A Taste of English at Cheong-Shim

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A Taste of English at Cheong-Shim

• Altruism, Creativity, and
• Global Networking

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Welcome / Taste of English

• Philosophical and Practical Objectives of our
  Department
• EnglishCommunication, but to what end?
• Altruism Creativity Global Networking
• EQ/IQ Creating Value -- Who are we?
• Pros/Cons Join the Global conversation
• Ownership of your Education . . .
• of this ship (Turtle Ship) --
  frustrations / graffiti ?
• Rank/Content Re-active/Pro-active
  Teacher/Facilitator

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??

• Altruism
• Alter -- fr. L. alter other, alius other. Cf.
  Else, Other.
• To make otherwise to change in some respect,
  either partially or wholly to vary to modify.
  To alter the king's course.'' To alter the
  condition of a man.''
• No power in Venice
  can alter a decree.'' --Shak.
• Altar OF. alter, autier, F. autel. Cf.
  Altitude.
• A raised structure (as a square or oblong
  erection of stone or wood) on which sacrifices
  are offered or incense burned to a deity.
• Noah builded an
  altar unto the Lord. --Gen. viii.

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??

• ????
• The loving heart of esteeming, upholding others
  in friendship
• Consecrating others with the quality of
  holding-up, esteeming one and all with the loving
  heart of friendship

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Altruism

• The loving heart of esteeming, upholding others
  in friendship
• Consecrating others with the quality of
  holding-up, esteeming one and all with the loving
  heart of friendship
• All-True-Ism, to make one and all True

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??

• Altruism  n the quality of unselfish concern
  for the welfare of others
• devotion, both natural and moral, to the
  interests of others
• Altruism is achieved through some manner of
  Universal Identification
•   affection for, being enamored of the Heart
  of the Universe.
• Who are we ? Who is our audience?

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Philosophical and Practical Objectives of our
Department

• In accordance with our schools triple
  objectives,
• Altruism, Creativity, and Global Networking
  (ACG) the CSIA English Department seeks to help
  our students to boldly enter into the global
  marketplace of ideas, and help these students
  feel confident and comfortable to exchange ideas,
  there.
• We seek to instill in our students a higher sense
  of appreciation for English Literature and world
  literature, through enhancing the reading
  comprehension skills of our students.  In this
  way we hope to raise up more humane global
  leaders of altruistic minds.
• We seek to help our students improve their
  communication skills, with regards to the spoken
  word and the written word, so that our students
  may be more confident to join in academic
  discussion and debate.  Through developing their
  Critical Reasoning skills, we seek to nurture
  their creativity, and their sense of
  connectedness to the entire global community.

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Empathy

• Those who are at the mercy of impulse?who
• lack self-control?suffer a moral deficiency
  
•  
• The ability to control impulse is the base of
  will and character.
• By the same token, the root of altruism lies in
  empathy, the ability to read emotions in others
  lacking a sense of another's need or despair,
  there is no caring.
• And if there are any two moral stances that
  our times call for,
• they are precisely these, self-restraint and
  compassion.
• --- Daniel Goleman

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Emotional Intelligence

• the root of altruism lies in empathy, the
  ability to read emotions in others lacking a
  sense of another's need or despair, there is no
  caring.
• -- Psychologist and journalist Daniel
  Goleman, achieved widespread recognition in 1995
  with the publication of his book Emotional
  Intelligence, which popularized research by
  psychologists showing that success in life and
  work is based on much more than IQ .

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• Those who are at the mercy of impulse?who
• lack self-control?suffer a moral
  deficiency
• ??? ???? ???, ?? ???
• ?? ???? ??? ???? ??? ??? ???
•  
• The ability to control impulse is the base of
  will and character.
• ??? ???? ??? ???? ??? ???? ???.
• By the same token, the root of altruism lies in
  empathy, the ability to read emotions in others
  lacking a sense of another's need or despair,
  there is no caring.
• ?? ???, ??(??)??? ??? ?? ???? ??? ???? ???
  ????? ??? ?? ?? ??? ???? ??? ???? ???? ??? ??? ??
  ??? ?? ?? ?? ??.
• And if there are any two moral stances that our
  times call for,
• they are precisely these, self-restraint
  and compassion.
• ???? ???? ??? ?? ? ??? ???,
• ??? ?? ?? ?? ??? ?? ??? ?????? ? ? ??..

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Emotional Intelligence

• In a 1994 report on the current state of
  emotional literacy in the U.S.,
• author Daniel Goleman stated
• "...in navigating our lives, it is our fears and
  envies, our rages and depressions, our worries
  and anxieties that steer us day to day. Even the
  most academically brilliant among us are
  vulnerable to being undone by unruly emotions.
  The price we pay for emotional illiteracy is in
  failed marriages and troubled families, in
  stunted social and work lives, in deteriorating
  physical health and mental anguish and, as a
  society, in tragedies such as killings..."
• Goleman attests that the best remedy for battling
  our emotional shortcomings is preventive
  medicine. In other words, we need to place as
  much importance on teaching our children the
  essential skills of Emotional Intelligence as we
  do on more traditional measures like IQ and GPA.

