In case you ask about my day...this is pretty typical (Dear Diary)
[entry code: Dear Diary]
So the reason for doing something on a schedule is so that you don't lose the habit.
Still...every day IS too much.
I'll get the hang of it. Meanwhile...:
Here is an entry for those of you who are curious about how I'm doing. FIRST, I am tired. ALWAYS tired. And its not because I'm working too much, though sometimes I am (sometimes I work light, skimp on the next-day-preparations, go home, and even sleep early...but still end up tired). SECOND, I tend to vacillate between doing random interesting, sketchy, and/or culturally enriching activities...and sitting at home, messing about my computer, feeling kinda crappy and bored. And sick, of course. That happens off-n-on too. THIRD, I probably tell you a summary of my day (or one of the highlights), but if you want a better feel, read on.
Though I warn you, like most of my entries, its lengthy.
Dear Diary,
This morning I woke up early, as I'd gone to bed at around 10:30pm instead of the usual 12:30 or 1:30am. This was a good idea, as I'm a bit behind at work and a little behind on sleep too. ...and yet, I still stayed in bed until the last possible second, and then dragged my feet about the apartment to leave at 9:15am: about fifteen minutes later than intended and ten minutes "late."
I still had time to grab a slice of bread on the way out though. That's my breakfast, if I deem it "important" enough to waste time on or if I actually have the time to spare. I'd say there's breakfast about 40% of the time on weekdays. Maybe less.
Then I'm out the door and marveling at the weather - today I was thinking "dang, its a lot colder than I thought it'd be, considering the warmth inside the apartment!" I'm still not sure if I have the heat turned on. I tried. But I really have no clue. I'm a bit worried I'll freeze into a fever one day, when the REAL cold suddenly hits (the town is supposed to be one of the coldest in the country, since its relatively north, inland, and mountainous).
I get to work at 9:41am, about six minutes past the official start-of-work time, yet still fourteen minutes before my first class...except its Wednesday, which means I don't HAVE a class scheduled yet. So, I help my co-worker watch her kids a bit, mentally prepare for my next class, write a few notes, copy some worksheets, and gather materials.
I'd forgotten the lack of class until half way to work, but being early isn't TOO bad, as the sleeping-in would only be 50 minutes and'd only screw up my sleeping-schedule.
I've ALSO forgotten that two weeks after they gave me this one HAPPY day of getting to come into work late, they asked me to join my co-teacher's class to help oversee it (because its big and relatively troublesome).
Anyway, I continue preparing after my co-worker's class starts, but I'm limited when she enters my class and asks me to hold onto one of our kid's pencil cases (which I realize now is still hidden in one of the top shelves of my classroom), and to watch him for the rest of her class.
I understand. The kid is a pain.
HE'S the one that reminds me of you, A-hole.
He's fine when he comes in, though he's chanting something, like "blah blah blah blah..." He starts to get upset though and cries through his chant, but he pretends he's okay, hides under the table, and continues to chant. I decide that I won't yell at him. I let him be, occasionally talking to him in a calm voice. He changes his chant to "you bad guy" and "you bad guys" (me and the coworker I assume), but switches back after a while. And...he pretty much continues 90% of the rest of the class-time.
Awesome kid. Huge pain to have in class. ...although he's fine in my classes for the rest of the day, mostly.
I teach the six-year-olds* for fifty minutes. There's nine of them, including three that alternate on who's going to be the "hyper" and/or "non-listening" student and one who doesn't have enough English skills to fully participate in class. The latter MIGHT be "stupid." Officially. I hate to say that about anyone, especially when otherwise their personality seems pretty decent, but...I don't think its just being behind or not participating. I think he's actually intellectually challenged (and probably with some psychological issues, incidentally). Its sad.
Then I have lunch. Sitting in Easter-colored mini-chairs under a less-than-knee-high table with throngs of preschoolers eating around me. Its not my duty to attend to the kids (since I'm a foreigner teacher and not a Korean teacher), but I still kind of have to with them sitting so close to me. ...almost in my lap. One kept trying to take my salty-seaweed-strips, and another kept edging under my arm. I feel a bit guilty that despite my prodding for them to keep eating, they're some of the last ones done.
As I remind myself though, its not my job.
Then I go upstairs and prepare for the seven-year-old class (which I mistakenly think is next) and take some moments to make sure they are okay. My co-teacher is supposed to watch over them, but she is also busy cleaning the lunch area and preparing for her classes, so I figure its only fair to step in sometimes at least.
There are twelve in my seven-year-old* class. They are much harder to teach, partly because there's so many (though I know it could be MUCH worse), and partly because there's a wide discrepancy in abilities.
My favorite is Lenny. His cheeks look sunken in, so he looks unique and a bit sad; he's smart; he's quiet; he's careful, but he's usually pretty smiley, so I'm convinced he's not actually that anxious or nervous; and he's considerate. Great to teach, and great to know. He seems happy to see me every morning, and says "T-Po Teacher! Hello!" Then, he seems a bit confused about what to do next, and he goes on his way. I sometimes wonder if he's excited and surprised to see me, and wants to play or something, and then realizes that we aren't that close...its a bit weird.
