About Me.

your education background

your current teaching situation

how you teach reading and writing now, and

your vision of your teaching five years from now

Hi, all nice to meet you. I'm in the second semester in WSU now.
Speaking of my education background, I didn't major in English when i was in undergraduate school, but i had a chance to go to Sydney which made me to study in Sookmyeng TESOL before this WSU. 
At the moment, I 'm teaching English to students as a private teacher. I teach with some books for listening, grammar, conversation, and kids newspaper which be surely different by the student's level.
Mostly for reading skills, i teach students by newspaper and for writing skills, I teach them with writing books which can lead students to think logically and to write by the order of the essay.(I still don't have much experience teaching writing, but i know our society needs more and more teachers who have high skills of teaching writing. This makes me to be here.^^)
As I said right before, living as an English teacher in Korea needs more skills than i have, to keep up the needs, I want to study in abroad by the program of WSU, and I hope I can find the access of working in public schools or in WSU.

I'm loving it!

"I'm loving it. " seems to odd. but, we're getting used to using it? aren't we?
It's a grammartically wrong sentence. When we use continuous tense we have some rules for whether some verbs can be used or not. We call the stative verbs for not using continuous verbs. There are emotional verb as need, want,love, like, dislike and hate, possesive verbs as belong, have, and own, and verbs that thoughtt or opinion as know, think, and recognize.
So we learn those word not to use for wrong usage but, language is constantly changing so that we often hear grammartically wrong sentence in some cases, but we are accepting at some point.
Even we keep hearing "i'm loving it." , but we should at least teach our student to know that it's a wrong sentence.

Lightning and Lightening- Grammar girl

Haven't thought about the difference those two words. Sounds pretty much the same so that it can be misspelled and can lead some confusion when i come to think of it. The lightning is for a flash from the sky, and the lightening can mean by two which are making bright and lifting a burden from one's shoulders. Here is one more word that one single letter can make another meaning. I shouldn't take it for granted, I should take it seriously to be more clear.
There are two phrasal verbs which come to different meanings.
Light up - shine, light (up) a cigar // Lighten up - Cheer up, chin up

Grammar girl-Neither A nor B

Seaching for the neither which hasn't been figured out before the search, I finally got the answer for my long curiosity. I wasn't sure which verb to use for neither A nor B, but i got the clear image for this. The use of singular verb and plurar verb depend on the closer noun from verb. Before I hear the clear definiton, I just follow the grammar rules for crrelative conjunction. No native speakers are saying why and how to use for this clearly. It could be nothing to others, but it was someting to me to know.!

The Critical Incidents Protocol

I want to make my reflect CIP sure to the right idea even it’s a bit late up in the air. I didn’t understand what I have to do for this. But I just want to reflect myself as our reading article did.

What happened?

One day in the first week of March in my classroom there are two students sitting at their desk listening my explanation, meanwhile one student’s coming in the class room. We greet each other. She stares me and two students studying for a little while, and then sits down the empty chair in the living room for a while.

Why did it happen?

March is not only the beginning month of the new school semester, but it is also the time for reset the after school study. For this reason, I inform my student their temporary schedule time the each because I teach them almost individually. I couldn’t set the exact their lesson schedule lesson by lesson and I have a new class for two students which usually takes long for their first class.

Two students’ class started at 6:15 and finished at 7:30.

The other student came at 6:55.

What might it mean?

I was stressed out to figure out the lesson scheduling during the first of March. And newly started class for two students which usually takes long. Sometimes I suffer from time constraint for dealing hectic schedule. As weeks go by, at least students don’t need to wait for their class, but I always have difficult managing lessons for start and finish on time. If all my students understood well as I expected, classes wouldn’t take long.

What are the implications for my practice?

I might reflect superficial analysis, but I think I’m in the early stage of analytic thinking, so I need practices to move further from easy to deep analysis.

For release those things, I should give each class more time or I give some more break time between classes. As a teacher, I need to lead my students an effective ways and to be motivated, but if the teacher isn’t comfortable to focus their teaching by barriers and haste it might end in waste to both the students and a teacher.

Topic for thesis

After last writing class, i've been thinking about topic for my thesis, and i found that our sociery is so much into the multimedia tools. As we can see, we are surrounded by high developed muti tools, even our cell phones allow us to access so much informaion not only for studying but also for experiencing various thing. Besides Korean government announced that public schools nationwide will employ the digital text books by 2015. If this adaption goes well, i think it is worth studying how we can use it efficiently and what other tools or systems can be used. So, i founds one thesis that studied in 2007 titled 'Infusing multimodal tools and digital literacied into an English Education program.' I will find some more later on, which  lead me my own concept for study.

My response to Academic writing

Looking thoroughly the twenty one tasks by categorized from audience, purpose, organization, style, flow, and presentation, I could find the more clear way to build my further writings being academical. By careful reading these tasks I have exact concept of the academic writing to be formal with verbs, noun, and sentences which I know few before I read detailed explanations.

One thing that I pleased to know among various guide lines was 7 rules nonvocabulary-related recommendations from Language Focus section from page18 to 19. Knowing these ways makes me think that my further writing can be more neat and concise.

Also, when we do both self correction and peer correction, we can use these guide lines as criteria. Hope my writings can meet all these need.