Christina Rho ETA :: 2009-2010 Cheonan Wolbong High School
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efore the ETA program, I took Gandhi’s words to heart and tried to be the change that I wanted to see in the world starting with my Fulbright ETA grant year in South Korea. While change encompasses many features, I primarily perceive it as being assisted through greater dialogues and open communications among multiple stakeholders. For my interests in particular, I wanted to help interactions between Korea and the United States thrive. As a result, I initially approached teaching high school students with a savior complex. I wanted to prepare my students to make changes. I wanted to make a difference However, lesson plans did not always pan out to be as successful in practice, which often left me questioning if I was getting through to my students— let alone making a difference. Are my students learning? Am I effectively teaching? Is meeting classes not as frequently as regular classes going to have any impact? How do programs like the ETA grant compare to and/or exist with English tutoring and/or private academies, which are frequently too expensive and not readily available to all students? Fortunately, throughout my ETA year, I eventually learned that programs such as the ETA Program are not solely about teaching or delivering acts of service. It is also about listening, observing, and sharing diverse experiences between educators and learners alike. Teaching, as a matter of fact, is rather incomplete without learning and vice versa. Effective teaching and learning, therefore, is a two way street.
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