And then I already mentioned my favorite six-year-old, Alice. Cutest cheeks ever. Apple-cheeks. Most adorable smile. I gots two friends that'd abduct her fast if they could.
And I already mentioned Eric, who leaves me conflicted.
And then there's Andrew, who is probably the smartest in the class and one of the best at English...but sometimes a jerk. I want to warn his parents, to keep him in line - he's not prone to empathize with others, although I think he CAN... I mean, I don't THINK he's a psychopath-to-be, but I don't want to discount the possibility. It may be that he's gotten things too easily - tall, relatively handsome, smart, out-going. A bit of a bully if he can...its hard to stop, as its sometimes in Korean, and even if its not, how do you make and enforce a "no verbal-bullying" rule?
And Aiden is pretty awesome. My co-worker thinks he might have ADHD, but I've decided he's just bright and active, which is a difficult combination to teach. He likes me enough that he usually behaves, but today he was the difficult one. I was told today that his family is moving at the end of the week, and he won't be coming anymore. This makes me sad; my old favorite was David, and he left after less than two months (he wasn't bright really, but he was so easy-going and happy, and everything seemed to be a joke with him, one that you were in on). Its hard to lose students like these.
Anyway, after lunch it turns out I had a twenty-five minute break. So I continued preparing materials. I finagled some laminating paper(/plastic?) from another coworker, and so I decided that I'd laminate those leaves I had the kids draw - we're gonna have a wreath of our OWN leaves! I want to have a few REAL leaves also, so I asked permission to leave (just in case - I have no idea what they'd think if I didn't), took a brief walk, and selected four various fall-colored leaves. When I'd finally laminated them, I had four minutes to spare in-which to sit around.
Then was class with the six-year-olds again, for twenty-five minutes. I had a largely review-oriented class planned, but my co-teacher asked me to help them catch up with one of her lessons instead. So I did. And I pulled out one of the students and scolded her for bad behavior.
I kept scolding until she seemed to take me seriously (as opposed to staring defiantly or laughing, both of which she also did).
Then, after five minutes of transition, I finally had the seven-year-olds. We read a book about melting. See, three days a week my "lesson" is supposed to center around a different book, each of which has an average of maybe 30 words. Only I have a book. They "get" to read from the board, or from my book (taking turns), or from a copy of the words that I print out. I've developed a few ways to keep them somewhat engaged, but with the different skill-levels involved, its hard. The best thing to do is to have them "listen-and-repeat," as they get to practice proper English and I can listen for pronunciation. But they tend to fight this activity. I'm trying to make it a standard part of the lesson, before any games or more engaging activities, but its an uphill battle.
Today's book is titled something like "It's Melting!" Each page has only two words (except the last, which is, as usual, cheesy). "Snow melts." "Crayons melt." "Ice cream melts." "...all over me! (this is the last page, the cheesy one). I thought I'd try to teach the brighter ones the difference between "melts" and "melt"...two got it fully. They really are clever. We tried worksheets, too. Some kids never participate in group call-and-response or to individual questions, but they'll attempt to do worksheets...but because its pretty crowded and there are twelve of them, its hard to be sure they aren't just copying.
We still have a bunch of time, so I try to change "melts" and "melt" to "runs" and "run," so that they can try to generalize the concept...but as usual I'm thinking too big and I realize this is too much effort to do - especially because a coworker comes in to take pictures (for comments) and the activity isn't exactly photogenic.
So, I stop and switch to another standby activity, which THANKFULLY isn't Simon Says (I play this too much). They practice counting "First, Second, Third..." They argue and beg me for stickers. I try to remain consistent, and when they call me "bad guy," I usually agree: "Sometimes."
After this class, the kids have a snack and Kids Doctor^ Talking Kids^^ is over. Its 2:25pm. Some kids rush out home, others are bussed home, and three come back upstairs for a "special" class, where we practice reading (and a fourth joins, from the older Talking Club group). Recently we've been reading our subscription to an English kids newspaper, one made for Korea. I'm having trouble with this class because I tend to play the same game with them: "Buzz Game." In the game, either I or a child reads an article (or part of an article), and everyone else buzzes if they hear a mistake. I made it up myself. The problem is one kid consistently does better, and another worse. Also, they work on listening for words, but not for understanding and not much talking (when they read, they purposefully make mistakes so that they don't have to try to say the harder words and look silly). I'm working out the kinks on it, but it IS a useful game, as they like it a lot and its ACTUALLY English. To attempt to work on comprehension, I've added a part where they have to answer the five W's: who, what, where, when, and why. I am happy they are smart - this would be really hard for your average preschooler.
There's some confusion as the next class comes in, five students (six, but one is absent) who are probably eight or nine years old*. This is when the Talking Club program starts, which is the after-school part of my job. Luckily, I don't have to do as many games. Usually there's a student book and a workbook; they do the workbook at home, plus some reading and listening, and internet-related stuffs. At the beginning of class I give them a random activity to do - Daily Oral Language (remember those?), the weekly review test, or study words for a spelling/vocabulary test - and while they work on it I grade their workbooks. And I give them points (the equivalent of stickers for the preschoolers...I dislike both stickers and points, as I find it psychologically unhealthy incentive-wise; but in Korea, when this incentive loses its strength, parental and Real Life pressure kicks in - academia is REALLY important here). Today we go through a few pages, and the material is a bit easy for practicing but we try anyway; then, we actually play a game, which is rare: Simon Says.
