1. CULTURAL EXPLORATIONS FOR TEACHERS: BEYOND CONFUCIANISM AND EXCUSES Michael Griffin KOTESOL IC 2014

2. Reading Task  Please read the blog post and be ready to discuss the following questions with a partner: 1. What do you think of the author’s opinions? What is your impression of the author? 2. What advice would you give the author?

3. Let’s not blame him

4. Presentation Outline  Reading Task ✓  Introduction  Talk about anger and more  Quizzes  Cultural/Teaching Tips  Lenses on culture  Your advice for the Korean context  Mike’s advice for the Korean context  Wrap up

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8. Pair discussion  What makes you angry? (This can be anything and doesn’t need to relate to the topic of this presentation)

9. What makes Mike angry (1 thing!)

10. What makes Mike angry (#2!)

11. What makes Mike angry (#3!)  “Korean students just want to obey.”  “Korean students just copy everything.”  “Korean students are not creative at all.”  “Korean students just want to play games in English lessons.”  “Korean students are very sensitive.”  “Korean students can’t be autonomous.”  “Korean students lack critical thinking skills.”

12. Quizzes!  What is it? How would you define/explain it?  It is related to this workshop’s topic? How? (Please don’t worry if you don’t happen to know or see the connection!)

13. Quiz (1)  yangban ( 양반 )  plagiarism  nunchi ( 눈치 )  Power Distance  Face (as in “saving __)  Display Questions  bballi bballi mindset ( 빨리 빨리 )  “The Miracle on the Han”  “Sky Opening Day”

14. Quiz (2)  KSAT/CSAT/ ( 수능 )  SNIP  CLT  TOIEC  EFL vs. ESL vs. ELF  TEE  TPS  NSET

15. Do you think this is “true?” Do you think it is good advice? How might this impact teaching? Culture Tips

16. Culture Tips 1 From the center for Global Education, Gyeonggido  Age is an important factor in Korea, so that you may be asked of your age because Koreans respect elders.  Individualism is not preferable. Community spirit comes first.  Schedules and plans are often subject to change.  High school students are focused on reading and listening because of the Korean SAT.

17. Culture Tips 2 From the center for Global Education, Gyeonggido  Some schools have very strict discipline, where students are given corporal punishment.  There are rarely polite “excuse me’s” when people bump into you on the street.  Some Koreans are less punctual than Americans but they are more tolerant than westerners.  Koreans sometimes say yes, when they are confused in speaking English.

18. Lenses

19. 5 Dimensions of Culture  Individualism versus Collectivism  Masculinity versus Femininity  Power Distance  Uncertainly Avoidance  Long-term versus Short-term Orientation

20. 5 Dimensions of Culture- Questions 1. What do you think about these dimensions? 2. Are they useful/helpful? 3. Where do you think your home country ranks on these dimensions? 4. Where do you think South Korea ranks on these dimensions? 5. How might these dimensions impact your teaching decisions?

21. Other cultural considerations  High context versus low-context  Communication apprehension  Touch avoidance  Non-verbal communication

22. Your Advice 1.What is this? What does it mean? 2.What (if any) cultural aspects does it relate to? 3.Does it impact your classes? How? 4.How do you handle or account for this? 5.What would you tell a new teacher to Korea about this?

23. Mike’s Advice Remember that things can change. Get more than one source on anything. Know when to SNIP and when to pick your battles. Assume the best. Be sure you have all the info before getting angry. Know thyself. Winning is not always winning. Be crystal clear with your expectations.

24. Mike’s Advice Highlight hard work. TPS is your friend and real questions are great. Dress the part. Feel free to ask. Feel free to negotiate. Feel free to make mistakes. Teach individuals.

25. Wonders, disagreements, more advice, and further discussion

26. THANK YOU! MICHAEL GRIFFIN (@MICHAELEGRIFFIN) HTTP://ELTRANTSREVIEWSREFLECTIONS.WORDPRESS.COM/

27. Moran’s Cultural Knowings Framework InterpretationResponse DescriptionParticipation Knowing How Knowing About Knowing Why Knowing Oneself