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Teaching Methods

• 1. Teaching Plan
• A Primary Teaching Materials -- High
  School
• Elements of Language (Sixth Course)
• Elements of Literature (Sixth Course)
• Elements of Style Holt Reader (Sixth
  Course)
• Word Power (Vocabulary Builder) and
• Critical Reading, extra credit
  reading list, one novel per month (HS)
• B Primary Goal English Proficiency,
  then Mastery
• To raise up students who can
  proficiently communicate in English,
  classes will be student-centered and include
  small group discussions,
  lectures, group activities, presentations,
  writing.
• 2. Over-all Teaching Methodology

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Teaching Methods

• 2. Over-all Teaching Methodology
• A English classes will be
  differentiated (Regular/Honors), with placement
• arranged according to the English
  proficiency of each student
• B Listening and Speaking skills will
  be enhanced through group
  discussions, presentations, and group
  activities
• C Reading and writing skills will be
  enhanced through extensive reading
• in literature and current periodicals,
  and through essays and term
• papers.
• D Vocabulary skills will be enhanced
  through the study of
• TOEFL, SAT (PSAT), and AP
  material
• E Awareness of local and global
  issues will be promoted
• through the use of English
  Language newspapers.
• This exposure will also help
  students expand their vocabulary and
• humanitarian insight.

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Challenging to the top students, nurturing those
still climbing

• In our wide outreach to the global community, our
  admission process allows us to receive students
  who are all at many different levels of English
  proficiencyfrom students at the beginners level
  of English as a second language, to students
  ready to tackle the Advanced Placement (AP)
  college level exams. Fortunately the low
  Student/Teacher ratio within the English
  department, allows CSIA to maintain relatively
  small classes, through which our teachers might
  more closely mentor our student.
• In order to account for the difference between
  the regular program and the rigorous higher
  standard to which we hold the students who study
  at the advanced level, we have established
  several distinctions in our English program.  We
  call these distinctions by name Regular
  English, Honors English, and Accelerated
  English.

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Differentiated Regular, Honors, and Accelerated
English

• Honors English -- Most students on the
  International track are enrolled in Honors
  English.  In addition to the basic two components
  of 1) Literature and 2) Grammar/Composition,
  students in Honors English are held to a higher
  standard of Critical Reading, Diction (Vocabulary
  Study), and familiarity with several standardized
  testsincluding AP, Sat-II, as well as SAT-1 and
  TOEFL.  These classes will have more advanced and
  more numerous reading and writing assignments.
• Regular English -- Most students on the Domestic
  Track are enrolled in Regular English.  There are
  two basic components in this division  1)
  Literature and 2) Grammar/Composition.  More
  advanced material will be covered in Honors. 
  Domestic Students may apply for Honors electives.
• Accelerated English Usually students on the
  International track, who are preparing for AP
  English--and who are doing additional, in-depth
  tutorials--are further distinguished as
  Accelerated.   In addition to fulfilling the
  monthly readings on the list of the Critical
  Reading program, Accelerated students are to
  enroll in a tutorial program (or independent
  study), and are to be held to a more advanced
  discipline of reading and writing assignments.
  Accelerated students should be preparing for,
  or finished with, the Spring AP English
  Literature or AP English Language examination.

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Domestic and International Split in HS Freshmen
Year?

• There will not be a Domestic/International Split
  in the HS Freshmen Year.
• But there will be an Honors program.  
• Although we will place incoming students
  according to the results of the placement tests
  given, students from anywhere along the spectrum
  may qualify for "Honors"English by applying for
  the Extra (Elective) AP level workload.  
• That workload will include
• 1) Monthly assessments on AP Lit/Lang
  instruction with extra papers, assignments,
• 2) Weekly (extra) vocab testing (initially
  based on Word smart), and
• 3) Monthly assessment on supplemental
  Critical-Reading.
• Through these measures, a separate "Honors'"
  Course (tutorial)
• will be noted on the student's record.

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Our Criteria for "Honors" vs "Regular" English?

• The intensity of "Honors" English is a level of
  content that is achievedmostly on an
  extra-curricular (elective) basis.  Therein, the
  basic curriculum will target the Average
  studentthe evaluation of our daily assessments,
  homework, and projects, and presentations shall
  be designed to be manageable for the average
  student. Honors English will be difficult
  enough, for those who want to take on that extra
  burden.
• How is this Honors program different from our
  program last year?
• Stress off the Domestic Students
• Choice for all students no matter ones
  level of English.
• But Students challenged by English must
  be real-desperate or real-istic.