I told you I play it too much.
And THEN I had time to myself: Time to clean, prepare for the next day, and plan lessons. Wee...
...although my preparations and planning are a bit half-a$$ed. Halfway through planning tomorrow, something reminded me that our morning schedule for tomorrow is all screwed up, because they switched part of the day's schedule with Monday (all because a teacher was sick - I don't know how that works). It works out that I have the seven year olds for a total of five classes. I was freakin' out. Its hard to keep them engaged for two sets of classes! When I mention the problem, my co-teacher tells me that she'll take the second set of classes. I didn't want to let her, but she feels guilty for taking three weeks off and having me cover so many of her classes...and that WAS a pain, so I let her on the condition that I "help" her with the class.
This set-up is ideal, because its so much easier to teach when someone else can pull an acting-up kid aside to scold them.
Although,
Last time I intervened in her class, I kinda broker her table. She was telling the class that four kids had been bad all day (if you scroll up, you'll see two of their names: Andrew and Eric), and AS SHE WAS SAYING THIS, three of them went under the table to play with each other. Again, this is the middle of class, while being lectured.
So I slammed my fist on the table and shouted "OI!" And then kinda yelled that they should LISTEN. Plus random angry words. I have trouble saying anything past "oi," really, but I've recognized the need for a "yelling" to be somewhat lengthy. ...but, in slamming the table, I crack the top of it about three or four inches in length. Oops.
My goal is to transition to a calm, serious tone when giving corrections. Sometimes I can get away with this, but sometimes I can't.
ANYWAY, after 4:05pm I was now just preparing for tomorrow, as aforementioned. I jumped on a computer, checked facebook (and usually livejournal, but not today), and then I checked VRS, which is a system that students use on-line to record dialogue that they read. I type and record my own comments, and then press "send." I'll never hear about these again.
Then, I start returning materials I had to borrow - books, CDs, sometimes flashcards - and I bump into the lead teacher for the Talking Club students. I remember to ask her about how my schedule tomorrow is changing***, and she exclaims that she didn't realize I'd be starting THIS week. This is a little odd since she's translated the whole need for the change-of-schedule to me, but I understand:
Her job sucks. She takes it upon herself to cover the shifts for people who are sick or otherwise unable to teach (she could delegate, but the other employees put up a lot of fight), and she's basically go-between between us teachers and the boss - PLUS she's a teacher, and the one who plans our monthly curricula.
Still, the solution is easy enough - we switch classes, Wednesday and Thursday, so suddenly I have a class in FIVE minutes that I'm not prepared for...but she tells me what pages to go over. Meanwhile, I have the feeling that she somehow put herSELF in a worse position, and I offer to help her in anyway I can, but she shoos me away. My problem is solved though. Mostly.
I teach my next class at 5pm, and after the discussion with the lead teacher, I get to class at exactly 5, as the "bell" (more of an intercom song) plays. My three students are nowhere to be seen. When I find one and tell them to come, they come and then leave again before I've corralled the others...annoying. I make a mental vow to keep this form being a habit of theirs. Then, I start the class - again, grading homework while they study or do some activity. In THIS class, I actually have to make an activity - that's because the Lead teacher and I are pretty much making the curriculum ourselves, based off a book: ESPT Juniors study book (ESPT is English Speaking Proficiency Test). We also have to prepare one of the three students for a interview-based test that comes at the end of the month...which is okay, because we have to stretch the book and these interview-questions out until February, where most books here are made only to last one month of teaching (its a cultural-thing - its like getting the next color belt in martial arts after a month, to give the illusion of more achievement, except its for the parents).
Near the end of class, one of the kids has acted up enough where, after taking points and moving him from the others, I decide that I'm kicking him out. Kicking Him Out is either having him stand outside for some time, or just having him leave...I haven't decided, but it doesn't matter as he refuses and begs. The trouble is, I know I shouldn't give in to begging in this situation...but the more he begs, the more time is wasted, and there's only five minutes of class LEFT. Annoying. So. I end up ignoring him, having the other two students line up**, and going over the last thing we were working on in a one-on-one basis. And then I say goodbye. And then I say goodbye to the trouble-maker.
Punk.
NOW my work-day is over. 5:45pm.
Except I'm not done. I have to write down each student's points, return more materials from this ESPT class, and work on end-of-the-month "comments" for all my Talking Kids students - that's twenty-one paragraphs that have to sound unique, semi-accurate, positive, and (ideally) honest. I haven't finished preparing for tomorrow yet, but I decide I'll wing the rest when it comes. I haven't vacuumed either. Or mopped...which I am SUPPOSED to do every day, but no one ever does so I don't, rationalizing that the vacuum is broken, so there's no way the floor is clean enough to mop. Still, my notes are finished and its after seven; I say goodbye to several teachers, make a point to say goodbye to my boss and his assistant (except the boss is already gone), then switch from crocs to converses and leave.
