2011 Fall MA Course Portfolio Kim Ju Young (1054006)

2011 Fall MA Course

Portfolio

Kim Ju Young (1054006)

Contents

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Introduction

Introduction

As an English teacher, I have been teaching secondary students for six years. Teaching is one of the most rewarding, and meaningful jobs that can fulfill self esteem of helping others in many respects. It entails lots of skills not only giving a good lecture but also interacting with students, and I always feel great need to keep studying and being open minded to new trends of young society with a good command of English. Thus I apply for this M.A. course at SMU.

Personal and Professional

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Curriculum Viate

EDUCATION Feb. 2012.

Expected to earn M.A.in Graduate school of

TESOL, Sookmyung University in Seoul, S.Korea 2006

B.A in from English Education Department

Choongang University, In Seoul, South Korea 2002 – 2003

Study in Missouri University, USA 2000 – 2002

Study in Chinese Language and Literature

Department in Cheonnam National University,

Gwangju, Korea

Curriculum Viate

CAREER SUMMARYTeaching English for approximately 10 yearsHomeroom Teacher for 6 yearsEarned qualifications, certificates and lots of experiences in education, and volunteer work

. EDUCATION

Curriculum Vitae

Jan. 2011. – Feb.2011 Teaching Internship in Delaware, USA Supported by Incheon City Educationa Department 2009 Head teacher of learning foreign language club In Incheon Girls Commercial Highschool 2008 – Present

Incheon Girls Commercial Highschool Incheon, South Korea

2006 – 2007 Teaching in Namincheon Girls’ Middleschool 2006 Assistant teacher for native speaker of English

department In Namincheon Girls’ Middleschool 2006 – Present Full time secondary teacher In charge of homeroom

class 2003 Part- time teaching at private English institute 2000- 2002 English Private tutoring

Curriculum Viate

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TEACHING EXPERIENCES

Curriculum Viate

Curriculum Viate

•2004 Head student in the dormitory for scholarship students In Namdo Haksuk, Daebang , Seoul•Mar. 2003 Volunteer work in the Indian Reservations in Arizona, USA•Aug. 2002 – May. 2003 Exchange student in Missouri University Columbia, USA •2001 – 2002 Volunteer work for Korean Americans over summer break in Gwangju•Mar. 2000– Aug. 2000 English reporter at University Press, Cheonnam Tribune.

OTHER EXPERIENCES

Curriculum Viate

Curriculum Viate

•2004 Head student in the dormitory for scholarship students In Namdo Haksuk, Daebang , Seoul•Mar. 2003 Volunteer work in the Indian Reservations in Arizona, USA•Aug. 2002 – May. 2003 Exchange student in Missouri University Columbia, USA •2001 – 2002 Volunteer work for Korean Americans over summer break in Gwangju•Mar. 2000– Aug. 2000 English reporter at University Press, Cheonnam Tribune.

OTHER EXPERIENCES

Curriculum Vitae

Curriculum Vitae

CERTIFICATE and AWARDS

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2008Certificate of Teaching Korean to foreignersYonsei University in Seoul2008 Certificate of TESOLSookmyung Women’s University in Seoul2006Award at National English Drama Memorization & Acting Contest hosted by EBS2006Certificate of National Secondary Teacher of EnglishIncheon City Educational Department2003Second place at National University Student EnglishContest In Chosun University hosted by EducationDepartment of Korea2000Third place at English Essay Contest in CheonnamUniversity

Curriculum Vitae

Curriculum Vitae

SKILL

2009• TEPS (1+)

2008•IELTS (7.5)

2004 •Information Processing Technician Certificate

2003•Computer Use in EXCEL Certificate•National Chinese Character Certificate

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Teaching Philosophy

Teaching Philosophy

When I was a little kid, I can remember taking care of 3 or 4 year olds. Even though I was young myself, I liked to play and take care of younger kids. When tutoring in university, I liked to be with my students. With this character, and good interaction and bondage with students in the time of practice teaching, I had no doubts to be a good teacher who loves students and teaching. However, English is not most students’ favorite subject. For some students, it is exciting to learn from the beginning, but for the majority of students, English is a fearful subject and don’t want to deal with it. Especially in the current school system, students have to memorize a lot of vocabulary to interpret the written passages for the exam, and don’t have much time to practice output areas such as writing or speaking. That’s why students usually consider English as one of subjects, and their active vocabulary for output skills is not good, easily getting feared. As a language instructor, I want to encourage my students to produce output of English rather than just having input and help them feel confident with their English and themselves. Not only I want to facilitate their learning but also I want to help them grow inside and turn into a better person.

Teaching Philosophy

Teaching Philosophy

When I teach, I try to help them get rid of this fear by emphasizing that not all people should be proficient in English, and English test scores are not all there is to learn and use English. In the way of increasing students’ confidence in English use, I also have them present in English at least one time throughout the whole semester. For example, the topic I’m currently teaching about is taking pictures, so I ask students to give a presentation on their memorable, and meaningful picture to them. They should describe the picture in 6 sentences, and afterwards, the whole class read their presentation script and I correct the big errors. Their presentation is sometimes just a series of English words, directly translated word by word, in Korean order and contains lots of Konglish and errors. To most of them, it is their first English presentation, and they shake their hands behind the podium. However, many of them show much better presentation than I thought and they seemed to be proud of themselves about the fact they do give presentation in English. I am happy with their facial expression and attitude after this presentation which they show more efforts than I thought. When correcting their script, they don’t even put subjects, and verbs appear here and there, but I give them lots of compliment on their brave try to use English.

Teaching Philosophy

Teaching Philosophy

For EFL learners, getting the words out in English itself is a big challenge, and naturally may contain a lot of errors. Instead of focusing on correcting their mistakes, I’d like to give a compliment on their try. As long as they speak English, broken or Konglish, the first step is to speak words out, not to cook how to say in the head. Thus I try to encourage students to speak as much as possible, and give a big compliment in overreacting ways, which helps students relieve fear and stress of English speech.

