Power Teaching

[Yu_Bumsuk]

I've watched a lot of power-teaching videos and for the most part what I see is rote learning on steroids. To be sure that's an improvement over (a) more dour rote learning or (b) chaos, but I don't see it as a particularly optimal strategy. I also think that many if not most teachers already incorporate a number of things that could fall into this rubric into their lessons already. Of the videos I've watched, the only one where I got a sense that the students were really learning much was a mathematics lesson, where of course the aim of learning how to find one right answer would correlate to this method much better.

Another thing to bear in mind is that class recitation can be deceptive. You can see this very clearly when doing dialogues as whole-class activities and then moving on to individual testing - often in a class that sounds like it's belting something out very nicely more than half of students can't actually do it individually much less have any idea what phrases really mean.

In any event, I'd be interested to see what kind of lesson plans 'power' teacher implement, especially with regard to learning goals. I'm thinking of perhaps trying it with several classes that simply have a great deal of trouble paying attention, but even then it might be more a reflection of inabilities than abilities.

[negacoca]

I've watched a lot of power-teaching videos and for the most part what I see is rote learning on steroids. To be sure that's an improvement over (a) more dour rote learning or (b) chaos, but I don't see it as a particularly optimal strategy. I also think that many if not most teachers already incorporate a number of things that could fall into this rubric into their lessons already. Of the videos I've watched, the only one where I got a sense that the students were really learning much was a mathematics lesson, where of course the aim of learning how to find one right answer would correlate to this method much better.

You have definitely have a point-- but third graders and fourth graders need to do a lot of repetition before they can make sentences on their own.  This is useful to spice that up.  As kids become more fluent, you can spend less time having them teach each other what you just taught them, and more time on small projects and opinion questions.

[Yu_Bumsuk]

I've watched a lot of power-teaching videos and for the most part what I see is rote learning on steroids. To be sure that's an improvement over (a) more dour rote learning or (b) chaos, but I don't see it as a particularly optimal strategy. I also think that many if not most teachers already incorporate a number of things that could fall into this rubric into their lessons already. Of the videos I've watched, the only one where I got a sense that the students were really learning much was a mathematics lesson, where of course the aim of learning how to find one right answer would correlate to this method much better.

You have definitely have a point-- but third graders and fourth graders need to do a lot of repetition before they can make sentences on their own.  This is useful to spice that up.  As kids become more fluent, you can spend less time having them teach each other what you just taught them, and more time on small projects and opinion questions.

What I find hard to believe is that Chris Biffle (sp.?), the supposed originator of this method, developed power learning for university instruction. I've seen one of his uni demo lessons and it looked like one of the most patronising, retarded lessons I've ever seen. One thing I've never seen in a power-teaching video is a student ask a question or debate a point. I think that really says a lot about its (in)ability to generate thinking skills, which already incredibly lacking in many Korean classrooms. If I had had him as an undergraduate I don't think I would have lasted one lesson before I was at the registrar's desk changing classes.

[WorkingTitle3484]

Well, I can see this working in elementary classes, but I'm unsure of how middle schoolers would take it.

I think the underlying factor is having a routine that kids are used to.  This method provides a routine, yet it stomps it into your brain.

I'll try it out when I get into my class rules, rewards, and deterrents lesson next week, and will let you know how goes it. 

Also, IMO, it's best to try different avenues of teaching to really craft your teaching personality.  I noticed a remarkable change from first year when I implemented more rigidity and structure into the classroom.  It also helped when I didn't shuffle between different schools.

[billlogos]

 
 if you want to use this with your co teacher and hepl him or her to understand,
just type 파워 티칭 at naver.com or type 연준흠 who are eagerly preaching the method and there are many teachers using this strategy in South Korea and they have community. good luck with it!

[Adamski]

i used SOME of the power teaching methods on my first week back. i teach 3rd to 6th grade elementary students.

i used the class-yes thing, hands and eyes, teacher versus student score board with 'oh no' and 'oh yes', and 6 rules, using a big rule board i made in english with korean translation underneath (so that all i have to do is hold up the board and point to the rule  to let them know what the prob is).

it worked really well for every single class. however, this is the first week of the semester. long way to go yet. i think the main problem is continually coming up with incentives and rewards for beating the teacher. the cynical 5th and 6th graders in particular. they go nuts for that pass the pencil powerpoint that is doing the rounds. but they will likely get bored of that, and perhaps the power teaching method in general.

[michellebond06]

i've did the power teach to my class   already...and they enjoyed it and it really works

[mavsfan5]

It was actually my Korean co-teacher that introduced my to Power Teaching and I LOVE it!! I worked at a hagwon for a year, and I only wish I knew about this method then!

At my main school, I only teach 6th grade, and this method works well for them. I saw some people were worried about that, but actually, it is wonderful! At my country school, I have 3rd through 6th grade, and I have implemented this system there as well!

The ones we use are:
Class-Yes (to get the class's attention during activities or rowdy times...with varying clapping patterns and tones of voice)
Teacher-Ok / Switch-Ok (for practicing new sentences and dialog...mostly for Listen & Repeat and Look & Speak)
Hands & Eyes (this doesn't work as well as the others, but sometimes we use it)

We also do a few other reply commands with the teachers and students:
Are you ready? / Yes, I'm ready!
Everybody, TV.  / Look at the TV.
Got it? / Got it.
Look, look, look at me. / Look, look, look at Teacher.

I really enjoy this method. It helps to end the shouting that some teachers think they have to do (I was one of those at the hagwon). It also keeps the students involved and keeps their attention.

Good luck!