Author: Grace Forrest

Every single school in South Korea is very different when it comes to classrooms and school culture. Actually, this is going to be true of every single aspect of teaching English in Korea, and my experience does not reflect on everyone’s experience.

Teaching at a Korean middle school (where I teach) is very different than teaching at an elementary school. Besides the obvious difference of not teaching the same age, the “teaching with a co-teacher” experience will be much different as well. EPIK prepares you to teach with a co-teacher in that you learn different ways to manage a classroom collaboratively, how to plan lessons with another person, and how to communicate effectively with your new co-teacher.

It is important to note that as the guest English teacher, you will nearly always defer to the Korean teacher’s judgment in most matters, even if you are in collaboration with the Korean teacher.

My experience in teaching at a middle school with co-teachers is not collaborative at all. I do not plan lessons with my co-teachers and with the exception of my very first lesson, my co-teachers do not know exactly what I will be doing for each lesson. So, why is this?

Co-Teaching as a Misleading Term

Any answer I have is pure speculation, but it might be because middle school teachers in Korea go to school for the subject they teach and Elementary school teachers go to school to teach all subjects. Possibly, some English co-teachers just don’t know how to speak English and they need a native speaker there to help the students listen to English. It may also be because I only see my students once a week and some elementary school EPIK teachers see their students multiple times a week.

Whatever the reason, the middle school “English conversation class” (the title of my class) is meant to be a time for students to practice their listening and speaking skills. I teach at two separate middle schools and at both schools, I am meant to teach the 2 to 4 pages of listening and speaking for each chapter.

My first few weeks of teaching were very rough because I was constantly unsure of how I was doing (not because of anything my school or students did). I am a people-pleaser and like feedback from superiors and if you’re like me, you’re in for an unpleasant surprise.

Your co-teachers will probably not give you feedback. When I asked my main co-teacher how I was doing after two months, she said: “you should include more games and not focus on the textbook so much.” That was it.

That being said, my second school’s co-teachers will often remark about how much fun the students are having during different games and activities and that is always a really good sign.

So I don’t actually CO-teach. What do my co-teachers do then? Well, it depends on the teacher, but the majority of my co-teachers act as disciplinarians and translators when needed. I have one co-teacher who is extremely active in translating nearly every direction I have; and another who won’t translate even when I need her to for management purposes.

Most middle school co-teachers will read the room and step in when they need to. This arrangement works very well for me because I can teach my students without feeling like I’m stepping on my co-teachers’ toes and my students can try to focus as much as they can on what I’m saying and doing.

Understanding the School Culture and Etiquette

The overall culture at each school is very different. It is very important to be open and friendly when you first start working because this will set the tone for how the other teachers (not only your co-teachers) perceive you. They do not see how you interact with your students in the classroom, so will judge you from the interactions with you in the hallways and teachers’ room.

I would also recommend learning how to speak at least a little Korean.

Phrases like:

• annyeonghaseyo (hello!)
• mannaseo bangapseumnida (Nice to meet you)
• kamsahamnida (thank you)

These are just some very basic phrases that could show you are interested in Korean culture and make your new coworkers realize that you want to get to know them, even if you can’t speak their language. Trust me on this, the effort goes a long way and at my second school, I’ve even made a few friends with the teachers.

I do know some EPIK teachers feel very lonely at their schools because of how isolating it is to not speak the native language of the staff. On the other hand, I have friends who have become very close with the teachers. You just don’t know what kind of school atmosphere you will have until you’re there.

Besides rudimentary etiquette such as removing your street shoes and wearing indoor slippers, the school etiquette is delicate and oftentimes not obvious. Koreans are programmed to bow to their elders and colleagues and thus whenever I see a Korean teacher in the hall, I must do the same.

Now, I don’t outrightly bow (that might be seen as condescending), but I always incline my head slowly and sometimes say annyeonghaseyo. I am from America and I am so used to this motion now that I know when I go home, I’ll subconsciously nod at my friends and family, I just know it. It’s an odd habit, but you will form it pretty quickly.

Another culture quirk is “letting your elders leave the lunch table first”. This is something I still haven’t quite figured out. When you eat lunch, you will probably eat with the other teachers. I generally use the rule who sat down at the same time as me to decide who “my elders” are in this situation.