Besides this, I ask them not to feel afraid of foreigners. Except for just a few students, all they did before the native speaker at my school was calling out his name, and saying hi. When the native speaker, Eric asked something, they just smiled a lot because they didn’t know how to answer properly. My students feel inferior because they cannot speak English well. However, I pinpoint the fact that we are living in non-English country where other foreign travelers or teachers should try to learn Korean. They should be ashamed of not being able to use the language of the country they are living in. In order to encourage them to speak English as much as they can, and not to become shy, I give them my experience in Japan where I was told in Japanese only even I couldn’t understand Japanese.

Teaching Philosophy

Teaching Philosophy

The number of English users doesn’t make the country stronger, but when the country is strong, the language itself becomes strong. I don’t want my students to feel inferior and ashamed because they cannot answer foreigners in English. Even though I teach my students usefulness and benefits of English ability when we are abroad and for business as a global language, the most important thing, I believe, is to feel confident with English whether correct or not. Therefore, I keep mentioning it is natural that we make mistakes, and have Korean accents.

In Korea, teacher’s role doesn’t confine to teaching the subject only. Teachers have to take charge of a class of about 30 to 40 students with the name of homeroom teacher. It takes on much responsibility and ongoing careful attention. As a teacher of just about 6 years standing, I cannot say many experiences, but I try to do as many things as possible for my students. I made them study English picture cards, checked their daily schedule and journal by writing comments, and made them daily classroom newspaper. This was all extra work and time I put into for my students. Although some students change into more mischievous person affected by peers or unfavorable family situations, majority students change into better person when more efforts and care are given. This year, my students are worst of worst among 36 classes, but I still don’t lose hopes that students do change. For teachers, it is the biggest happiness when students show changes of action. What teachers should adhere to even in moments of disappointment because of students is belief of possibility and changeability in students.

Teaching Philosophy

Teaching Philosophy

Nowadays teaching position is acknowledged because teachers have long paid vacations as well as guaranteed long working years. In the past, it was appreciated in the respect that it is most rewarding and respectful because teachers are the ones who grow immature people up and bloom the youth. Students are getting more out of control and disrespectful. However, despite many difficult unfavorable conditions, I believe being a teacher is an absolutely precious role that grows immature human beings mentally and academically. I want to give students hopes and good influence through my experience, efforts, and English. For teachers, it is greatly rewarding to see students gain confidence in the area they’re studying, and so with themselves. I would like to help my students realize the benefits of using English as a global language, and foster strong second language ego as well as their identity.

Tesol Courses I took

Tesol courses

SECOND LANGUAGE ACQUISITION

METHODOLOGY 1

ISSUES IN COMMUNICATIVE LANGUAGE TEACHING

TEACHING WRITING

INTRODUCTION TO CORPUS LINGUISTICS

INTERNET BASED LANGUAGE TEACHING

TESTING AND EVALUATION

ENGLISH PRONUNCIATION

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Teaching GEP class

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Student Survey Result

Introduction

Lesson Plan 1

Lesson Plan 1

Lesson plan 1

Lesson Plan 1

Time Activity Materials

8:00~8:05

(5 min.)

Introduction

▫ Greeting

▫ Returning writing assignment

8:05~8:25

(20 min.)

Activity 1 – Finding worst of worst

▫Students decide who had the worst experience on Korean

Thanksgiving day after sharing their experience in groups.

PPT

8:25~8:40

(15 min.)

Activity 2 – Composing a complaint letter with given

sentences

▫ Students watch a video clip about complaining Mcdonald and

make a complaint letter with given sentence by excluding

unrelated sentences to the given situation and ordering

sentences.

Video clip

Worksheet,

PPT

8:40~9:40

(60 min.)

Activity 3 – Tableaux

▫ Students write a paragraph to explain a situation in a given place

and create frozen mime to show it.

PPT

9:40~9:50

(10 min.)

▫ Break

9:50~10:25

(35 min.)

Activity 4 – Writing a complaints for SMU bulletin board

▫ Students write complaints about SMU life based on the survey

results about school life.

Worksheet,

PPT

10:25~10:30

(5 min.)

▫ Writing assignment and Closing PPT

* Activity 1 – Finding worst of worst1. Objectives: Students will be able to complain their worst experience on Korean Thanksgiving day in groups

Lesson plan 1

* Activity 2 – Composing a complaint letter with given sentences1. Objectives1) Students will be able to categorize sentences into related and unrelated to the topic.2) Students will be able to compose a complaint letter in a right order .

Time Procedure

3 min 1) Ts share their bad experiences on Korean Thanksgiving day.

10 min 2) Ss brainstorm their bad experiences on Korean Thanksgiving day.

3) Each student complains about one of the worst experiences in groups.

4) Each group decides the worst experience among 3 or 4 complaints.

7 min 5) The student who had the worst experience talks about it in class.

6) Ss decide the worst of worst experience on Korean Thanksgiving day.

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Time Procedure

3 min 1) Ss watch a video clip in which a man speaking a complaint about a burger at

Mcdonald roughly.

12 min 2) Ts give a set of striped sentences of a complaint letter about the video clip. The

set of sentences includes several unrelated sentences to the given situation.

3) Each group unscrambles the sentences by excluding unrelated sentences and

arranging them in a right order.

4) Each sentence has an alphabet letter. When students complete ordering sentences,

one word can be formed. In this way, they can check the correct answer.

5) The first group which speaks the word will be a winner.

Lesson plan 1

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Time Procedure

5 min 1) Each group draws one strip where Ss may have dissatisfying experiences.

2) Ss brainstorm what dissatisfying situations can occur in the place based on their personal

experiences.

15 min 3) Ss choose a troublesome situation when they can complain, and write a paragraph to explain it.

4) Ss choose the scene to make frozen mime and prepare it to show the situation.

40 min 5) Ss present their frozen image in front of the whole class.

3(or 4) students will make the frozen image, and one student will explain their situation by

reading what they wrote.

6) After the presentation, other groups guess and write about which situation and which place the

presentation represents.

7) One student of each group reads their paragraph.

8) After presentation of all groups, Ts check a winner group that has the most correct answers.

* Activity 3 – Tableaux 1. Objectives1) Students will be able to make a still image to show a situation where they can complain and explain what situation it is.

Time Procedure

10 min 1) Ss answer the questions in the survey sheet about SMU life.

2) Each group fines out what the most dissatisfying thing in SMU life is based on the survey

results.

