This is the area for trainees to ask questions about confusing sections of the chapter or to make comments on the good and bad parts of it or how it fits or doesn’t fit in the Korean context…
This is the area for trainees to ask questions about confusing sections of the chapter or to make comments on the good and bad parts of it or how it fits or doesn’t fit in the Korean context…
Our classrooms have so many students in each class that we must have strict rules to control students. This situation requires teachers compulsory teaching style and one-way puting knowledge from teachers to students. In addition, all teachers have to do admistrating tasks except teaching. Parents want teachers to improve their children’s grades for college entrance test. Therefore, we teachers focus on solving the practical questions books instead of the textbook.It is the dilema faced with teachers in Korea.
Ability to control a class is a big part of the learning process no matter what subject your teaching, and students in different countries and cultures behave differently in some areas. So, since I have not had the opportunity to teach in a Korean secondary school (or elementary school) what I say below might have limited value or much value for the Korean context:
One reason why teacher training textbooks like the one we use in class stress pair and group work so much is that —- they believe such activities generate more motivation which in turn helps control the class in terms of classroom discipline/management.
On the other hand, these same textbooks on teaching say that a teacher who wants to use pair and group work should be ready to allow a limited amount of “chaos” in the classroom, because pair and group work in a communicative classroom will generate a significant amount of “noise” and can also be ruined if you have too many “disruptive”/”bad” students in the class.
In short, books like our textbook highly encourage the use of pair and group work, but they do recognize that the method can cause some problems in some classroom contexts.