Being a foreigner and new to teaching, I am at the very bottom of the school hierarchy, so no matter who I am eating with, I nearly always wait for them to finish and stand up first before I leave the table. One of my co-teachers always tells me to “leave first,” but I will say this aspect of food culture is something that is very awkward for me because you just sit there.

The last thing I’ll say about school culture is to make nice with the Principal and Vice Principal. The Vice Principal is in charge of the teachers at the school and has their desk in the main teachers’ rooms at both my schools. I rarely see the Principal, but see the Vice Principals every time I work. Even if they can’t speak a single word of English, it is important to show them kindness by smiling and saying annyeonghaseyo and yes, nodding, at them when you see them. They are the ones after all who will decide if you’re worth keeping around for another year!

Korean classroom culture is something I never thought I’d get used to, and after nine and a half months, I can say that I’m still not 100% comfortable. Ever. The kids’ moods and ability to focus that day play a major role in how challenging the teaching day will be. I am lucky in that I have supportive co-teachers and friends to talk to about any situation that arises and hopefully, you will experience the same support when you get to Korea.

I racked my brain trying to remember all the times when I have been downright surprised by my experiences teaching English in South Korea. To be honest, there have been too many to count. Every day, something about my new reality catches me off guard or has me shake my head in frustration or resolve.

The following tidbits are what I have found to be the most significant differences between my expectations and realities of life as a teacher abroad.

Expectation: I would be placed in a POE (“Provincial or Rural Office of Education”) as opposed to an MOE (Metropolitan or City Office of Education).

Reality: I am placed in a MOE.

When applying for Korea, I didn’t have a preference to where I would be placed, and so I put “POE” as my preference. I thought this would give me a greater chance of being selected to work for EPIK since I felt sure that my lack of teaching experience would hinder my chances. When I got my placement, Ulsan, I was under the impression that it was in the province and I would be out in the boonies somewhere.

Well, Ulsan, though the smallest of the MOEs, is still an MOE and I am currently enjoying the city life and most of what it offers. I think the reason I got the more desired MOE placement is that I got my application and documents in very early in the process which Greenheart Travel says massively helps your placement chances.

Expectation: I would be an elementary school teacher.

Reality: I am a middle school teacher.

Everything I had heard about EPIK led me to believe that I would be an elementary school teacher. From the initial research, to teacher testimony, to orientation – every avenue of information available steered me in the direction of elementary.

Well, I got the surprise of my life when I saw “Middle School” on my placement form. About 8 of the 50 or so EPIK teachers in my orientation group also got middle school with 2 of those 8 also getting a high school. Middle school is daunting and intimidating, but I enjoy it so much because the kids can communicate with you even if they resist with all their might. And some of them will resist.

You should also know that EPIK tells you everything you could POSSIBLY want to know about co-teaching during its many training sessions (both online and in person), but most of the middle school EPIK teachers I know (at least in Ulsan – everyone’s experiences vary widely, so don’t take this as fact) do not co-teach. What this means is that my Korean teachers do not plan lessons with me; they are, however, in the room and will deal with translation or discipline needs. I plan every lesson by myself and have complete control over what happens during my 45-minute long class periods. This Busan Ultimatum blog post helped me suss out a lot of feelings of teaching middle school.

Expectation: Teaching in Korea would give me a good idea as to what teaching in America would be like.

Reality: It hasn’t.

Because of the language barrier, teaching in Korea is not anything like it would be in America. I remember my classes from middle school and high school and realize that American schools are so different than Korean schools, and in such a way that teaching at one is in no way like teaching at the other.

For example, middle school Korean students have classes separated by gender. My boys classes feel super out of control sometimes, and my girls classes feel quiet and uninterested. Each class is unique, but overall, I think it has been hard to get a good grasp on what it means to teach students in a way I can track their progress.

My lessons work well for certain classes and not for others. I only see each class for 45 minutes a week, and even after teaching for a semester, I still don’t have a great idea of what level my students are; which is not what I imagine a native speaking teacher’s experience to be.