15 min 3) Ss generate more detailed ideas related to their most dissatisfying thing in SMU life.

4) Each student write a sentence one by one to complete a complaint paragraph about the most

dissatisfied thing in SMU life in order to post it on the bulletin board of SMU web page.

10 min 5) T asks what the most common dissatisfying thing in SMU life.

6) A student in each group presents their complaint paragraph.

(Each group decides who will present.)

* Activity 4 - Writing a complaining paragraph for bulletin board1. Objectives1) Students will be able to answer survey about satisfaction of SMU life.2) Students will be able to write a paragraph complaining about SMU life.

Lesson plan 1

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How much are you satisfied in SMU life?most least

satisfied ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ satisfied

4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

1. Classes are helpful for your future study. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

2. There are many programs for job preparation. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

3. Exchange student program is established well

enough.

4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

4. Professors work enthusiastically on class

preparation and materials.

4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

5. Classroom environment facilitates learning. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

6. Various scholarships are established. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

7. There are a lot of club activities for your free time. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

8. Cafeteria serves good food at reasonable price. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

9. Tuition of SMU is reasonable. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

10. I like SMU surrounding and atmosphere. 4 ∙∙∙∙∙∙∙∙∙∙∙ 3 ∙∙∙∙∙∙∙∙∙∙∙ 2 ∙∙∙∙∙∙∙∙∙∙∙ 1

< SMU Life Satisfaction Survey >

Lesson Plan 2

Lesson Plan 2

Lesson plan 2

Lesson Plan 2

Time Activity Materials

8:00 ~ 8:10

(10 min.)

Introduction

▫ Greeting

▫ Returning writing assignment

▫ Showing video clip and playing the music

Video clip

PPT

8:10 ~ 8:35

(25 min.)

Activity 1 – Seeking Components of Happiness

▫ Students will find the important factors consisting of

happy life as a group and share the ideas

PPT

Worksheet

8:35 ~ 9:00

(25 min.)

Activity 2 – Finding Mr. Right (Group Work)

▫ Students will choose the most appropriate guy for a

woman and support their choice with opinions

Worksheet,

PPT

9:00 ~ 9:10

(10 min.)

▫ Break PPT

9:10 ~ 9:40

(30 min.)

▫ Activity 3 – Writing a paragraph about job

▫ Students will decide important facts regarding jobs and

write about it related to happiness.

9:40~ 10: 20

(40 min.)

▫ Activity 4 –Write an essay

▫ Students will write a fully developed essay about a

happy life they want.

Worksheet,

PPT

10:20~10: 25

(5 min)

▫ Closing and Writing assignment

▫ Teachers assign homework.

Worksheet,

PPT

Lesson Plan 2

Activity 2 – Finding Mr. Right1. Objectives1) Students will be able to find the most appropriate guy with good reasons.2) Students will be able to write a paragraph with one topic sentence and 5 supporting details.

▫ Activity 3 Writing a paragraph about job1. ObjectivesStudents will be able to1)figure out the important factors for themselves.2)write paragraphs about occupations related to happiness.

•Activity 1 Seeking Components of Happiness1. Objectives:Students will be able to1) express their opinions with supporting details.2) come up with the idea of the components of happiness3)present their ideas and share them about their view of happiness.

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Lesson Plan 2

* Activity 4 – Write an essay 1.Objectives:Students will be able to write an essay about a happy life.Topic : What do you think you need for your happy life and why?Write a fully developed essay with supporting details.

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Lesson plan 2

Group Name Please tick in the parenthesis, after you check the draft.1. Format (1) if spellings are all correct ( ) (2) if the title is appropriately put down (a title is better in noun forms) (a) capitalization ( )(b) centering ( ) (3) if paragraphing is correct (a) indentation ( ) (b) sentences – one after with leaving just one space ( ) 2. Language (1) if sentence structures are all correct (a) the first word is capitalized ( ) (b) punctuation (period, quotation marks, comma, etc.) are properly

used ( ) (c) proper nouns are capitalized ( ) (d) number agreement ( ) (e) tense agreement ( )3. Content(1) if the essay has a good thesis statement ( )(2) if the essay has a good introduction paragraph ( )(3) if the logical orders are natural ( )(4) if each paragraph has topic sentences ( )(5) if each paragraph has supporting details – more than 3 sentences ( )(6) if the essay has a concluding paragraph ( )(7) if the concluding paragraph does not include new information ( )

< Self-Editing Checklist >

Lesson plan 2

<Activities>

Lesson plan 2

< Activities >

Lesson plan 2

< Peer-Editing Checklist >

< Content >

1. Introduction paragraph is interesting enough to catch reader’s attention. Yes No

2. There are clear 2 factors for a happy life. Yes No

3. There are enough supporting sentences to explain why the factor is

important for a happy life.

Yes No

4. Conclusion paragraph doesn’t include any new information not to be in the

body paragraphs.

Yes No

< Language >

1. There are some grammatical errors to bother comprehension of meaning. Yes No

2. The punctuation marks are properly used. Yes No

3. Spelling of words are correct. Yes No

4. Linking words are used properly to connect content smoothly. Yes No

< Format >

1. There is a well-formed title. Yes No

2. There is the indentation in each paragraph. Yes No

3. There are 1 introduction, 2 body, and 1 conclusion paragraphs. Yes No

4. Each paragraph has more than 4 sentences. Yes No

5. Each paragraph has a topic sentence. Yes No

Lesson plan 2

< Activity Materials >

Mid-term Exam

Mid-term Exam

Midterm Exam - GEP II Fall 2011Name: _______________ Student Number: __________________1. Fill in the blanks by choosing appropriate words from Word Bank. (10 points, each 1 point)(1) Word BankA birthday party is a celebration of the (A) of the birth of the person who is being honored. Birthday parties are a feature of many cultures. The guests may be asked to bring a (B) for the honored person. In Western cultures, birthday parties are often accompanied by colorful (C) , such as balloons and streamers. In these cultures, a birthday cake is usually served with lit (D) that are to be blown out after a "Birthday wish" has been made. The person being honored will be given the first piece of cake. While the birthday cake is being brought to the table, the song "Happy Birthday to You" or some other (E) birthday song is sung by the guests.(2) Word Bank (A) party is a party that is not made known beforehand to the person in whose honor it is being held. (B) party is a party where a large group of people get together at a private home to socialize. This party is also called keg party or “keggers” because people usually drink beer pumped from a keg in this party. (C) party is for the purpose of collecting money that will be given to some person or to some institution, such as a school, charity, business, or political campaign. (D) party is held for the purpose of welcoming a newcomer, such as a new club member, or a family’s new baby. (E) is a style of party that is well suited to receiving many guests and popular for large events such as holiday events at the White House.