And it was cold out, but not as cold as this morning.
I need to find make-up for my Harry Potter costume. I have a Harry Potter jacket and tie, so I figured I'll shape a branch appropriately, make a scar, and muss up my hair. That SHOULD be enough...but I still need the scar. So. Shopping. Which is fine, 'cept I'm low on cash, and I didn't know how low yet.
I go to Peter's first, figuring I can get a cup of coffee (Caffe Latte, juseyo - 3,500 won) and ask him for the best way to get that make-up meanwhile. He likes to talk to me because of the English thing, I figure.
'Cept he's not there. Instead there's just Devyn, who's a hotty that speaks very little English - but he proves he knows my name, and I THINK he gives me a random discount, 1000 won off. Awesome. I consider asking his help, but decide against it - too hard, even with my phone to translate "costume" and "make-up."
I have to call my co-teacher to ask where any make-up is downtown, which has me feeling foolish. With difficulty, she tells me.
I DO use the phone to ask the retailer about costume make-up. She understands "Harry Potter" and, I think, "costume," but she's still confused to what I want. And we discover that she is out of red eyeliner pencils (I think her actual word was "lost," which is awesome!).
Then I check my balance at an atm on the way home. 28,000 won left. I sent extra home when I sent some for student loans, and then I spent a lot recently on clothes, so that sounds right. About $23.50 dollars. Plus 15,000 won in my pocket. $36 dollars to cover a few dinners, the rest of the costume, and whatever I need for the foreigner halloween potter this weekend. Ew.
So, I decided I can't afford to take a taxi despite the cold and the number of things I want to do at home. I also didn't stop to get my usual box-lunch or kimbap (http://commons.wikimedia.org/wiki/File:Kimbap_on_a_aluminium_foil_sheet.jpg), figuring I should cook something from my fridge instead...and hope I don't get sick. I'm not sure about how frozen stuff is kept in there.
And now I am procrastinating. I want to check WoW really quickly, mostly for daily cool-down stuffs and Halloween achievement stuffs; then start cooking and watch The Daily Show; then prolly random internet stuffs before I buckle down to making the list of schools that I'm applying to. Eventually I'll have to decide whether I'm going to sleep or staying up past my bedtime (midnight, theoretically) to finish.
And normally I'd have gone to Taekwondo on Wednesday nights but...well, too much going on. As you can see.
Speaking of, unfortunately I won't be joining Lizard, Kowntess, and any of my other favorite writer friends in NaNoWriMo. I think I'll try to write the novel in December, but it won't be the same. BUT! I'll still try to be there for you in support - as much as I can, considering the temporal and geographical distances.
The time is now 11:30pm and I have just finished writing and editing this...and I decided I have to "research" Harry's scar as well as rewatch some Harry Potter movie before any of the other "to-do" listed above. I...dunno how tonight will look, but considering my long day tomorrow, I'm thinking there's been some time mismanagement here somewhere.
Anyway, off to cook dinner. Night!
*NOTE: Koreans calculate their ages different. If you are born in June, you are one year old. Then, come January, you are two years old. So my "six-year-old" class is really four-to-five, and the "seven-year-old" class is five-to-six. They still celebrate birthdays normally, but you don't AGE until January 1st. By the way, this means New Years Eve babies go straight from birth to two years old in only one day. This also means that I'm turning Korean-thirty in a few months, despite the fact that I'm currently only 27.
**At the beginning of class, kids race to have the first seat. Usually I play a "hello" song, which is really getting boring now - but for my class its supposed to symbolize the Start of class, meaning "no Korean" and "sit down," among other things. Then, at the end of class, I have them line up, give a few instructions or quick review activities if I need to stall, and say:
"Are you ready? ("yes, I'm ready") ...no, Andrew, Eric, line up already! Okay, are you ready? ("Yes, I'm READY!") Oi! Eric! ...Okay, ready? Crystal, Ben, stop fighting for first-in-line. Ready? A-TTEN-sion-Bow. Good-bye class!" [And good riddance!]
I do this with older kids too, but I always feel foolish. Still, they can't run out with some sorta dismissal, or I yell out to them "points!" which for some reason always brings 'em back.
***I'm taking this new job at a university on Thursdays, which is only legal because its being worked through my boss. Its two 2-hour classes in a row, 6-10pm. Originally its was a one 2-hour class on Fridays between 7-9pm, but between my boss being stupid and/or manipulative and the university, things shifted around. The problem is that my last class on Thursdays ends at 5:45pm, leaving me no dinner and fifteen minutes to travel; my boss promised he'd shift my schedule around, but apparently he didn't actually mean HE'D do it.
^NOTE: Kids Doctor is the name of my school - its a hagwan that acts as a private preschool and an after-school school for elementary and middle-school students.
^^NOTE: Talking Kids is the name of the preschool section of our school. The after-school section is called Talking Club, and TECHNICALLY I was only hired for Talking Club so...I shouldn't have to be doing all this babysitting. But whatever - they coulda done worse.