Since I only teach listening and speaking, if my students don’t talk in class, I assume they are low-level English which is not a fair assumption because Korean schools place a greater emphasis on grammar than speaking. Also very important to note is that middle schoolers of any nationality are self-conscious and don’t want to be placed in the spotlight in case he or she makes a mistake. Only my most confident and outgoing students like to speak up in English.

I find that the majority of my lessons end up geared more towards the outgoing students and in the coming year, I would like to work on ways to help all students feel more confident when speaking. Because of this hurdle while teaching, it’s been difficult for me to really get a hold of what it’s like teaching a group of students because sometimes I’m not even sure if they are taking in what I’m saying.

Expectation: I wouldn’t have trouble getting supplies/groceries/home goods/etc.

Reality: I have had trouble.

The huge home goods store that most EPIK teachers are very familiar with is Homeplus (think Target times 150). I don’t live near a Homeplus, so I haven’t explored the massiveness of it much, but I suggest you locate your nearest one (or similar home goods store) because the apartment you receive through your contract may or may not come with everything you need.

In your first week, you should take stock of everything the previous teacher left. Your contract with EPIK includes certain appliances (including a fridge and a microwave) and furniture (a TV and a table). However, it doesn’t include things like pillows, dishes, rice cookers, or cleaning supplies. As soon as you have a minute to go through everything left behind by the previous teacher, you should decide what appliances and other home goods you think will make your apartment feel more like home.

For example, I had to buy a pillow, but I did not need to buy dishes or pots.  Most likely, your co-teacher will have a car and will offer to take you shopping on your first day in your new city or town. However, my co-teacher does not have a car, and she took me to the food mart, not an appliance store. You just don’t know what sort of help you’ll get on your first day, so don’t EXPECT anything.

From groceries to home goods, stores like Homeplus have it all when you don’t have a car; however, it’s very difficult to schlep all your new merchandise home. That being said, there’s always online shopping.

If you’re used to cooking with an oven, I’m sorry, but our apartments do not come with one. I really love cooking and bought a Korean cookbook when I got here. It has been SUPER helpful in learning how to look for Korean ingredients, and how to use the ingredients to make super yummy, home-cooked meals – NONE of which require an oven! Our contract supplies a 2-burner stove-top and I use that for making ALL my meals.

Many of my friends agree that one of the hardest things about being here is eating healthy at home. We often go out to eat 2 or 3 times a week, but that isn’t always the best option. Honestly, using this cookbook has helped me get over the culture shock involved in cooking entirely new ingredients in an unfamiliar way. And fortunately for me, a lot of Korean cooking is just tossing ingredients in a pot and letting it simmer – this is called jjigae or stew.

Before coming to Korea, I wasn’t sure what to expect about my time abroad. There’s no way you’re going to know what it’s like teaching in a new country until you get there and experience it yourself. Everyone’s experience is different, but one thing every single EPIK teacher has learned from teaching in Korea is that this country is full of surprises.

A saying my friends have adopted is: Korean surprise! It reminds us to let go of our expectations and go with the flow. This culture and its ways are confusing, frustrating, pleasantly surprising (24 hour noraebangs?) and sometimes just don’t make sense to foreigners. But unlike America, Korea is ancient and its history is steeped into the lifestyles and attitudes of its people and culture. The beauty of being here is learning to embrace those differences and grow from them, and that’s the reason we’re in Korea, right?

It’s impossible to not have at least one or two expectations before moving to Korea. My advice for anyone coming to Korea is to recognize something is not what you expected, feel what you need to feel, and move on. If something doesn’t go the way you plan or the way you thought it would (some things just won’t), let go of the frustration in that moment because brooding over something negative is a sure-fire way to be unhappy in this new environment. It gets easier over time to recognize and embrace your new reality. Trust me.

About Greenheart Travel’s guest blogger, Emily Balamut:

I am from Minneapolis, Minnesota and am now living in Ulsan, Korea. I’m a total teaching newbie (having never taught in America) and teach 1st and 2nd grade middle school students; the equivalent of 7th and 8th graders. The advice I give in this article is gathered from two months of teaching these middle schoolers, so know that I am not a teaching expert. In these short months, I have already grown so much and my experiences in the classroom have made me a stronger, more confident teacher.  