Mid-term Exam

Mid-term Exam

(1) Dear Mr. Choi, I am writing to ( inform / perform ) you that the goods we ordered from your company have not been supplied correctly. On 26, August 2011 we placed an order with your firm for 12,000 ultra super long-life batteries. The ( consensus / consignment ) arrived yesterday but contained only 1,200 batteries. This error put our firm in a difficult position, as we had to make some emergency purchases to fulfill our commitments to all our customers. This caused us considerable inconvenience. I am writing to ask you to please make up the shortfall immediately and to ensure that such errors do not happen again. ( Otherwise / Likewise ), we may have to look elsewhere for our supplies. I look forward to hearing from you by return.Yours sincerelyJ. Wong

3. Read the following complaint letter and circle the correct answers. (5 points, each 1 point)

Mid-term Exam

Mid-term Exam


Mid-term Exam

Mid-term Exam

Lately, some things at my new job have really been exciting me. There's this new guy in → botheringmy office, Shin. she keeps asking me out. He's really nice, but I'm just not interested in → Heher in that way. I told him that I would not date coworkers, but he will give up. He → his → will not. He has asked me everyday since I start.→ started

(1) In Anglo-American culture, a tea party is a formally gathering fo

r afternoon tea. These parties are traditional attended only by wom

en, but men may also be invited. Tea parties are usual characterize

d by the use of prestigiously tableware, such as bone china and sil

ver. The table, whatever its size or cost, are made to look its pretti

est, with cloth napkins and matching cups and plates. The tea is ac

companied by a variety of easy managed foods.

4. Each of the following text has five parts that need to be edited. Underline the inappropriate parts and correct them. (20 points, each 2 points)Example

Mid-term Exam

Mid-term Exam


Mid-term Exam

Mid-term exam

(1) A shower is a party whose primary purpose is to give gifts to the guest of honor, commonly a bride-to-be or a mother-to-be. Guests who attend are expected to bring a small gift, usually related to the upcoming life event, like getting married or having a baby. A shower will refresh you. As a gift-giving occasion, it may not properly be hosted either by the guest of honor or the close relatives of the guest of honor, as requesting gifts from friends for a near relative is seen as either greedy or begging.

5. Underline a sentence which is unrelated to the rest of sentences in the following passage. (4 points, each 2 points)

(2) Outdoor parties include bush parties and beach parties. Bush parties (also called “field parties”) are held in a secluded area of a forest (“bush”), where friends gather to drink and talk. These parties are often held around a bonfire. Decide whether you want to hold indoor or outdoor party. Beach parties are held on a sandy shoreline of a lake, river, or sea, and also often feature a bonfire.

ⓐ Finally, start looking through other profiles on the website.

ⓑ First, go to a dating website and make an ID.

ⓒ Then, It’s easy to use online dating services.

ⓓ If you lie on your profile, you might have a bad experience later one.

ⓔ Then, you have to fill in your profile honestly.

6. The sentences below are in the wrong order. Put the sentences into the right chorological order. (6 points, each 3 points)

Reflective Journal 1

Reflective Journal

First, I liked Una’s bright greeting, and Hannah’s soft voice. I find tone and pitch of voice important and helpful for students to keep focused, and I really like theirs. They introduced the laughing game whose rule was not to laugh. This was my first time to play it, and it was more interesting than I had thought, and good to warm up students who felt awkward and uncomfortable for the first time being in the class. I also thought of using it in my class on the first day of a new semester. After this ice-breaking activity outside of the classroom, students were put into five

groups to do 7 minute activity, Treasure Hunt. There were five stations where big sisters gave one mission for students to complete such as finding characters of fairy tales, places, bingo games, and etc. Jeryoung and I were in charge of Bingo game which was to have students figure out the prepositions of each sentence. The room was crowded with students standing between chairs, moving for the different mission, and the room was too hot without air-conditioning. Everyone was hot sweating, but all of us seemed excited. Students looked more eager to get the piece of treasure map than I thought. In my station, students had to figure out the missing preposition, and some of them were not as good as I thought they would be. My partner who is an elementary school teacher was so energetic and lively that students were excited at her exaggerated speech and motion. Seeing this, I thought even university students liked to be treated this way. I realized I should explain and complement students more with action, and in a higher tone of voice.At the last stage, students and teachers had time to shake hands. Hannah divided the

activity into one minute three different introduction. After shaking hands without saying anything, we said hello introducing our names, and lastly we again exchanged names, and introduced the other. It was a bit chaotic, especially at the third introduction. It was a bit confusing to take turns introducing in threesome. I thought it might be more organized if we introduced ourselves in two circles with one group moving clockwise and the other counter-clockwise. All in all, it was a good start, and ice-breaking time. Before the class, I was a bit

worried about students’ attitude toward us. But students were students like my school students even though they were older. All activities were good to have us meet all the students in one class.


