Culture Exchange: Teaching Culture Classes at Unri Middle School 

It is said that summer vacation is one of the best times during one’s university life. Some went on holiday, others took extra classes to earn more credits, and as for me, one of my activities during this two-month school break was teaching culture classes. It is a one-day freelance job introducing things like Malaysian culture and food to Korean middle school students. Using the class as a platform, I got the opportunity to meet with respectable foreign teachers from Japan, Australia, Syria, and many other countries. All of them had resided in Gwangju for multiple years and, throughout our classes, they shared lots of insights about the city.

Key Elements of the Imagination and Its Effect on Children’s Development

By Kim Yul Imagination is a unique ability that humans have, and it is a special ability that is expressed through interaction with the environment surrounding humans. Particularly in the … Read More

Building Rapport Through Multimodal Lessons: Value Shields

By Maria Lisak While my students may feel lots of loyalty to each other for being Korean and united under Han (the Korean Han nation), classism, sexism, and lookism can … Read More

Come an’ Getcha KIIP – The Korean Immigration Integration Program

 By Clare Rawsterne Anyone familiar with England, might know that the headline is a salute to the proverbial market stall owners of London, who call out over the crowds to … Read More

The Teacher as an Observer

Unlike regular teachers, Montessori teachers play two different roles in the Montessori classroom: one role as teacher and the other as observer. It takes a lot of effort to perform these two roles at the same time. Furthermore, because the teacher shares the same environment with their students, they must pay a lot of attention to their environment. Thus, Montessori teachers are always very busy in their classrooms.

There are lots of things to observe in the Montessori classroom. We should observe the behavior and learning status of the children and how the prepared environment of the classroom engages the student, and we even need to observe ourselves. Why should teachers observe themselves? In my opinion, I think that the teacher themself is included in the prepared environment of the Montessori classroom. The teacher must constantly ask themself how their behavior is affecting the children, how well they are performing as an observer, how well are they respecting the children, and are they giving proper assistance to the children.

Teacher Traits for Teaching Great

As an educator, no one wishes to be merely a mediocre teacher. We all wish to be thought of as very good or great teachers by our colleagues, our institution’s administration, and probably most importantly, by our students. There are numerous traits that contribute to making a teacher great. In the previous two installments of this column, we discussed ten of them (Gwangju News, May and June 2023), but I would be remiss to limit the discussion to those ten when there are so many more important traits to consider. I do not wish to suggest that a single teacher must excel at each of these great teacher traits, but it is obvious that the greater one excels at each trait and the more traits that one excels at, the more likely they are to be thought of as a great teacher. The great teacher traits presented here – as well as the ones presented earlier – are in no particular order of importance. I consider them all to be of equal importance.

The Role of Movement in Children’s Education

By Kim Yul Movement is an integral part of the Montessori Method. Through the lens of real-life methodology, it’s clear that movement is essential in order to self-actualize because movement … Read More

Traits That Make a Teacher Great

By Dr. David Shaffer Every teacher wants to be a good teacher. But like all good things in this world, it takes effort. It takes an effort to consider what … Read More