It's the room the sun and the sky

Writing goal number three* for this year is the most informal. It's basically just to keep my pen on paper; not to let things I need to express pile up because I'm not sure how or when to say them. I've journaled to keep myself sane since I was about ten years old, I think. I have a paper journal for which this might often be more appropriate, but I'm going to try to just write down something about HOW my life is every week. This will also allow me to keep titling entries with song lyrics that probably only relate to the post's content in my head. Win all around, really.

To begin with, here's a bit about what it feels like to teach afterschool English at Hado Elementary School on Jeju Island:

The fifth and sixth grades are often the easiest to relate to, but also the classes where power struggles are most likely. I'm hoping this will continue getting better as I figure out what games they like and they feel they can trust me to have a point to what I want them to do ("point" here probably also being a game). Sixth grade was excited about the game "four corners" for about two solid weeks. I haven't played it in a little while because I want it to still be exciting. The only thing I've gotten the fifth grade excited about so far is telling scary stories. Which was awesome-- I said "What is a scary story?" and they immediately listed about twenty possible characters, starting with Dracula and kumiho. I've been using them to teach the past tense, and am hoping I can find some more things they'll be interested in so they don't get tired of them. They are the class that chose names like "Valkyrie," "Black Hole," and "Dark Knight," for which I can do nothing but congratulate them, but they are clearly too cool for school most of the time. There's hope for a future full of English practice involving video game characters and tales of violent death, but there will be rocks along the way.

Fourth grade is my smallest class and third grade is my largest (with 5 and 11 students, respectively. All my classes are beautifully small). Fourth grade has been the easiest so far-- they've been happy with the activities I've planned for them-- they've been feeling the power of being able to spell things by sounding them out phonetically, I think, and really like playing Uno even if they have to describe their cards in English to play each turn. The range of language level in my third grade class is challenging. There is one girl who has complained a number of times to my co-teacher that she ALWAYS raises her hand and ALWAYS knows the answer and I NEVER call on her. I do call on her, sometimes, but I know that she really does always know the answer very fast, and a few of her classmates generally need the question repeated and/or re-explained.

First and second grade have the most trouble finding value in sitting in a chair for forty minutes at a time, but they might still be my favorites. They are all young enough to just "know" that all adults understand everything they are saying all the time, so they speak to me in Korean all the time. I have them kind of fooled so far, by luck. I always have a Korean co-teacher in class who fields their relevant questions, and thus far the only questions they've asked me outside of class concern where I'm going-- one of the ten or so things I understand. Thus far they still believe that I respond in English to challenge them and make them keep practicing, and not because I only speak about twenty words of Korean.

Only a couple of the other teachers in my school have had real conversations with me. Most don't speak English well enough (or aren't confident, at least). But a couple of teachers who don't really speak English have brought me coffee a couple of friday afternoons while I lesson plan in the library, so overall it's nice to be there.

*er, goals one and two start next week. They're more scheduled. You'll be seeing them. Transmission ended.

Title is from "Lazy Eye" by the Silversun Pickups