Reflective Journal

This week, Shinhye and I presented, and had quite felt-long 3 hours. First of all, I appreciated the great roles of group leaders. I was worried a lot about how our lesson plan, designed only in our head, would turn out. It went better than we had worried about even though there were some unclear moments about what to do for the tasks. I and my partner should have given clearer instruction with some models or examples. Except for Tableux, there was no given example, and even group leaders who had heard about our plans before asked a lot about what kind of forms and what stories they should take in writing. We thought of the plans, so we inadvertently assumed that they would understand what to do like. Therefore, group leaders found some tasks unclear to carry out. We should have given more detailed, clearer instruction. In the activity 2, when they should figure out the right order of the sentences, they needed to find the word, “ohyes”. One group completed the task much faster than others, and raised their hands as required. At that moment, I didn’t know what to do and just had them waited for other groups to solve the problem. I should’ve thought about groups who finished early. When half of the groups were done, I let them the first group who raised hands give the answer, but there must have been better ways for all other groups to have time to complete the task. In the activity 3, the students’ presentation didn’t last as long as we thought. Making a frozen mime was quite interesting. It would be also great to ask students’ response or choose the best acting group. The last activity took far more time than our plan. I lengthened the given time several times. Despite the prompt, and urges, they took their pace to finish the task, and I had to take one group’s incomplete paper. I liked the professor’s idea of peer editing. It was even better to give students a chance to revise other group’s writing, and see their revision and comment on their writing than just a presentation. Also, I thought I should’ve given a bigger paper so that they could be more comfortable doing collaborative writing. There was one thing I should’ve pointed out but I missed. I saw many group leaders holding the pen and write mostly, which was should be avoided for student’s improvement. Next time, I will have students take the main role, and write on their own.


Reflective Journal

This week’s topic was party and its function is informing by email. Students need to write an invitation letter in the form of an email. The instruction was was very clear and specific at every stage, and generally it was a well organized lesson. The first activity was for students to refer to their reading assignment. It was good to check whether students read or not, and it was a good brainstorming activity. When it was conducted as a kind of group bingo, it might have consumed too much time. Luckily, one group leader asked how longer we should give answers, and it was shortened. In class, asking and answering should be actively going on for oneself as well as others. When I was not clear with something, others feel the same way. Class leaders started to use blackboards, and it was good because we were not still familiar with group names. Secondly, we shared about our best or worst party. My group members were thinking too hard. Although I initiated the conversation, it was not easy to come up with. I thought it’s partially because Koreans don’t use the term ‘party’ except for birthday party, and our get-togethers called party in the West didn’t feel like fitting in. In the third activity, we should complete an email informing about the party. We were given a picture of different party, and filled out mind map describing the party scene. In the mind map, there were categories were given, which was very helpful to guide us what to think of. However, in the email, there were too many guided sentences and information given at the beginning, The idea of guided writing was good, but it showed too much information, and even there was a closure remark that we will be very appreciate if you join our party.”


Reflective Journal

Many lines below were useless and it was hard to develop smoothly. Also, there was a wrong sentence, “we will be very appreciate”, and even when all presentation ended, it was not corrected by class leaders.

Lastly, students need to create their own party, and write email. It was good to have paper for even rough draft, and the colored big paper was good. The last activity took longer than expected. Writing activity takes much longer than planned, but the pace was faster than last class. Performing was also interesting to see, but one of my students said, “Again?” Performing increase the fun of class, and students’ creativity, but it may not be conducted too much. In fact, at the start of the class, I wished that class leaders had put some authenticity in the activity. When my group presented, for authenticity, and relatedness to students own life, I started with Chuseok experience, and ended with SMU life survey. The beginning brainstorming activity and planning the parties are all related to students’ life but it would be better when its authentic purposes were mentioned. While working on the task together, I kept wondering this group writing can be much helpful increasing students’ MATE score within 3 months. Writing collaboratively can lower the burden, and fear of writing, but writing test is totally done by oneself. I was wondering what kind of individual writing activity would be interesting. Overall class went smoothly. The steps were well divided, and clearly instructed with cute PPT. I’m looking forward to seeing other classes.


Reflective Journal

This week was about narrative writing with the theme of dating. Group 6 had a well-organized plan and conducted it with balance of writing activities and others. Especially interactions between groups were going very well.

In the beginning, they briefly gave us an overview of what we were going to do in class. Since we got the big picture of what each step and activity involved, it struck us well-organized, and at each step, we were not lost. Moreover, they passed out a packet of activity materials, which was really efficient way of saving time as well as following directions more quickly. It was good that materials were covered, so they were not revealed beforehand.

The first activity was a memory game. It was fun as well as useful to remind students of reading homework. It took less than assigned. In my group, April was far better than the other two students. She was getting most of the cards right, but Jiha got nothing until 5 cards were left. I didn’t want to see Jiha end up with no cards, making her feel embarrassed. April and Yoon also encouraged Jiha to guess the meaning of words, and gave her all chances to finish the left cards near the end. When she got 2 sets of them, all of us cheered greatly. I had leeway on the rule, but it was good to see Jiha’s smile given that the winner was obvious at that moment. I wish there were more cards to play with.

The activity 2 was asking and answering questions and voting for the best. Asking questions related to dating was helpful and leading for the next activities. However, the questions, especially on the yellow cards were not intriguing enough. Students’ answers were not that particular or interesting except for the question of dating disaster.


Reflective Journal

The next activity was describing pictures in narrative style. The pictures were not complicated and were appropriate to make stories out of. After writing stories, groups exchange their own groups’ writing and put the pictures in order basing on the written story. A check list was given, so it was very helpful to remind students of what is important in writing. I liked this activity because picture description doesn’t appear as a burden and putting the pictures in order while editing others’ writing was quite fun.

In the following activity, it was a fun start with Hannah’s real example of dating disaster. Groups were divided into two, and one watched Icecream video while the other goups watched Seinfeld. After watching videos about awkward dating situations, and students were supposed to fill out mind-maps and write individually. However, it was not easy for students to understand it. My group members and me actually didn’t get the idea that the female characters kept switching from unattractive to attractive. To our eyes, she was not that different or ugly when being as regarded “unattractive”. Also, I wish there were more words and expressions in the list for students to refer to. When they fill out the mind map, they found it really difficult. Their individual writing was all different. It was not because they came up with the different solution or closing, but because they had difficulty making stories with the little clue from the video. As usual, students were much pressed against time when they wrote individually.

All in all, it was a good, well-organized lesson with good examples at every step. Groups’ seating formation was very effective for exchanging activities and sharing stories. Activities were various and well-balanced with writing, the main purpose, and other motivating activities such as acting, picture ordering, and watching videos.


Reflective Journal

Week 10 was about drawing graphs with the theme of shopping. Describing graphs was not common even in Korean, but students knew the very purpose of learning it for MATE test. Class leaders prepared lots of example graphs so that students could be exposed to as much as possible within given amount of time. The class overall involved a lot of interaction between students through drawing graphs, explaining them, and making them on their own.

