Category: teaching in Korea

Mark Majcher’s Twenty Four Game Poems as a TEFL Resource

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I recently picked up Mark Majcher‘s book Twenty Four Game Poems on Bundle of Holding (which is basically the Tabletop RPG gamer’s equivalent of Humble Bundle). I actually bought the bundle mainly for this book, because it intrigued me so profoundly, and I have to say, I’m glad I did. A “game poem” is basically just a short, simple pick-up game of some kind, for which the rules and mechanics are simple, and the game is focused on a single, straightforward idea, theme, or mini-arc. For example, players might adopt the role of a bird flying around to some purpose, and narrate their flight’s beginning, middle, …

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Location, Location, Relocation…

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So, one thing that surprised people was our seemingly sudden move back to Korea. Not just because people were surprised that we moved so suddenly, but also because we chose to come back to Korea specifically. Like any major decision in life, it’s a complex mix of things, some of which I won’t talk about here, but I thought I’d say a little about it anyway. For one thing, life on tourist visas with short-term health insurance policies (I can only get six months at a time these days) was growing increasingly untenable. (My health’s fine, I’ve actually lost plenty of weight and …

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Bizarre Stuff Korean Parents Say To English Tutors (ie. Us)

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The following is a translation of a post my wife, Mrs. Jiwaku, made to Facebook. It was just too priceless not to translate and share in English. A word about the contents of the list: These aren’t things that one mom once said: they’re things we’ve heard time and again, and which, when we hear them, always cause us to flinch a little… to the complete bafflement of the people–mostly moms–saying them. So, no, we’re not cherry-picking the really crazy stuff… all the below is from the solidly average, not-extreme-by-general-standards parents. (Yes, mostly moms, because that’s who mostly manages the day-to-day stuff related to their …

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Killer Mini-Campaign

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I’ve posted before here about using RPGs as a learning tool with students. One of the things that’s important when you do this is to (a) choose a story structure that emphasizes communicative tasks: your students should have to talk a lot, whereas combat is something they want to avoid, or something that must be coordinated when it’s absolutely necessary. That is to say, pedagogically, it’s better for students to end up having to negotiate treaties or beg for their lives than it is to have them running around doing hack’n’slash adventuring, or dungeoneering of the type epitomized in the phrase, “kick in …

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The Answer, Madam, is Not More English Lessons…

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I thought it would be nice if I waited till after Mother’s Day to post this. While some parents are great, open, progressive, aware, and cool, here’s what it’s (edit: usually) generally like to try to talk to an expatriate Korean parent1 whose kid is showing signs of serious emotional or mental disturbance2: THE PARENT: “… what do you mean, problems? Do you think… do you think maybe he’s addicted to video games?” YOU: “Uh… look at your son. He’s rocking back and forth, and his eyes are glowing red, and the electricity is flashing on and off to the beat of his chanting…” THE …

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Speed Skating and Death Threats

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Believe it or not, this is not a rant. If I were going to rant about anything related to the Sochi Olympics, it would be Russia’s headfirst leap back into the Middle Ages in terms of its homophobic legislation, and the disgusting way the IOC caved to the Russian state’s barbaric laws. But I’m not watching the Sochi Olympics, so it’s not so much on my radar. But the other day I had an interesting, somewhat frustrating discussion, but ultimately (maybe) helpful discussion with a student the other day about the recent twittermobbing and threatening of Scottish speed skater Elise …

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The Bloom Effect, Part 2: Tiger Mom Retcon, The Bloom Effect, “Middle 2 Syndrome”, and Resistance in Context

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This entry is part 3 of 3 in the series The Bloom Effect

This post is part of a series. I suggest you start at the beginning, to get the most out of it. Part 3: Hyperschooling and the Tiger Mom Retcon Last time, I talked about the idea of “Tiger Parenting” and how it’s primarily been discussed in the context of American education and upbringing. I talked about the importance of considering education and upbringing within a social context–how parenting is contextualized by society and education, how education is contextualized by parenting and society, and so on. The implications are enormous, of course: a mainstream Korean-styled upbringing in Korea is different from …

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The Bloom Effect, Part 1: Context, Context, and More Context

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This entry is part 2 of 3 in the series The Bloom Effect

This post is the promised follow-up to my earlier post titled “Two Disconcerting Trends: Korean Kids, School Systems, And Parental Appraisal.” I have split the follow-up into two parts, as 10,000 words seems too long for a single blog post. This is a sprawling essay discussing: The idea of the Tiger Mom, and some thoughts on Amy Chua’s book The importance of social context in determining the outcome of a given parenting style Hyperschooling and why it is a rasdically new thing in South Korea, and why nobody seems willing to admit it to their kids or themselves “The Bloom Effect” observed …

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TEFL RPGing Aplenty

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So, a while back I posted about using an D&D-like role-playing game as part of my teaching with one of our students. (See: Youngmin and the Magic World.) I recounted the story, and promised an update, but I haven’t followed through… Not for want of RPG action, of course. Youngmin has since rhyme-battled a forest ogre the size of a high-rise, teamed up with a goblin and a dragon to beat his nemesis, then teamed up with a mysterious capoerista girl (yes, capoeira has made its way into the game) and the goblin village’s witch to take on the dragon …

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Two Disconcerting Trends: Korean Kids, School Systems, and Parental Appraisal

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This entry is part 1 of 3 in the series The Bloom Effect

When we are contacted with inquiries as to our tutoring services, we always hold a preliminary “interview” before agreeing to start lessons. In fact, it’s not any kind of an organized interview: whoever is being requested as a teacher sits down with the student or students in question, and we chat for about half an hour. We sort of try to get to know one another, and along the way try to figure out of the kid is right for the way we teach, among other things. When it comes to kids, normally the parents come along, and it becomes …

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