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I agree with your statements especially with teachers communicating with parents on strategies to help Els students with their learning. It was weird to know that some cultures don’t connect with the schools, they have it as that learning environment is for the classroom. Additionally, It was nice to read in Chapter 10 that program was created to help Els families such as Hmong Literacy Project that helps preserve their culture in their languages as well as in English.

This book is about young Korean girls and its author is Korean as well. It illustrates to young readers that although the girls pictured my look different than they do, the issues and feelings they face are universal.

Michelle Gardner Cooper AP Language 16 July 2014 Purloining Adolescence The Overachievers by Alexandra Robbins combines students’ struggles with little-known facts in order to convey her distaste for the current state of education in the United States. Personal stories of teenage overachievers form the bulk on this novel. Robbins is an authority on the affect extreme pressure has on high school students from having researched it thoroughly.

South Korea and America are two pressing and influential countries in the world, both with an expressible different history back grounds and present day cultural life style. While most of South Korea is notably similar to America in architect and popular culture, there are some huge divergences in our education system such as classroom atmosphere and student conduct, what a prototypical school day looks like and how many hours we study, and our college placement assessments.

Nancy Abelmann’s academic achievements are not merely outcomes of her intellectual commitments on Korea and anthropology. They are rather effects of processual truth she pursued and practiced through human interactions and conversations. Based on personal experiences in her classes and field researches, and literature reviews, this paper examines Abelmann’s pedagogical practices and fieldworks as her on-going conversations with people and culture, namely edifying anthropology.

This was program showed that students and parents opened a door to learn from one another. When growing up, children don’t tend to question their parents as to why they are raising them a certain way. This grant gave these families an opportunity to get parents and children to open up and talk as to why Asian American parents have such high expectations of their children. For most parents all one wants is for their child to be able to have a happy and successful life, but each parent may have different expectations of how their children will achieve that goal.

A little more than three years ago, I was in Korea. I was a normal middle schooler, and a daughter of a middle class reporter father. Everyday was a competition for students, trying to get the best score to go to the best college possible. As a result, I spent every single minute of my free time in after school academies. I was seeking change in this frustrating life, perhaps a more enjoyable life where rather than just

19th June, 2012 Final Research Essay Is the Popular Korean Animation Character Pororo Really an Educational Friend? In South Korea, there is an ongoing Pororo boom among children. ‘Porong Porong Pororo’ is an original Korean animation series that is about the adventures of Pororo and his friends in the North Pole (Appendix 1). People call this penguin character as ‘Potongreung’ which means ‘President Pororo’ in Korean, as it is like the president among children. As this nickname represents, kids love this animation so much but this popularity is a huge problem because it has gotten to the point where no one questions its educational values. Currently as of June 19th, not a single article was found exposing about the negative aspects of

Teaching and living in St. Vincent and the Grenadines, South Korea, and Costa Rica have been deeply enriching experiences in and of themselves. Putting myself into new settings with different customs, behaviors and perspectives on life, whether within the United States or abroad, is something I’m drawn to as it challenges my own values and beliefs, forces me to shift and adapt, and thus leads to an expanded perspective and positive growth. The MAT program has given me a whole new appreciation and understanding of these formative life experiences. Culture has often been a difficult idea to pin down and define, but now I see it everywhere and within everything: among nations, regions, communities, families, and individuals. I’m able to look

Prompt #7: What have you done to make your school or your community a better place? Most people nowadays has the ability to speak bilingual or even trilingual; it may be an invaluable and prized skill to have, but what’s better is if you teach others to speak the language and help spread the language. For me, English is my second language and Korean is my first language. I once saw on the newspaper that there has been a decrease in a number of volunteers and they are desperately in need of volunteers for Korean school all around Irvine and Los Angeles. Since I was confident in both Korean and English, I have decided to help other Korean Americans learn Korean. Consequently, I have been volunteering since my freshman year so far. Often my students

Today’s classroom is very diverse and the activities should represent the classroom culture. The development of children is centered on what is taught in the classroom. Therefore, the language, intellectual, personality, social and moral, and aesthetic and creative development of preschool age children should be enhanced through multicultural activities and lessons.

In the Korean culture children are thought to respect their elders and not to disobey. Children said that they needed to eat everything on their plate and prioritized the expectations from their parents and their teachers”(32). When the children were asked how they felt about the lunch they were being fed they responded, “I have to eat seafood, which I don’t like. I am not saying it is not delicious. We have to eat everything”(32). Children are not given the choice to eat what they desire, instead the parents and teacher decide what and how much they eat. Children should be able to make their own decisions it helps them feel more independent. In the case of the Korean culture children will grow up thinking they need to always obey what they elders tell them even if it not what they believe. They will not be able to express their opinions as if they didn’t matter. Making children feel like their opinions don’t matter can lead into phycological programs.

Although China’s influence over Korea has waned severely since the dynastic years we find the Confucian system of virtues and behaviors, China’s chief export from that time, still very much alive. Korea highly values the extended family, education, personal discipline and public order. In South Korea Confucian temples continue to be maintained throughout the country. The tenets of Confucianism are seen as antidotes to social ills and therefore education is thought of as a means of building character, not simply of intellectual formation. The values of Confucianism are promulgated throughout Korea in places as diverse as school, the office and the home. Television programs often portray Confucian merits such as filial piety and harmony. However

Parent’s role in South Korea is taking care of their children until they get married. Children usually live with their parents until they are married, even if they are full grown adults. Parents are desperate attempt to give children an educational advantage, and grant them explore to a globalized worldview (in contrast with Korea's strictly homogenous culture and community), children are often sent to boarding schools abroad usually to the U.S., Canada and Australia, and family members strangely separated for many years.

There were many things going on within week three because this class is coming close to the end, unfortunately. As I reflected back, I wished this class could be a semester long course, yet I could not control the situation. With this short period of time, I felt like I learned about Korean society that I never knew before. Prior to this class, I had never observed Korean society from the traditional perspective. However, I had a chance to explore traditional Korean music within this week. There were guests coming to show Korean traditional instruments (piri and haegeun), and perform pansori, traditional Korean opera. In addition to the guests, I also had a chance to view one of the most popular Korean movie directed by Kim Ki-duk, Spring, Summer, Fall, Winter… and Spring. Thanks to this week’s agenda, I was able to experience the traditional side of Korea, which I