At the beginning, class leaders showed a video clip about the guy who’s obsessed with graphs. My sisters said it was not difficult to understand it, but they found it uneasy to figure out the answers. They thought their characters’ speaking was not clear. I liked the idea of showing this sitcom to make some links between the topic which is not regularly dealt with and the comic situations that students could find it fun.

Followed activity was to match graphs with descriptions in pair. I urged my students to refer to reading materials when they hesitated. Two pairs in my group came up with the wrong answers, and compared them with each other. It was helpful to see them work together, and help each other. I could see peers do scaffold each other.

In the activity of Information Gap, my sisters were having trouble with the usage of verbs. They kept asking me for appropriate verbs, and how to describe percentage properly. They complained a bit that the reading materials didn’t support them much with expressions for different kinds of graphs other than line graphs. I looked it up in the reading materials, and sure enough there were many useful expressions that students could practice line graphs. We were given a kind of example answers, which was good. However, I wish there were more exercises and more various expressions to practice appropriate verbs and percentage usage for each graph.


Reflective Journal

Afterwards, some group members move to other groups and read out the descriptions about the graphs so that the other students could draw based on the description. It was a good chance to hear how other graphs are described using what expressions. Drawing as a result can be criteria how the description was correct and clear. This was more fun than just to read and describe graphs, and also it was good because it stimulates more involvement with students, guessing and even speaking. The activities that encompass more engagement with students and other skills or strategies are much better, so it was good.

For the last activity, students did make their own survey questions and answers. Our topic was shopping habit, and we came up with the normal ideas that where you usually do shopping among the Internet, street shops, department or home shopping. Our group was to make pie chart. It was very fun to do survey and get stickers on the shoulder. Using different, various stickers was a good idea that makes activity more interesting. I realized again even some childish-looking thing is still fun for grown-ups.

As time goes by, I thought, the role of group leaders would be diminished. However, students seem like they are adjusted to receive help from big sisters any time when they need. Big sisters activate their schemata and give ideas using their creativity as well as giving academic help. That’s the purpose of group leaders’ existence, but I started to think this great scaffolding from big sisters may hamper students from thinking on their own, and tacking the tasks.

The class went very smoothly, and it was light-hearted, and felt like moving fast. It was a good combination of writing, discussion, drawing, and presentation that activate students’ multiple intelligence well in some way.


Reflective Journal

Week 12 was about writing comparison and contrast essays with the theme of technology. This class gave a chance to students to do research, write a full essay and revise it like in reality. In the former part of the class, it encouraged cooperative learning, and the later part, it motivated autonomous learning, and analysis intelligence.

The first activity was to use combine parts of words, adjectives, adverbs and nouns. It was pretty good practice to give students to think about the use of words, and appropriate phrases. After seeing me make some example phrases, my sisters got the hang of it, and ended up with 22 phrases. Class leaders asked for some examples, which was a good way of checking.

For the second activity, Mikyoung gave an overall instruction, and Sooyoung went over it again more specifically, one by one. This was good repetition and clarification of the instruction. However, I didn’t like the second activity was performed as designed. The terms for camera usage, and technology seemed a bit of terminology, so it seemed like students read the material and looked for the same words in pairs instead of talking. Also there were quite many shortened forms and some incomprehensible unmbers like Approx., ftp,1080 HD. It is true that we might look for cameras in other countries, and compare them based on the English instruction, but for this task, students needed to practice vocabulary more in the reading materials. This led to activity 3 because of the unfamiliar difficult camera terms. Students drew and showed comparison and contrasts of the cameras to give presentations. I doubted if students would understand much of them. Personally I thought the camera comparison thing should have ended with the activity 2. The effects of activity 3 in terms of language learning were not much to me. My students seemed to just copy different or similar words and I didn’t think the content of one minute presentation was appealing to them.

After the break, we moved to another room. Even though students didn’t like moving, the atmosphere of a computer room was good for them to settle down in the seat and do research. My sisters seemed to look more tired as the semester goes near the end, and they kept grumbling or letting a sigh if they are faced with seemingly daunting tasks. Thus, lately, I needed to give more affective scaffolding with encouraging words like “It’s almost done. Stick it out. Don’t worry. You are going to make it.”

In the computer room, students should use computer and do real research between galaxy note and Iphone 4s. It was very authentic, and the flow of the whole second part of the lesson after the break went very smoothly. It was a good organization of using graphic organizer, writing a full essay, self-editing, revising, and even posting on the board as well as giving comments on 3 people.

The class was like a real writing class. It was a student-centered lesson in an authentic setting. Since students have written a form of full essay, they might get the idea of how to write it. This time, they could rely on researched information a lot. I could expect that how students would cope with opinion-giving essays next class.

Action Research

Action Research

Effectiveness of scaffolding checklistfor providing scaffolding in English writing class

•IntroductionGeneral English Program II course at Sookmyung Women’s University, hereafter GEP, involves the students in a variety of reading, writing, and presentation related activities focused on meaning and purpose. The objectives of the GEP are to give the students an opportunity to develop strategies for writing proficiency in English and the skills necessary for attaining an acceptable score on the Multimedia Assisted Test of English Writing Test, hereafter MATE, and to link reading with writing skills. Students are expected much of the in-class interactions which will improve their reading, speaking, and listening skills as well as their writing skills through communicative and interactive activities. The students of GEP are assigned in 10 groups of 3 members with a group leader. Most of the undergraduate students are seniors and are situated in a stressful circumstance due to the pressure to get best grade for the graduation. The group leaders, graduate students in their final semester of TESOL MA program at Sookmyung Women’s University, are called ‘big sisters’ who play roles as facilitators who guide group members to follow the right track and encourage them to enjoy the class. They also teach the whole class as a team of two in turns under the supervision of the professor.

Action Research

Action Research

•Identification of a concernWithin a vibrant learning community, scaffolding plays an

important role. It may determine the success of a learning atmosphere as it is assumed that if the students are scaffolded, they will become actively engaged in their learning activities (Dabbagh, 2003). Dabbagh further commented that, “scaffolding is all about providing the right amount of structure in a learning environment” (p. 40). Consequently, this will create conducive learning environment where every student is constructing knowledge.