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The Criteria for Honors is no easy walk in the
park.

• AP Literature and/or AP Language
  (Elective) WordSmart I, II, etc... for
  supplemental vocab tests (extra credit)?
  Critical Reading (CR) is part of the Honor's
  program.
• --- Additional English Supplemental Electives
  (towards Domes/Internatl)
• Although we cover basic and advanced
  curriculum in our regular classes, we offer
  extra, supplementary classes devoted to
  developing specialized skills and to improving
  the students abilities to raise their scores in
  such standardized tests as TOEFL, SAT, AP
  language, and AP literature.
• --- Regular Supplementary Tests for
  Vocabulary Development
• (Extra credit) In addition to vocabulary covered
  in literature class, the source material for the
  supplementary vocabulary tests will be A
  progression through, Word Smart I, II Cycles
  followed by the SAT-1 list from the Barrons new
  SAT-1 prep book. Subsequently Verbal Advantage
  (Further, advanced study)
• --- Critical Reading is about fostering a habit
  of reading a book a month,
• outside of the English Curriculum.  But, CR is
  not mandatory for all students.We need to
  discuss how to reward students who are not on the
  Honorstrack, but who nonetheless make the effort
  to build this extra-curricular habit.
• (The Scarlet Letter experience?)

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Basic Curriculum Format Further differentiated
in Second Year

• High School International Track
  (Accelerated/Honors)
•        AP English Oriented (Accelerated, based
  on certain prerequisites)
•         SAT-1 Oriented (Honors) 
• High School Domestic Track  (Regular)
•         TOEFL/TOEIC Oriented
• High School Remedial Track (Regular) -- Ideally,
  first year, only
• Some students may need extra conversation
  classes ,
• or other support during Afternoon
  Electives
• some may be assigned time in the
  Language Lab -- to use,
• for example, vocabulary and
  pronunciation/expansion drills).

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Over-all Assessment

• 1. Assessment
• A. Students will be assessed in four skill
  areas reading, writing, speaking, and listening
  through administration of standardized tests,
  such as TOEF, SAT, KSAT, and PSAT
• B. Students will also be assessed through
  various writing assignments, on speaking through
  discussions and presentations, and on listening
  skills through understanding of teachers
  lectures.
• C Teachers will establish assessments that
  are fair, objective, pertinent, and reliable,
  thereby assessing all students in the same
  manner.
• 2. Assessment Criteria
• A. Assessment Ratio
• 30 midterm/final (15 each)
• 70 performance assessment
• B. Breakdown of Performance Assessment
• 20 quizzes/tests (to include standardized
  mock tests)
• 20 Homework / participation / daily
  evaluation
• 30 Term papers / Projects / and, or
  Presentation
• C. Honors Critical Reading and
  Supplemental Vocabulary Tests extra credit

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Promoting Leadership through special,
extra-curricular activities

• Through debate contests, speech contests,
  Pop-song contests, and drama productions through
  nationwide and international competitions, the
  students not only are able to express their
  creativity but may also adapt to a more proactive
  mindset, as they prepare and present novel social
  and academic projects in English.
• Additional projects promoted by the English
  Department include, amateur film-making, and
  several student publications--such as the school
  newspaper, The Quill, the Middle School English
  magazine Dreams Come True and the High School
  English magazine, Imaginical.

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Communication is Key

• In order to keep parents informed of the status
  of our program, and to remain responsive to the
  feed back of students and parents we will meet
  regularly with parents 1) at the beginning of
  the semester, 2) after the mid-terms and 3)
  after the final term exams.
• To ensure the smooth execution of our program, we
  will invite all parents to an open forum with our
  department, at these times. While we are
  inviting questions, comments, and suggestions at
  those times, we hope that parents and students
  will be patient in the interim, so as to avoid
  excessive flux to the program in progress.
• Ownership
• of your Education . . .
• of this ship (Turtle Ship) frustrations /
  graffiti ?
• Creating Value / Decreasing Value / Leaving
  The Plus
• Rank / Content -- Re-active/Pro-active --
  Teacher/Facilitator

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Tagmemics (Tagmemes Units-in-Context)

• Linguist, Kenneth L. Pike introduced
  concepts of
• "etic" (alien) and "emic" (native) perspectives
  in language inquiry, i.e.,
• the distinction between "alien" and "native"
  perspectives on discourse generation and
  reception, and
• the necessity of finding the right bridge or
  "tagmeme" that would yield mutual insight.
• From the tagmemic point of view,
• every rhetor's task is inevitably analogous to
• the kinds of challenges "alien"
  translators in a new cultural environment
  encounter
• locating a point of entry into a particular
  language ambiguity, problem, or challenge
• that will provide a true bridge for
• non-threatening exchange and that, therefore,
  might make possible
• meaningful change.
• Thus, in tagmemic terms, a rhetorical
  task involves deliberately leaving behind a
  default "etic" or outsider's perspective on data
  under consideration, and employing heuristics
  (discovery procedures) that assist a communicator
  in approximating an "emic" or insider's
  perspective conducive to reaching the projected
  audience.

