Week7 : Learner Autuonomy and One-computer classroom

This week, when I worked on the issues like Learner autonomy, I was immersed into the topic more than ever because this was the long-term topic for me. Just after 15 days of graduation, I was offered a teaching job. It was an international school. Half of the students lived abroad using English or other languages more than a year. English is another first language to them. The students who were born in Korea also have a greater expectation on learning English by themselves. At the time, I was only thinking that how I could enhance my professional skills such as the application of new teaching theory or project-based learning. But when I have a job in other area which is quite isolated and full of unprivileged students, the learning aims and teaching strategies were at stake. Then came the motivation issues. From the first day to end, I had to think how can I catch students’ attention during class? How can I make a joke related to English? How can I teach vocabulary adding fun factor? I think elevating students’ motivation and learning needs are the hardest part for any kinds of teachers. How can we, as teachers, ignite students' lower esteem and lack of motivation into a vivid and lively burning fuel to learn by themselves?

This is I found from my students.

First, give the topic related to their real life rather than that from textbook. It was what Richard Smith called, "Relevance".

Second, let them have many of storytelling. It would be the fairytales which usually ends up with the nice people with the good luck, funny story which make them laugh with English, or anecdotes from the biographies of famous figures, newspaper, articles. This make the motivation and self-efficacy stronger and wider.

Third, let them involve. The earlier days of my teaching career, I would stick to the pages that I planned to cover in a period. There's little flexibility. But now I could see bigger picture. I could go faster or slower the pace depending on students' readiness. One day, if they are fully ready, I could give more information than usual and talked about the topic in a deeper version. If class doesn't respond well enough than usual, I slow down the pace of the lesson and let them talk or write about the topic with ample time. This is the way I found and applied to my class so far. I hope that I will find the suitable way to have my students feel the joy of learning. I  also want my students to hold accountable on thier learning.