Since the term scaffolding was coined in 1976, there has been a great deal ofdiscussion and debate about what the concept of scaffolding actually means. Scaffolding is no longer associated with interactions between individuals only. These days, artifacts, resources, and environments themselves are also utilized as scaffolds (Puntambaker&Hubscher, 2005). Put differently, scaffolds can consist of tools, strategies, and guides which support students so that they can achieve a higher level of meaning making; one which would be impossible if students worked on their own (Galea, Stewart, & Steel, 2007; Vygotsky, 1978). Holton and Clarke (2006) propose more concrete tools be used as scaffolds. According to them, “scaffolding may also be provided in book form, over the Internet, by telephone and so on” (p. 130). More importantly, scaffolding can be provide through supplying hints, prompts, probes, simplifications or other similar learning supports (Ronen & Langley, 2004).

Action Research

Action Research

Holton and Clarke (2006) define scaffolding as: “an act of teaching that (1) supportsthe immediate construction of knowledge by the learner; and (2) provides the basis for the future independent learning of individual.” (p. 131). In other words, scaffolding may help a student learn a new lesson with the hope that the student may later become autonomous. Although scaffolding may be associated with activities of help or guidance, with the definition provided above, scaffolding is seen from a specific perception of time in which help or guidance is extended to a student continually until student can construct knowledge independently, a condition where scaffolding is already removed and that student is ready to pursue her/his lifelong learning. Holton and Clarke (2006) also classified scaffolding in a more specific way. They point out further that there are three kinds of scaffolding: expert, reciprocal, and self-scaffolding. This distinction is crucial; because they consider that the ultimate goal ofeducation is to produce independent learners, who can solve their own problems when no expert is present to help them. By trying Expert scaffolding and Self-scaffolding following Holton and Clarke’s theory, the researchers expected the students explicitly perceive scaffolding themselves at certain times in their teaching-learning processes. This is particularly evident in self-scaffolding, which is claimed to be potentially the same as metacognition (Holton and Clarke, 2006).

Action Research

Action Research

In Holton and Clarke’s cases, they perceive scaffolding from the viewpoint of the students who provide the processes of scaffolding. In other words, the students are given freedom to initiate the scaffolding actions in their learning interactions. Thus, in expertscaffolding, the focus is on the lecturer providing scaffolding to the students. In self-scaffolding, it is also the student who is scaffolding her/himself in her/his learning journeys to construct knowledge. This indicates that scaffolding is not always necessarily provided by the teachers/lecturers. In this research, the process of active scaffolding done by the students is investigated further to add to the extension of the scaffolding theories. As observing classes for a few weeks, we found a concern that students need more systematic and effective scaffolding since this GEP writing course is totally new type of learning experience for them. First, lots of interactive activities are involved in this course and students need to interact in English. Because of that, students seemed to feel more pressure. It could cause anxiety, which prevents students from learning. As a matter of fact, students often hesitated to speak out their ideas, thinking their English is very poor. Second, their role as a learner is also different from that in typical Korean classroom. Mostly students take rather passive roles, which they are supposed to just receive what the teacher provides. However, students in GEP class are expected to take responsibility for their own learning and learn by doing, not only by listening. However, students seemed uncomfortable with their role in the observed classes. One of students said the class is too difficult and asks too much to the students. These findings from the class observation convinced us scaffolding is the key factor for students’ successful learning experience in this GEP course. Group leaders need to scaffold students affectively in order to create comforting learning atmosphere as well as scaffold them cognitively in order to help students to complete tasks.

Action Research

Action Research

To find out in what area students need more scaffolding, a need survey conducted on students from three groups, 5 Onnies, Fresh girls, and iSenior. Mostly students answered they need help in vocabulary and content. Four out of 12 students answered they feel most difficult with vocabulary and three answered it’s the content knowledge that they feel most difficult. In addition, they felt group leaders give supports when they give feedback, prompts and ideas for their writing. To the question what kind of support they want from group sisters, many students responded they need help in linguistic area, such as grammar and vocabulary. Other responses are ‘way to write fast’, ‘time to think about the topic individually’, and ‘more information about today’s classes’. In addition, from other group leaders’ reflections on lessons, we also found that low-confidence and passiveness of some students are also issues keeping being discussed. With those students, affective scaffolding would plays even more important role. The goal of our action research is to find out what kind of scaffolding is most necessary for our GEP students and how group leaders can scaffold them more systematically and effectively. At the end of this course, we expect to see that students can cope with their new role as active participants and experience success in their learning with group leaders’ scaffolding, which are given more consciously for its’ effectiveness.

Action Research

Action Research

Research Design

The first part Need survey

The purpose of the survey was to seek what students find most difficult and what kind of scaffold should be given to meet their needs. The questions are as followed: (1) What makes you feel difficult the most when you write in English? (2) What materials help you in class? (3) What kind of support does your group leader give you? (4) What kind of help do you need the most from your group leader?

For Q1, Vocabulary topped the list, followed by content closely. Students have the biggest trouble when they confront vocabulary problems. When they don’t know what to use, and their brain goes blank, they just couldn’t go on writing. Also when they have no idea about the topic, and have not as many details as they should, they stumble because of the content. For Q2, Students found the pictures least helpful, which was a little surprising. Picture use as realia is known highly motivating, and encouraging, but the result turned out contrary to our general perception. Word lists, mind-map worksheet, and reading materials are all turned out helpful to almost the same amount. Students regard group/ class leaders’ instruction outstandingly helpful out of 5. They found big sisters’ help most useful and effective. The supports students think they receive most were the prompts and ideas as well as feedback for their writing. They appreciated big sisters’ encouragement as well. The question 4 was about the help that sisters want from big sisters. They want some grammar check, feedback for accuracy, more information about today’s class, and vocabulary..

Action Research

Action Research

From the survey results, we realized that students still need more academic help from big sisters. They want to deal with vocabulary problems and grammar when they write in English most. Thus we plan to scaffold them in two ways. One is to support them with in terms of knowledge. Big sisters have more knowledge of English and information on the contents covered in class. They are going to provide scaffolding academically through vocabulary list, graphic organizer and experiences. The other is to scaffold them from affective respect. Its purpose also is to perform well in writing. Big sisters are going to cheer sisters up, prompt them to come up with ideas, and give positive feedback as much as possible.