So the reason for doing something on a schedule is so that you don't lose the habit.
Still...every day IS too much.
I'll get the hang of it. Meanwhile...:
Here is an entry for those of you who are curious about how I'm doing. FIRST, I am tired. ALWAYS tired. And its not because I'm working too much, though sometimes I am (sometimes I work light, skimp on the next-day-preparations, go home, and even sleep early...but still end up tired). SECOND, I tend to vacillate between doing random interesting, sketchy, and/or culturally enriching activities...and sitting at home, messing about my computer, feeling kinda crappy and bored. And sick, of course. That happens off-n-on too. THIRD, I probably tell you a summary of my day (or one of the highlights), but if you want a better feel, read on.
Though I warn you, like most of my entries, its lengthy.
Dear Diary,
This morning I woke up early, as I'd gone to bed at around 10:30pm instead of the usual 12:30 or 1:30am. This was a good idea, as I'm a bit behind at work and a little behind on sleep too. ...and yet, I still stayed in bed until the last possible second, and then dragged my feet about the apartment to leave at 9:15am: about fifteen minutes later than intended and ten minutes "late."
I still had time to grab a slice of bread on the way out though. That's my breakfast, if I deem it "important" enough to waste time on or if I actually have the time to spare. I'd say there's breakfast about 40% of the time on weekdays. Maybe less.
Then I'm out the door and marveling at the weather - today I was thinking "dang, its a lot colder than I thought it'd be, considering the warmth inside the apartment!" I'm still not sure if I have the heat turned on. I tried. But I really have no clue. I'm a bit worried I'll freeze into a fever one day, when the REAL cold suddenly hits (the town is supposed to be one of the coldest in the country, since its relatively north, inland, and mountainous).
I get to work at 9:41am, about six minutes past the official start-of-work time, yet still fourteen minutes before my first class...except its Wednesday, which means I don't HAVE a class scheduled yet. So, I help my co-worker watch her kids a bit, mentally prepare for my next class, write a few notes, copy some worksheets, and gather materials.
I'd forgotten the lack of class until half way to work, but being early isn't TOO bad, as the sleeping-in would only be 50 minutes and'd only screw up my sleeping-schedule.
I've ALSO forgotten that two weeks after they gave me this one HAPPY day of getting to come into work late, they asked me to join my co-teacher's class to help oversee it (because its big and relatively troublesome).
Anyway, I continue preparing after my co-worker's class starts, but I'm limited when she enters my class and asks me to hold onto one of our kid's pencil cases (which I realize now is still hidden in one of the top shelves of my classroom), and to watch him for the rest of her class.
I understand. The kid is a pain.
HE'S the one that reminds me of you, A-hole.
He's fine when he comes in, though he's chanting something, like "blah blah blah blah..." He starts to get upset though and cries through his chant, but he pretends he's okay, hides under the table, and continues to chant. I decide that I won't yell at him. I let him be, occasionally talking to him in a calm voice. He changes his chant to "you bad guy" and "you bad guys" (me and the coworker I assume), but switches back after a while. And...he pretty much continues 90% of the rest of the class-time.
Awesome kid. Huge pain to have in class. ...although he's fine in my classes for the rest of the day, mostly.
I teach the six-year-olds* for fifty minutes. There's nine of them, including three that alternate on who's going to be the "hyper" and/or "non-listening" student and one who doesn't have enough English skills to fully participate in class. The latter MIGHT be "stupid." Officially. I hate to say that about anyone, especially when otherwise their personality seems pretty decent, but...I don't think its just being behind or not participating. I think he's actually intellectually challenged (and probably with some psychological issues, incidentally). Its sad.
Then I have lunch. Sitting in Easter-colored mini-chairs under a less-than-knee-high table with throngs of preschoolers eating around me. Its not my duty to attend to the kids (since I'm a foreigner teacher and not a Korean teacher), but I still kind of have to with them sitting so close to me. ...almost in my lap. One kept trying to take my salty-seaweed-strips, and another kept edging under my arm. I feel a bit guilty that despite my prodding for them to keep eating, they're some of the last ones done.
As I remind myself though, its not my job.
Then I go upstairs and prepare for the seven-year-old class (which I mistakenly think is next) and take some moments to make sure they are okay. My co-teacher is supposed to watch over them, but she is also busy cleaning the lunch area and preparing for her classes, so I figure its only fair to step in sometimes at least.
There are twelve in my seven-year-old* class. They are much harder to teach, partly because there's so many (though I know it could be MUCH worse), and partly because there's a wide discrepancy in abilities.
My favorite is Lenny. His cheeks look sunken in, so he looks unique and a bit sad; he's smart; he's quiet; he's careful, but he's usually pretty smiley, so I'm convinced he's not actually that anxious or nervous; and he's considerate. Great to teach, and great to know. He seems happy to see me every morning, and says "T-Po Teacher! Hello!" Then, he seems a bit confused about what to do next, and he goes on his way. I sometimes wonder if he's excited and surprised to see me, and wants to play or something, and then realizes that we aren't that close...its a bit weird.