You can read more about my adventures in South Korea on my blog, Emily Teaches Abroad in Korea.

I am entering my fourth month of teaching English to Korean students in South Korea and trying to remember my first week of teaching is… difficult. What comes back to me are the nerves, the trepidation, the downright horror, and the anxiety. Everything is intimidating, people don’t speak your language, and why is everyone staring?! But it wasn’t all bad!

Learning to go with the flow and being open to the new environment and culture helped shape my first week of school into a good experience.

The following tips are a compilation of things that helped me make my first week positive and survivable.

Learn Basic Workplace Greetings in Korean

At the EPIK orientation, we learned five phrases in Korean: Hello, Nice to meet you, My name is…, I am from…, and I look forward to working with you. They taught every person at orientation these expressions, and at the time I didn’t know how helpful they would prove to be in my new school environment.

My very first day of school was terrifying. I was presented to the entire staff of teachers and administration. When the principal handed me the microphone (accept everything from someone superior to you with TWO hands), I said those five phrases in Korean and everyone was shocked. After I uttered each phrase, the teachers would applaud! They were clearly shocked that I knew any Korean at all!

Over time, I’ve learned that the principals were appreciative of the fact that I took the time to learn some Korean to make a good impression. It’s important to show your new coworkers that you are interested in their culture, and that you are excited to start working with them. Especially on the first day in your new school.

Make an Exciting Self-Introduction

My co-teacher told me that for my first week of classes I would be doing a self-introduction presentation for each class. I used PowerPoint and included “I enjoy…” as my main theme. I spent the first twenty minutes telling the students about myself – where I’m from, who my family is, and what I enjoy doing. I included tons of pictures of myself and the things I enjoy.

I made sure to tell the kids that I love K-Pop and K-Dramas as well as included pictures of movies and TV shows I like that I knew they’d be familiar with and appreciate (Adventure Time, anyone?). The self-introduction is a great place to let the kids know who you are and where you come from. Believe me, they are SUPER interested in you.

Let Them Ask You Questions (and Don’t Be Offended if They Seem Too Personal)

I included five to ten minutes in my introduction where the students could ask me any questions they wanted. Beware: they get personal!

“Do you have a boyfriend?” and “How old are you?” were by far the two most common questions.

I answered every question they asked as I have no problem answering personal questions about myself; my favorite being if I could speak Korean.

I ended up using five minutes of my presentation telling the students about how I can write and read Hangul (Korean), and I had three students tell me their names so I could write them on the board. Their reactions were priceless, and I will never forget their shock and awe and the huge rounds of applause I heard when I successfully wrote the names. If you can write in Korean, I highly suggest including it in your self-intro. I segued this into the fact that I cannot understand Korean, so if they need to say something to me, it should be in English!

Think About Ways to Motivate the Kids Before You Get to Korea

This is advice I wish I had followed from the get-go, and really didn’t figure out until about three months in. And to be honest, I’m still trying to figure it out! It is impossible to know how your co-teachers will want to handle discipline and rewards, but it is important to think about possible ways to motivate students before you start teaching. Honestly, the hardest thing about teaching has been keeping the kids motivated, and I wish I could back to my first week of teaching and set a highly competitive (competition works wonders with middle-schoolers in Korea) reward system in place for the kids to get excited about.

We are almost done with the school year and because my reward system (it’s based on a “five stamps for one candy” rule) is sub-par, many students aren’t motivated in the same way they were in the middle of the semester. Understandably, it would be tough to figure out an entire system over the weekend before you get into the classroom, but if you can research things before you get to Korea, I would suggest it. It’s something I wish I would have done just to be able to present something to my students upon arrival. Granted, if you decide to implement something a week or two in, that shouldn’t be a problem, either.

These are just a few things I’d say to help ease the terror that is the first week of being an English teacher in Korea. I know teaching is uncomfortable and difficult and learning about a different culture’s workplace customs just adds to the pressure of teaching well. Try to remember that you’re there for the kids. They make it worth it, and even if they are little monsters some days, their curiosity and humor during that first week will help diminish the intimidation and make your first week fly by in the blink of an eye.