1.2 Class observation and reflectionFor the week 9 and week 10, we wanted to figure out what kinds of

scaffolding could be used during the class. So we asked the class leader to send us final versions of lesson plan and other teaching materials like worksheet and Powerpoint slides, and analyzed the activities and made plan for giving scaffolding in every situations.

In week 9, the class was about writing formal letter on job and career. Jeryung’s group (5Onnies) and Juyoung’s group (iSenior) adapted the planned scaffolding because Chiyeon took charge of class leading on that lesson. As the first scaffolding in this class, we planned to give noticing in activity 2 using vocabulary from reading assignment for that class. Activity 2 was snatching a right card when the students listened to group leaders’ clues. We thought that it would be helpful for them to remind of job vocabulary before starting the game. One of other scaffolding we gave to the students was explaining the role of cover letter and its format what could be written for each part. And we planned to mention the difference of thesis statement and topic sentence for them to make sure.

Action Research

Action Research

We three researchers performed all the scaffolding we planned and wrote down all the things we did to help students which were whether planned or not. We analyze notes about what we did and what we gave to students as scaffolding, then figured out that we did much more things than we planned, and planning scaffolding had limitations because we couldn’t predict all the help our students might want to get. We thought that it would be better to be more systematic to provide scaffolding.

I.The second part

Treatment: providing a scaffolding checklist to group leaders

In the first part of the action research, we found out it is necessary to provide scaffolding more effectively. In order to do that, we all agreed that it is also important to think about how to scaffold students as well as what to scaffold,as Wood et at al. (1976) asserts that the expert’s familiarity with scaffolding techniques plays an important role in students learning development. Based on the agreement,we decided to provide a scaffolding checklist to help group leaders as in Table 1.

Action Research

Action Research

Techniques

Cognitive& Meta

cognitive scaffolding

T-S interaction, engagements of attentions, and goals

highlighting, marking relevant differences, and elaborating detailed

information

activating schemata

stimulating new ideas

facilitating problem solving and inducing strategic thinking

challenging the learner within her ZPD

Affectivescaffolding

Knowing students’ character and respond to appropriately

giving the learner a sense of caring and enjoyment in the task

encouraging something good she did

minimizing frustration during learning development

finding improvement and communicating them to the learner

Table 1 Scaffolding checklist for group leaders in GEP class

Modified from Lidz’ components of assisted learning via scaffolding (Schwieter, 2010)Group leaders were given the scaffolding checklist in week 11 and 12, and asked to check whenever they use those techniques. In addition, we also asked them to reflect the use of the checklist in terms of helpfulness. We expected that they would have better understanding of different kinds of scaffolding techniques and what kind of scaffolding techniques they are actuallyusing.

Action Research

Action Research

2.2 Results2.2.1 Checklist Results from Group Leaders Here are the techniques that teachers use in order of frequency:•Highlighting, marking relevant differences, and elaborating detailed information•Teacher and student interaction, engagement of attentions and goals•Facilitating problem solving and inducing strategic thinking•Knowing students’ character and respond to appropriately•Encouraging something good she did•Giving the learner a sense of caring and enjoyment in the task•Finding improvement and communicating them to the learner•Minimizing frustration during learning development•Challenging the learner within her ZPD•Stimulating new ideas•Activating schemata

Action Research

Action Research

All in all, it turned out that teachers have used a variety of techniquesas mentioned above consciously or unconsciously. Most frequently they elaborated information, and highlighted important factors that would go unnoticed without. Also teachers tried to keep students’ attention and stick to the goal. Least frequently, teachers activated schemata or stimulated new ideas than expected. Based on teacher’s reflection, teachers found out that they came to try using scaffolding techniques more consciously after having used this checklist. Some teachers commented that they realized they relatively lacked in giving affective scaffolding in the past. Others also mentioned that they thought scaffolding was in terms of providing academic knowledge only such as vocabulary and grammar. It turns out this checklist fosteredmore engagement with students, and more deliberate efforts to conduct various kinds of scaffolding techniques.

2.2.2 Survey Results from Students We also would like to see how students felt towards big sisters’ help

throughout the class. We did a survey on students with the similar questions of scaffolding techniques with that they found helpful or not. In the survey, they checked every column meaning that they received all the scaffolding in the checklist. They commented that all the help from big sisters cheered them up when they felt discouraged with English writing. All English knowledge and information from big sisters helped them cope with the difficulties in tackling the tasks, completing the activities and writing essays. Students mentioned that they never had this kind of big help from experts, and they found it significantly helpful and motivating to participate in class actively.

Action Research

Action Research

Implication and Discussion

For four weeks, this action research on use of scaffolding techniques had been conducted. For the first two weeks, we observed our own teaching and procedures of giving scaffolding and drew out the lists of scaffolding techniques. For the last two weeks, we shared this checklist with other big sisters to encourage them to deliberately provide as much scaffolding as possible for students. We felt that four weeks was not enough to collect sufficient data. It would be better if we had more time to do action research and try out more scaffolding techniques. Moreover, we should have gathered opinions from other big sisters when we formed this checklist, for example, by sharing the patterns of teaching and scaffolding styles. Additionally, we found out that the topics and themes for four weeks are sometimes inappropriate for using certain scaffolding. That’s why activating schemata, and stimulating new ideas were used relatively little. Despite the limitations as we described above, using this scaffolding checklist was useful and meaningful for the following reasons: (1) to raise awareness of various scaffolding techniques, (2) to implement the different types of techniques, (3) to reflect on their own teaching styles. Therefore, we would like to suggest that teachers make good use of this kind of scaffolding checklist in their everyday class so that they can provide students with scaffolding more sufficiently and efficiently.

Epiologue

After about three years of study at SMU, I have empowered myself mentally, and skillfully. It was a tough but great opportunity to improve myself in teaching and enduring throughout difficulties. With great scaffolding from peers, I could achieve this precious degree, and I believe that I’ve made a big progress and earned strength to try more challenges ahead.

Epilogue

Documents

2011 Fall MA Course Portfolio Kim Ju Young (1054006)