And then I already mentioned my favorite six-year-old, Alice. Cutest cheeks ever. Apple-cheeks. Most adorable smile. I gots two friends that'd abduct her fast if they could.
And I already mentioned Eric, who leaves me conflicted.
And then there's Andrew, who is probably the smartest in the class and one of the best at English...but sometimes a jerk. I want to warn his parents, to keep him in line - he's not prone to empathize with others, although I think he CAN... I mean, I don't THINK he's a psychopath-to-be, but I don't want to discount the possibility. It may be that he's gotten things too easily - tall, relatively handsome, smart, out-going. A bit of a bully if he can...its hard to stop, as its sometimes in Korean, and even if its not, how do you make and enforce a "no verbal-bullying" rule?
And Aiden is pretty awesome. My co-worker thinks he might have ADHD, but I've decided he's just bright and active, which is a difficult combination to teach. He likes me enough that he usually behaves, but today he was the difficult one. I was told today that his family is moving at the end of the week, and he won't be coming anymore. This makes me sad; my old favorite was David, and he left after less than two months (he wasn't bright really, but he was so easy-going and happy, and everything seemed to be a joke with him, one that you were in on). Its hard to lose students like these.
Anyway, after lunch it turns out I had a twenty-five minute break. So I continued preparing materials. I finagled some laminating paper(/plastic?) from another coworker, and so I decided that I'd laminate those leaves I had the kids draw - we're gonna have a wreath of our OWN leaves! I want to have a few REAL leaves also, so I asked permission to leave (just in case - I have no idea what they'd think if I didn't), took a brief walk, and selected four various fall-colored leaves. When I'd finally laminated them, I had four minutes to spare in-which to sit around.
Then was class with the six-year-olds again, for twenty-five minutes. I had a largely review-oriented class planned, but my co-teacher asked me to help them catch up with one of her lessons instead. So I did. And I pulled out one of the students and scolded her for bad behavior.
I kept scolding until she seemed to take me seriously (as opposed to staring defiantly or laughing, both of which she also did).
Then, after five minutes of transition, I finally had the seven-year-olds. We read a book about melting. See, three days a week my "lesson" is supposed to center around a different book, each of which has an average of maybe 30 words. Only I have a book. They "get" to read from the board, or from my book (taking turns), or from a copy of the words that I print out. I've developed a few ways to keep them somewhat engaged, but with the different skill-levels involved, its hard. The best thing to do is to have them "listen-and-repeat," as they get to practice proper English and I can listen for pronunciation. But they tend to fight this activity. I'm trying to make it a standard part of the lesson, before any games or more engaging activities, but its an uphill battle.
Today's book is titled something like "It's Melting!" Each page has only two words (except the last, which is, as usual, cheesy). "Snow melts." "Crayons melt." "Ice cream melts." "...all over me! (this is the last page, the cheesy one). I thought I'd try to teach the brighter ones the difference between "melts" and "melt"...two got it fully. They really are clever. We tried worksheets, too. Some kids never participate in group call-and-response or to individual questions, but they'll attempt to do worksheets...but because its pretty crowded and there are twelve of them, its hard to be sure they aren't just copying.
We still have a bunch of time, so I try to change "melts" and "melt" to "runs" and "run," so that they can try to generalize the concept...but as usual I'm thinking too big and I realize this is too much effort to do - especially because a coworker comes in to take pictures (for comments) and the activity isn't exactly photogenic.
So, I stop and switch to another standby activity, which THANKFULLY isn't Simon Says (I play this too much). They practice counting "First, Second, Third..." They argue and beg me for stickers. I try to remain consistent, and when they call me "bad guy," I usually agree: "Sometimes."
After this class, the kids have a snack and Kids Doctor^ Talking Kids^^ is over. Its 2:25pm. Some kids rush out home, others are bussed home, and three come back upstairs for a "special" class, where we practice reading (and a fourth joins, from the older Talking Club group). Recently we've been reading our subscription to an English kids newspaper, one made for Korea. I'm having trouble with this class because I tend to play the same game with them: "Buzz Game." In the game, either I or a child reads an article (or part of an article), and everyone else buzzes if they hear a mistake. I made it up myself. The problem is one kid consistently does better, and another worse. Also, they work on listening for words, but not for understanding and not much talking (when they read, they purposefully make mistakes so that they don't have to try to say the harder words and look silly). I'm working out the kinks on it, but it IS a useful game, as they like it a lot and its ACTUALLY English. To attempt to work on comprehension, I've added a part where they have to answer the five W's: who, what, where, when, and why. I am happy they are smart - this would be really hard for your average preschooler.
There's some confusion as the next class comes in, five students (six, but one is absent) who are probably eight or nine years old*. This is when the Talking Club program starts, which is the after-school part of my job. Luckily, I don't have to do as many games. Usually there's a student book and a workbook; they do the workbook at home, plus some reading and listening, and internet-related stuffs. At the beginning of class I give them a random activity to do - Daily Oral Language (remember those?), the weekly review test, or study words for a spelling/vocabulary test - and while they work on it I grade their workbooks. And I give them points (the equivalent of stickers for the preschoolers...I dislike both stickers and points, as I find it psychologically unhealthy incentive-wise; but in Korea, when this incentive loses its strength, parental and Real Life pressure kicks in - academia is REALLY important here). Today we go through a few pages, and the material is a bit easy for practicing but we try anyway; then, we actually play a game, which is rare: Simon Says.