About Greenheart Travel’s guest blogger, Emily Balamut:

I am from Minneapolis, Minnesota and am now living in Ulsan, Korea. I’m a total teaching newbie (having never taught in America) and teach 1st and 2nd grade middle school students; the equivalent of 7th and 8th graders. The advice I give in this article is gathered from two months of teaching these middle schoolers, so know that I am not a teaching expert. In these short months, I have already grown so much and my experiences in the classroom have made me a stronger, more confident teacher.  

You can read more about my adventures in South Korea on my blog, Emily Teaches Abroad in Korea.

Deciding to teach English in South Korea was not hard, but teaching definitely has been. I teach at two middle schools in Ulsan, South Korea, where the kids are between 12 and 14 years old and, oh man, are they a handful!

Having never taught in America, everything about my experience has been new. From living to working, every day has provided new, interesting, fun, and yes, extremely difficult challenges.  

Here are tips that I’ve learned in my two months of teaching English in South Korea to middle schoolers:

1. Learn to Speak Korean

This is the best advice for anyone interested in coming to Korea to teach. Learn. Korean. Or at least how to read it. Learning Korean (I used this textbook as well) before coming here has helped me:

• read maps
• find bus stops
• buy food 
• impress my co-teachers and students
• order food at restaurants

You may end up in a small town and not be able to communicate with a single person (sometimes not even your co-teacher) very easily in English. At least reading Korean and sounding it out gives you some form of communication.

2. Find Out Your Students’ Interests

Do yourself a favor and start listening to K-Pop or playing Overwatch (an online computer game) if you haven’t already. Female Korean students are obsessed with K-Pop and the boys are obsessed with Overwatch. However, you have to be 14 to play Overwatch, so the elementary boys play other games.

The most popular boy K-Pop groups are BTS and Exo (both my favorites!) and the most popular girl groups are Twice and I.O.I. Because I listened to K-Pop in America and actually love it, I have been able to connect with my students in an invaluable way.

Here is one example of a popular K-Pop video:

It is incredible how excited they were when they found out that I am interested in the same thing they are. Some students go out of their way to talk to me about it. In English. Which is mind-blowingly awesome.

3. Be Flexible

Nine times out of ten, I change my lesson plan after a class and sometimes change the lesson 3 or 4 times before the final class of the week. Let yourself make mistakes and don’t beat yourself up if a lesson plan fails miserably (speaking from experience here). The students will not hold it against you and neither will your co-teacher.

The mark of a good teacher is the willingness to improve lessons and take note of what works and what doesn’t. Korea is a country of constant change and self-improvement; If your lessons reflect this, it’s only natural.

4. Don’t Take Anything Too Personally

I would go home feeling horrible after a hard day thinking the students hate me and I’m the worst because the students acted up in class. Then, the next day, the same trouble-makers would be friendly with me in the hallways. It’s very important to remind yourself that there is a language barrier, and the things your students do in class is not a reflection of what they think of your personality. That being said, always try to be friendly with them in and out of class.

5. Be Enthusiastic With the Students Even When You’re Feeling Horrible

On bad days (you will have bad days), it’s hard to smile, but it makes a world of difference to engage your students. Since they don’t speak my language, I find they often read my facial expressions. I plaster on a smile and show them I’m happy to see them even if I’m feeling crummy on the inside.

6. Let Authentic English Happen, Even if it’s Off Lesson

Sometimes during class, students will talk to me in English that is off topic. Please let it happen. One of the hardest things about teaching English to Korean students is that they do NOT want to speak. Unless you have a class full of students that go to hagwons (English academies) after school, most students are reluctant to speak in English because they lack motivation or confidence in speaking up. When a student makes authentic English conversation happen in class, I let them speak. It benefits everyone.

7. Manipulate Your Lesson Plans to Increase Motivation

Encouraging motivation to learn English is the biggest challenge any EFL teacher will face, and I found out the hard way that my extremely energetic 1st grade (7th grade) boys are not motivated by the same things as my super shy 1st grade girls. In middle school, competition is almost always a sure-fire way to get the kids excited about English, but the kind of competition is different with each class. This does take time to figure it out, but it helps make classes more effective.

