 5 minutes later, had to log out and rejoin
4. Fortunately, all my uploads were still there (because students were still in class)

We renegotiated a couple deadlines, which is fine.

The VODs are up and working, which is good.

I was much more "positive" (encouraging) on student work today. TBLT lesson plans (Lesson Plans #2). I need to do more of that.

Jan 21 - Online NOT

the online class website wouldn't open for me or my students today (Friday, Jan 21).

I sent out a few SMS from Naver. wrote a short News Forum explaining the class rule for this situation (keep trying for 15 minutes, send me an email or SMS (if I'm in the country), come back and try again at the 30 minutes point).

I wrote a long News Forum posting outlining some of what I would have talked about in the class related to some assignments - not their work, my comments. But what took 20 minutes to write could have been done, I think, in less than 5 minutes by voice, and I would have had some feedback from them, perhaps.

But I do need to keep working on my interpersonal skills!

Jan 20 in USA

I had an online class on Wednesday early morning (4:30am in California is 9:30pm in Korea) that did not go so well, as there was echo on all the students voices and the webcams didn't work... but they could see/hear each other fine, and no problems seeing/hearing me. the point is, I want them doing more and me less.

I saw the recorded video, and there was no echo! Strange.

I'm not sure how I'm going to resolve this. Perhaps it will work better tomorrow morning, when I use the notebook computer with the neighbor's wireless internet instead of my mother's clunky computer. Hope So!

Jan 17 online

Last class before going to US. Hope I can do Wednesday's class, both physically and mentally present!

Still, it seems many aren't reading, or not reading well Perhaps I need a quiz to start class. I think we have sufficient rapport (even if not the best). I really do want to talk less, they just don't seem forthcoming.

Jan 14 online

Friday night, should be 3 hours, all of us were tired. So actually, we did only 2 hours. The last 15 minutes was Kelly asking questions, but that's ok, because as I said, if one person has th courage to ask, another has the same question but won't ask. Kelly missed some live classes, which is part of why she didn't know, but stuff isn't perfectly clear either.

VODs are still not up. So we didn't have those to talk about, which is the point of Friday, to talk about activities and VODs...

English House Jan 14

Today was the last day of English House. It wasn't a very good teaching day, because actually I was tired (burned out) and hadn't read the reading (Coping with Stress) so I took the shortcut of having students offer ideas on how to combat stress. They did only short phrases. This was all content, virtually no language. I'm ashamed.

I got grades in for the class at 6pm.
No test or written assignments in this "conversation" class, which was also called "Listening and Speaking" and "Communication."
1 point for a "good day"
0 points for a "normal day"
-1 point for a "poor day"
-1 point for late (basically, it's a poor day)
-2 points for absent
from base of 85, add the points.
In terms of a curve, it wasn't bad, almost as many As (90 or more) as Bs (less than 90).

Jay, on the other hand, used a written test.

Jan 12 online

9:30pm I showed up online and the three were waiting for me.
Hooray for Angela, Se-ok, and Kelly!!!!

the Writing chapter is pretty short. We spent 20 minutes doing "housekeeping" -- assignments upcoming, etc. Another 25 minutes talking about the Process approach, which Harmer does in only two short paragraphs (which is why I spent more time on it).

A short break, then 50 minutes to finish the chapter and Q&A on assorted stuff, including the question of when is the midterm (5 points) -- not decided -- and about Sollal classes (no class Feb 2 or 4.

I let them know that the VODs related to Harmer units 2-6 and 12, plus 7-10, have been sent to GDU and should be ready any day now. I will let them know when.

I also said again that the aim was that I might do a lecture for an hour, but the second hour of these sessions should be their talking time, questions, etc, while I sip tea! :-)

English House Jan 12

Today was a tough day. I'm tired.

I was in class on time, students were late in the two morning classes. It was a student's birthday in the second (morning) class, so that class started late, and took a cake break in the middle.

The topic (animal intelligence) was fine, some students enjoyed more than others, and there were divergent opinions. I spent about 8 minutes presenting Gardner's Multiple Intelligences, which was not directly related to the reading, but wanted students to both think about the ESP element of animals (which the book did mention) and also students' own study habits.

Also referred to the program evaluation, which will be done on Friday (last day), that I wanted students to think more than just the 5 minutes they will be given at end of class. So that they help teachers and the program improve for next time. And that thinking about what they liked and didn't helps them to think about their own learning styles.

These guys are starting to understand, I think, that I'm serious about them "thinking" in English rather than just practicing their "taxi-driver" (BICS) talk. And a few students are offering nice comments, that the ideas I offer, even unrelated to English, are important and sticking, even when they don't agree (they are thinking). A few will join my classes next semester, I think, even though none are in my major. Which means maybe they think I'm doing something useful.

English House Jan 11

writing this a day late...
I had planned to video my class, and I did record the first class (high intermediates). I did a pretty good job with that class, I thought. Talked too much, of course, but the 17 minutes or so at front of class had images displayed on the computer/beam projector of different types of alternate energies. Maybe I was too "content-based" on this discussion topic. Problem was that the camcorder was poorly positioned. I had hoped to put it in the window sill, as I often do, but there was no power outlet nearby. So it went in an opposite corner, which meant that even with the curtains closed there were streaks of light. And without a tripod (I could have brought one!) it was too low, so couldn't see me at all, only the backs of students. A perfect waste
The lessons later in the day didn't flow as well, lower-level students. But still, for students, it was a pretty good day.

