I believe there are defined archetypes of the foreign teacher’s class at a Korean English Academy. It’ll take awhile for me to identify each one, but I promise myself to write an interesting post about that someday soon.
For today, though, I want to express how amazed by, and proud of, some kids I’ve only known for a couple of days. I have a class of 7 middle school kids for whom I normally conduct reading and writing lessons out of a textbook. Apparently, on Wednesdays, that class is supposed to have discussions about magazine articles. That’s a nice change of pace, in theory. However, we’re supposed to use the same edition of the magazine for the entire semester. What’s more is that it’s not even a full-length magazine; it’s one of those TIME for Kids things we used to read in the middle school library.
The kids weren’t into the whole “let’s read about cool inventions and then answer questions about them” plan from the start. So, about three minutes into reading about Siri (come on, these kids want Galaxy Notes!) we abandoned the lesson. The kids puzzlingly said they wanted to have a debate, so I just went with the first debate topic I could think of on the fly, the old standby (as opposed to Ol’ Sparky), the Death Penalty.
I didn’t expect much given that this was a spur-of-the-moment task. Remember that this is an English school. While the kids were working on their arguments (which were coming off the tops of their heads; no research involved for this scintillating debate) a girl actually asked me what the word ‘murder’ means. Another girl asked me if life imprisonment was the same thing as the death penalty. I believe my skepticism was warranted. But, I instructed the kids to develop three arguments for their respective sides and helped them with the wording and accuracy of their claims. They were throwing around stuff like Ancient Babylonia and Yoo Young Chul. It was gonna be interesting, no doubt.
So…go time! The kids went to the front of the classroom one-by-one to present the various arguments for their sides. I pretended to be taking notes on their claims but, in truth, the contents of my notebook were these:
– very impressed!
– these kids are smart as fuck!!
– all with no preparation…this was NOT part of the lesson plan
– how old are these kids
– Formal, polished, prepared in MFing ENGLISH!!!
– where did they learn this? where did they learn how to do this?
– Everyone spoke in front of the class. Voluntarily!
– They organized themselves and worked as a group!
The kids showed incredible poise speaking in front of me and their classmates in a second language and making salient points about a very serious issue. The only criticism I could provide for them was that they introduce themselves by name EACH time they addressed the class. If you’ve already gone up there and introduced yourself once, David, you don’t have to tell us your name the next time; we haven’t forgotten.
Anyway, I gave them some additional arguments they hadn’t considered and I couldn’t do anything but judge the debate to be a draw. The winners had been promised a ton of stickers and the losers not quite as many, but I just gave them all an even (yet generous) number. The kids truly deserved them, to say the least. These are the kinds of days that make a person look with optimism toward the next generation.