For instance, I played a  game of hot seat with my second grade boys and they loved being the center of attention. I did the same game with my 1st grade girls and they were terrified to be singled out and it made for a very uncomfortable 10 minutes. With the girls, it’s better to use group games where no one is actively alone in front of a group. I do think this is especially true for middle schoolers. They are extremely self-conscious and just want to be part of the group.

8. Be Consistent

Classroom management is extremely difficult with a language barrier. Luckily, you will have a co-teacher who will most likely deal with most aspects of the classroom management. If your co-teacher does not, however, come up with your own system of rewards which helps with motivation and consequences that keep your kids in line and then follow through every time.

9. Learn the Art of Rejuvenation 

What helps you relax? How do you rest? Learn the signs of your own exhaustion and deal with it accordingly. When your muscles ache, your mind and emotions will also. Trust me on this. Give yourself time to recuperate if you feel drained.

10. Don’t Expect Miracles

Leave any expectations you had at the door about how your students will act towards you or in class. Every single day is different. Once I learned to take my unrealistic expectations off of the students and put the expectations on myself, I started feeling much better and learned to have more fun with the students.

Take everything you’ve read with a grain of salt. Every single English teacher’s experience is going to be different. You could get an amazing co-teacher who helps you every step of the way, or you could have a co-teacher who couldn’t care less. Your students could be maniacs or they could be perfect angels. It is impossible to plan for every outcome while teaching.

I have learned from my two months here that it is best to have a good attitude and greet each class with enthusiasm because then I know I tried my best to create a safe environment for these kids to feel comfortable with English. As native English speakers, we give the students something they can’t get from their Korean teachers and that is invaluable to remember and utilize in your teaching.

Do you have any tips for first-time teachers? Share them below!

About Greenheart Travel’s guest blogger, Emily Balamut:

I am from Minneapolis, Minnesota and am now living in Ulsan, Korea. I’m a total teaching newbie (having never taught in America) and teach 1st and 2nd grade middle school students; the equivalent of 7th and 8th graders. The advice I give in this article is gathered from two months of teaching these middle schoolers, so know that I am not a teaching expert. In these short months, I have already grown so much and my experiences in the classroom have made me a stronger, more confident teacher.  

You can read more about my adventures in South Korea on my blog, Emily Teaches Abroad in Korea.

Teaching English in South Korea through the English Program in Korea (EPIK) is a fantastic opportunity for a number of reasons. Not only are salaries and incentives lucrative, foreign English teachers in Korea are highly respected, and Korean culture boasts to have some of the world’s most delicious traditions and cuisine. However, it’s becoming increasingly more competitive to land a job teaching in Korea. So, it comes as little surprise that the process of applying to teach with EPIK is quite extensive.

Something that would have helped Emily Balamut, one of our newer teachers in Korea, during the application process would have been a specific timeline of how long it took, as well as what each step along the way entailed. That’s why she carefully outlined her experience from start to finish in a recent blog post. It includes tips on what you can do even before you begin applying, as well as beneficial advice such as stressing the importance of getting all your documents in on time.

The most important advice I could give is to get your documents in as soon as possible…

Read more about Emily’s process of applying to teach English in South Korea through Greenheart Travel!

Emily Balamut, one of our newest teachers in South Korea, shares, in her words, the all-you-should-know-about-my-decision to teach English in Korea spiel from her blog titled, “Emily Teaches in Korea”.

First things first. My interest in South Korea stems from getting really into KDramas and KPop, or for all you non-in-the-know people, Korean Dramas and Korean Pop music. I mean, I got REALLY into KDramas. So much so, that I convinced myself to start learning the language…

After learning the alphabet, I kept getting more and more excited about the prospect of using it in day to day life. With the combination of watching all the KDramas and learning the basis of the language, I realized I needed to go to Korea. It felt like the next step. But just visiting Korea didn’t feel like enough…

Something you should know about me is that I’ve never really stepped out of my comfort zone…

Read more about how Korean dramas and K-pop music ultimately led Emily to pursuing the opportunity to teach abroad in South Korea!