Jan 10 online

another night of tech excitement. Angela was more than 20 minutes late because of computer headaches, and moodle was very slow (but working). The YOUSENDIT file I sent didn't get to Se-ok but did to Angela and Kelly, and I got the confirmation in "sending" email account but it didn't arrive in the email I use for this course (yahoo).

But in terms of not spending too much time in the book, it was good. We talked more "about the subject" and less "about the book." Which was good.

English House Jan 10 - Stress Speaking

For the three English classes I used a Stress Game. The stress was a need to speak without errors: grammatical, vocabulary, or pronunciation.

Today's topic was "Terrorism" (from the book)
All students keep one hand on the table, if an error, a small "slap" (for shame, not for pain).

This did not work the first time (high-intermediate class, 9:30am). Slightly better second class (low-intermediate, 10:55am). Better still third class, but I think this was a question of student personalities.

The idea is good, I think, but need to find another way. or something...

I'm ashamed to have been 3 minutes late for my morning class (third time in three weeks) and 5 minutes late for my after lunch class (first time).

Jan 7 online

I knew that Angela would be late on Fridays, but because of computer problems, she was 30 minutes late rather than 10, and Kelly never showed up (stuck in traffic) and Kyungsook may have given up the class. So the plan for sharing comments on lesson plans failed.

One read only half of Unit 6, the other none at all, so again I had to review the unit rather than have them talk about it.

I prepared a 'model" lesson plan that worked faily well.

No VODs available for next week. This is becoming a real headache.

English House Jan 7

Classes were less successful today. I talked too much (lecture) about The Future of Asia. I wanted students to be "depressed" as a brain stressor for talking time, but could/should have been more efficient with time. Then, some groups avoided the issue by spending time talking about N/S Korea unification and impacts than how Korea was competing with the rest of Asia and the world.

I need to think more carefullly about how I set up the activities.

English House Jan 5

A good day. We did a "free" kind of discussion today on the assigned topic (pyramids) -- that is, after a 15 minute ranging talk on various things by me, including introducing the ideas

• history = his story (the winners write the history, losers may never get the chance)
• provocative = designed to create controversy or at least mental fireworks

students got about 25 minutes to talk as they liked.

After that I talked about why we didn't do "mental body-building" (hard thinking while talking) in the class today: I wasn't copying the other conversation teacher with a focus on fluency, but instead was teaching the "reward" system of study.

A. Study hard, then take a break
(50 minutes, then have a Coke for 10 min, 50 minutes then a 20-min break, write a postcard or something, then 50 minutes and call it a day, my law school system -- if not studying well, no reward?)
(study a number of days, then do a "fun thing" as study, example, go see an English movie with friends, of course you can use the Korean subtitles, but TRY to listen in English)

B. Study different things, different ways
(Do grammar, then do vocab, then do listening, or whatever, not just the same thing every day)

C. Study regularly, make it a habit, not something to be avoided
(if ugly, don't do it til finals, and then you won't remember)
(assume that there is something useful in the class, and you want to remember it for the future, so should take some time to learn it)
(if friends going drinking, don't be early, finish some studying first, you won't miss much since they are still trying to figure out where to go! ... study til 10, drinking becomes a reward)

Students seemed receptive to this idea.

Wed Jan 5 online

well, a whole bunch of tech headaches today, but nothing that interfered with the class. I couldn't access the moodle this morning (from the train) though it worked ok for me later in the day, just slow... but Se Ok couldn't upload her assignment. She sent it to my email, I uploaded for her. But then at end of class, I couldn't get the moodle site to open. I also found my computer slow even on its own tasks, rebooted twice today, so made a point of not uploading any files in class just to make sure I didn't infect anyone else.

class went well enough, although Kyungsook was not there. All three got their lesson plans uploaded to the group chat, and everyone did their first observation task. But they got bogged down in Harmer unit 5 - the Language section. It's really deep, and no fun, "parts of speech" and all that.

we started just about on time, I was 5 minutes late because of rebooting but the three students were waiting. We finished slightly early because of a short break and we were "done" - tired and completed my goals for the evening.

Jan 3 2011 - getting better day by day

No major tech hiccups today! :-) Not that I did everything as I wanted, but I found some tools (such as the "boardroom display of a classroom") and didn't get frustrated. but I didn't try web -- I could see that Angela had gone to moodle, though it showed my log-in page.

Kyungsook was back,
she said she had been busy during the Christmas/New Years period. She came in 45 minutes lates, and Kelly after that. Angela pointed out that on Fridays she will consistently be about 15 minutes late from our 9pm start since her kids come home from swimming lessons each of our classnights at 9:10.

Tonight I gave a priority list for this week's assignments, based on what needs to be done to make our classtime work --
1. put up their draft lesson plans Tuesday night (so classmates can provide input by Friday)
2. do the week's readings
4. consider classmate's lesson plans (even if they can't upload their responses, at least be ready to talk in Friday's class)
5. watch methods video (quiz at the weekend)
-- other videos