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Emic Versus Etic Approaches to

• ??? ??? Creative power (faculty)
• Creativity / Invention / Innovation
• Joy / Disequilibrium
• Research is Discovery
• Resolve / The Resolution of Dis-ease
• Global Market Place of Ideas
• Creating Value as enhancing the ability to read
  emotions in others

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Creativity as Invention

• Tagmemics and Composition
• http//personal.bgsu.edu/edwards/tag4.html
  
• The tagmemicist basically sees
  invention--the category which, along with
  arrangement, style, memory and delivery, formed
  the basis for classical rhetoric--as the key to
  the composing process. And he sees invention as
  essentially a "problem-solving" activity.
  "Problem-solving" here does not mean
  "puzzle-solving" but is a concept derived from
  the work of the Swiss psychologist, Jean Piaget.
  
• Piaget posits that humans think in terms of
  resolving "disequilibriums"in their lives. This
  process, which begins at a very early age,
  manifests itself in different strategies which
  are employed by a person to resolve or eliminate
  the "disequilibriums" or problems. According to
  Piaget, all human activities such as play,
  fantasy, analytical thought--in short, all
  "creative processes" manifest the same goal,
  eliminating the disequilibrium or dissonance
  which a person senses in his life.

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Dissonance and Joy

• Composition Professor, Lee Odell, writes The
  teacher's role in education is
• 1) to help the student learn to recognize those
  experiences that create dissonance for him
• 2) to help the student in his attempt to solve
  his problem by changing his world, his
  understanding of the world, or both

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?? ?? ?? ?????? Global Networking Web pages,
publications, etc.

• English Composition and Literature
• 1) As a means to fulfill Altruism via
  developing Empathy,
• 2) As a means to Create and Invent new ways
  to
• accomplish Reconciliation and Healing
• through Resolving Disequilibrium
• 3) As a means to Create Value in, and bring
  more value to ,
• the Global Village network into the market
  place of ideas.
• Skyblue Dreams
• Mike Namowiczs Challenges
• Other Encounters
• In Progress CSIA Newspaper and Magazine
• Participation in regional and international
  conferences and competitions

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IN CONCLUSION

• "Altruism" is the root of our philosophy of
  Education, here at Cheong-Shim International
  Academy.  Altruism is the base from which all
  other values will grow.  The English Department
  here is committed to filling our students with
  "Creative knowledge" and ensuring that they
  naturally become specialists in the art of
  "Global Networking." 
• That art is a function of Empathy--empathy with
  the whole, the organic whole of our individual
  being as it interacts with the wholeness of
  families, societies, nations, the world, and the
  cosmos. 
• Depends on our awareness of what makes for
  homeostasis

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In the Tao Te Ching (The Meaning/Way of
Life/Virtue), attributed to the legendary Lao
Tsu, we read

• The Man of Calling has no heart of his own.
• he makes the people's heart his own.
• 'To the good I am good
• to the non-good I am also good,
• for Life is goodness.
• To the faithful I am faithful
• to the unfaithful I am also faithful,
• for Life is faithfulness.'
• The Man of Calling lives very quietly in the
  world.
• People look for him and listen out for him with
  surprise,
• and the Man of Calling accepts them all as his
  children.
• 
  Passage 49 (Wilhelm, Johnson, Lao Tzu)

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Appendix

• About Altruism (in the western sense) In the
  movie Beautiful Mind--about Nobel Prize winner,
  John Nash--we have Mr. Nash explaining that,
  Adam Smith said, the best result comes from
  everyone in the group doing whats best for
  himself, right? Thats what he said, right?
  Incomplete. Incomplete! Because the best result
  would come from everyone in the group doing
  whats best for himself and the group.
• On self-control , self restraint the ability
  to control impulse, as Goleman says
• Nash You wanted to see if I was crazy and
  would screw everything up if I actually won.
  Hansen is concerned about John still having
  hallucinations Nash They are my past. Everyone
  is haunted by their past. Nash I've gotten used
  to ignoring them and I think, as a result,
  they've kind of given up on me. I think that's
  what it's like with all our dreams and our
  nightmares, Martin, we've got to keep feeding
  them for them to stay alive. Nash to Thomas
  King I still see things that are not here. I
  just choose not to acknowledge them. Like a diet
  of the mind, I just choose not to indulge certain
  appetites like my appetite for patterns perhaps
  my appetite to imagine and to dream.