I told you I play it too much.
And THEN I had time to myself: Time to clean, prepare for the next day, and plan lessons. Wee...
...although my preparations and planning are a bit half-a$$ed. Halfway through planning tomorrow, something reminded me that our morning schedule for tomorrow is all screwed up, because they switched part of the day's schedule with Monday (all because a teacher was sick - I don't know how that works). It works out that I have the seven year olds for a total of five classes. I was freakin' out. Its hard to keep them engaged for two sets of classes! When I mention the problem, my co-teacher tells me that she'll take the second set of classes. I didn't want to let her, but she feels guilty for taking three weeks off and having me cover so many of her classes...and that WAS a pain, so I let her on the condition that I "help" her with the class.
This set-up is ideal, because its so much easier to teach when someone else can pull an acting-up kid aside to scold them.
Although,
Last time I intervened in her class, I kinda broker her table. She was telling the class that four kids had been bad all day (if you scroll up, you'll see two of their names: Andrew and Eric), and AS SHE WAS SAYING THIS, three of them went under the table to play with each other. Again, this is the middle of class, while being lectured.
So I slammed my fist on the table and shouted "OI!" And then kinda yelled that they should LISTEN. Plus random angry words. I have trouble saying anything past "oi," really, but I've recognized the need for a "yelling" to be somewhat lengthy. ...but, in slamming the table, I crack the top of it about three or four inches in length. Oops.
My goal is to transition to a calm, serious tone when giving corrections. Sometimes I can get away with this, but sometimes I can't.
ANYWAY, after 4:05pm I was now just preparing for tomorrow, as aforementioned. I jumped on a computer, checked facebook (and usually livejournal, but not today), and then I checked VRS, which is a system that students use on-line to record dialogue that they read. I type and record my own comments, and then press "send." I'll never hear about these again.
Then, I start returning materials I had to borrow - books, CDs, sometimes flashcards - and I bump into the lead teacher for the Talking Club students. I remember to ask her about how my schedule tomorrow is changing***, and she exclaims that she didn't realize I'd be starting THIS week. This is a little odd since she's translated the whole need for the change-of-schedule to me, but I understand:
Her job sucks. She takes it upon herself to cover the shifts for people who are sick or otherwise unable to teach (she could delegate, but the other employees put up a lot of fight), and she's basically go-between between us teachers and the boss - PLUS she's a teacher, and the one who plans our monthly curricula.
Still, the solution is easy enough - we switch classes, Wednesday and Thursday, so suddenly I have a class in FIVE minutes that I'm not prepared for...but she tells me what pages to go over. Meanwhile, I have the feeling that she somehow put herSELF in a worse position, and I offer to help her in anyway I can, but she shoos me away. My problem is solved though. Mostly.
I teach my next class at 5pm, and after the discussion with the lead teacher, I get to class at exactly 5, as the "bell" (more of an intercom song) plays. My three students are nowhere to be seen. When I find one and tell them to come, they come and then leave again before I've corralled the others...annoying. I make a mental vow to keep this form being a habit of theirs. Then, I start the class - again, grading homework while they study or do some activity. In THIS class, I actually have to make an activity - that's because the Lead teacher and I are pretty much making the curriculum ourselves, based off a book: ESPT Juniors study book (ESPT is English Speaking Proficiency Test). We also have to prepare one of the three students for a interview-based test that comes at the end of the month...which is okay, because we have to stretch the book and these interview-questions out until February, where most books here are made only to last one month of teaching (its a cultural-thing - its like getting the next color belt in martial arts after a month, to give the illusion of more achievement, except its for the parents).
Near the end of class, one of the kids has acted up enough where, after taking points and moving him from the others, I decide that I'm kicking him out. Kicking Him Out is either having him stand outside for some time, or just having him leave...I haven't decided, but it doesn't matter as he refuses and begs. The trouble is, I know I shouldn't give in to begging in this situation...but the more he begs, the more time is wasted, and there's only five minutes of class LEFT. Annoying. So. I end up ignoring him, having the other two students line up**, and going over the last thing we were working on in a one-on-one basis. And then I say goodbye. And then I say goodbye to the trouble-maker.
Punk.
NOW my work-day is over. 5:45pm.
Except I'm not done. I have to write down each student's points, return more materials from this ESPT class, and work on end-of-the-month "comments" for all my Talking Kids students - that's twenty-one paragraphs that have to sound unique, semi-accurate, positive, and (ideally) honest. I haven't finished preparing for tomorrow yet, but I decide I'll wing the rest when it comes. I haven't vacuumed either. Or mopped...which I am SUPPOSED to do every day, but no one ever does so I don't, rationalizing that the vacuum is broken, so there's no way the floor is clean enough to mop. Still, my notes are finished and its after seven; I say goodbye to several teachers, make a point to say goodbye to my boss and his assistant (except the boss is already gone), then switch from crocs to converses and leave.
