Things that a Korean English teacher should have for effective English learning of the students

Since we were young we have been spending a lot of time and effort on English learning.

Most parents send their children abroad, wanting them to be fluent well in English.

For that reason, many children are leaving abroad just to learn English.

But most of the children grew up having English education from the Korean English teachers in Korea.

So what should the Korea English teachers have to teach English effectively?

First, the teachers should be happy with teaching.

Teaching is not meant to convey only the knowledge that I know.

It is meant to properly deliver the wisdom and experience of life that the teachers are aware of.

The students develop their own dreams and form their values through their teachers.

In adolescence of the students who form personalities and values, the teachers who the students meet may have a significant impact on their future.

When the teachers are satisfied and happy with teaching , the right knowledge can be passed to the students.

When the teaching is regarded as a means to earn money rather than the purpose of education, the purpose of education may be tarnished. Accordingly, the teachers themselves should make a lot of efforts so that they can feel happy with teaching.

It is also very important in English education whether the teachers themselves feel they are happy with teaching.

That way that the teachers only hang out in a given time, how can the English abilities of any students be improved?

Second, the students should be taught English effectively.

Now, there are many lessons to teach English effectively. However, the English education in Korea has been received with the form of reading and grammar

One of the reasons of having received such lessons is because the teachers who can give the class in English are not available well. And most classes are given with grammar and reading without the communication skills required in real life.  The grammar-type class, for example, can be compared to soccer. Namely, we are learning just how much the angle or power of foot is required to kick the ball far despite the fact that we have to really kick a ball and run around a playground in order to improve the soccer skills.

In other words, it means we are receiving only theoretical education to make good at soccer without having such experience as playing soccer directly in the class hours.

In addition, another reason that the grammar and reading style class is currently taken in most of Korea is because the entrance to colleges is being determined by the KSAT(Korean SAT) in Korea. The English test amid the KSAT subjects is not to evaluate who can communicate and be fluent better in English but measure the logic power and thinking skill of the students within a given time. Further, the English test is scored from the top to the bottom. Due to these structural characteristics, it has structure that many students are absorbed only in reading and grammar listening.

So most English classes of  the middle and high schools aim at obtaining higher scores in English test of the KSAT rather than improving communication skills. Because most common concerns of the students concentrate on how to get higher scores in English and how to solve the English problems in the KSAT, the English conversation-type and communication-type classes do not attract great interests of the students.

Due to these structural reasons, most of the Korea English teachers focus on how the students can solve English problems, most of English education concentrate on the problem-solving, and the teaching ability of teachers concentrate on the problem-solving to improve.

So, what is the essential purpose of English education? It is to improve communication skills.

So what shall the teachers do under such structural limit?

I think it is necessary to lead the students into participating in by properly allocating the conversation-style class required in daily life and the KSAT within the class hours given.

In addition, the teachers should not improve the teaching abilities, focusing only on the KSAT. Instead, they should study continuously how the students can make conversations well in English and improve their English communication skills.

Finally, the third quality that the teachers must have is to love their students.

Teaching someone something requires sacrifice and dedication.

The students are sometimes giving the teachers hard time and thus it makes them really exhausted to the extent that the teachers often want to quit the teaching.

The teachers should turn all these difficulties into an energy to stand on the platform again, watching the students grow up receiving the eduction of teachers.

Sometimes, the wrong doings of teachers are televised. When the teachers discipline the students with violence, physical punishment and abuses they cannot be respected by the students. When the teachers themselves teach the students with love, the perfect education can be achieved.

In the above, I mentioned the three things that the Korean English teachers in Korea should have for effective English teaching.

As I myself have been in teaching, I have questioned myself if I am really qualified to teach. But the answer was no.

I myself have felt lack of everything mentioned above.

However, there is one word that I have reminded myself in mind, having taught the students.

The teachers should not be afraid to learn.

I think that if the teachers themselves are afraid or neglect to learn they lose the qualities as a teacher.

Probably, a lot of the students who have been taught by the Korean teachers mentioned above may be Korean English teachers in the future. I think that if Korean English teachers themselves have passion in their classes and do not neglect the learning, the English abilities of the students who participate in the classes can be improved and eventually such stigma that a word cannot be spoken with Korean-style English can be escaped.

Knowing that I am ill-equipped a lot, I will not neglect to improve my English proficiency. That is thought to be my manner for the students who are taught by me.