And it was cold out, but not as cold as this morning.
I need to find make-up for my Harry Potter costume. I have a Harry Potter jacket and tie, so I figured I'll shape a branch appropriately, make a scar, and muss up my hair. That SHOULD be enough...but I still need the scar. So. Shopping. Which is fine, 'cept I'm low on cash, and I didn't know how low yet.
I go to Peter's first, figuring I can get a cup of coffee (Caffe Latte, juseyo - 3,500 won) and ask him for the best way to get that make-up meanwhile. He likes to talk to me because of the English thing, I figure.
'Cept he's not there. Instead there's just Devyn, who's a hotty that speaks very little English - but he proves he knows my name, and I THINK he gives me a random discount, 1000 won off. Awesome. I consider asking his help, but decide against it - too hard, even with my phone to translate "costume" and "make-up."
I have to call my co-teacher to ask where any make-up is downtown, which has me feeling foolish. With difficulty, she tells me.
I DO use the phone to ask the retailer about costume make-up. She understands "Harry Potter" and, I think, "costume," but she's still confused to what I want. And we discover that she is out of red eyeliner pencils (I think her actual word was "lost," which is awesome!).
Then I check my balance at an atm on the way home. 28,000 won left. I sent extra home when I sent some for student loans, and then I spent a lot recently on clothes, so that sounds right. About $23.50 dollars. Plus 15,000 won in my pocket. $36 dollars to cover a few dinners, the rest of the costume, and whatever I need for the foreigner halloween potter this weekend. Ew.
So, I decided I can't afford to take a taxi despite the cold and the number of things I want to do at home. I also didn't stop to get my usual box-lunch or kimbap (http://commons.wikimedia.org/wiki/File:Kimbap_on_a_aluminium_foil_sheet.jpg), figuring I should cook something from my fridge instead...and hope I don't get sick. I'm not sure about how frozen stuff is kept in there.
And now I am procrastinating. I want to check WoW really quickly, mostly for daily cool-down stuffs and Halloween achievement stuffs; then start cooking and watch The Daily Show; then prolly random internet stuffs before I buckle down to making the list of schools that I'm applying to. Eventually I'll have to decide whether I'm going to sleep or staying up past my bedtime (midnight, theoretically) to finish.
And normally I'd have gone to Taekwondo on Wednesday nights but...well, too much going on. As you can see.
Speaking of, unfortunately I won't be joining Lizard, Kowntess, and any of my other favorite writer friends in NaNoWriMo. I think I'll try to write the novel in December, but it won't be the same. BUT! I'll still try to be there for you in support - as much as I can, considering the temporal and geographical distances.
The time is now 11:30pm and I have just finished writing and editing this...and I decided I have to "research" Harry's scar as well as rewatch some Harry Potter movie before any of the other "to-do" listed above. I...dunno how tonight will look, but considering my long day tomorrow, I'm thinking there's been some time mismanagement here somewhere.
Anyway, off to cook dinner. Night!
*NOTE: Koreans calculate their ages different. If you are born in June, you are one year old. Then, come January, you are two years old. So my "six-year-old" class is really four-to-five, and the "seven-year-old" class is five-to-six. They still celebrate birthdays normally, but you don't AGE until January 1st. By the way, this means New Years Eve babies go straight from birth to two years old in only one day. This also means that I'm turning Korean-thirty in a few months, despite the fact that I'm currently only 27.
**At the beginning of class, kids race to have the first seat. Usually I play a "hello" song, which is really getting boring now - but for my class its supposed to symbolize the Start of class, meaning "no Korean" and "sit down," among other things. Then, at the end of class, I have them line up, give a few instructions or quick review activities if I need to stall, and say:
"Are you ready? ("yes, I'm ready") ...no, Andrew, Eric, line up already! Okay, are you ready? ("Yes, I'm READY!") Oi! Eric! ...Okay, ready? Crystal, Ben, stop fighting for first-in-line. Ready? A-TTEN-sion-Bow. Good-bye class!" [And good riddance!]
I do this with older kids too, but I always feel foolish. Still, they can't run out with some sorta dismissal, or I yell out to them "points!" which for some reason always brings 'em back.
***I'm taking this new job at a university on Thursdays, which is only legal because its being worked through my boss. Its two 2-hour classes in a row, 6-10pm. Originally its was a one 2-hour class on Fridays between 7-9pm, but between my boss being stupid and/or manipulative and the university, things shifted around. The problem is that my last class on Thursdays ends at 5:45pm, leaving me no dinner and fifteen minutes to travel; my boss promised he'd shift my schedule around, but apparently he didn't actually mean HE'D do it.
^NOTE: Kids Doctor is the name of my school - its a hagwan that acts as a private preschool and an after-school school for elementary and middle-school students.
^^NOTE: Talking Kids is the name of the preschool section of our school. The after-school section is called Talking Club, and TECHNICALLY I was only hired for Talking Club so...I shouldn't have to be doing all this babysitting. But whatever - they coulda done worse.