OP 6 < In what ways do you think native and local teachers can team up to provide effective and motivating English instruction in public school settings?>

Currently, increasing number of native speakers are being hired in a public school settings in Korea, yet some cases are failing to ensure many parents and educators that there exist tremendous benefits of having both Korean teachers and native teachers for improving students' English ability. I believe that this failure is due to the lack of effort to understand each others' role and create innovative cooperation which, otherwise, can multiply the outcomes of English lessons. Effective classes and increased motivation of students will be obtained by means of cooperative work from both teachers on the initiative of lessons, conduct of classes as well as the evaluation of the outcomes of the lessons.

First of all, prior to having a lesson, a Korean English teacher and a native teacher can research and make plans for the prospective class. Both teacher may have their preference or strenghth in certain aspects of the content. For instance, a native teacher might feel easy doing activities using dialogues or introducing cultural differences with extra materials. As such, Korean teacher might have more confidence in explaining grammar and vocabulary related tasks, so that the design for the lesson wisely can be divided into the teachers to reinforce the effectiveness of classroon teaching. Futhermore, sharing their ideas before jumping into the class would give teachers the chances to get acquainted with each other; therefore it would help making comfortable and relaxed teaching environment that is considered to be a necessary step for the next phase, teaching together in the same class.

Secondly, Even if some might think lessons would be more efficiently conducted when each teacher's independent teaching atmosphere is guaranteed, I believe co-teaching in the same class is necessay step in the process of team-up teaching. Not all of the English classes should be managed in this way, however, at least once a week, while one of the teachers is leading the class in front of the students, then the other one can assist individual groups of the students. Since one class usually consists of diverse levels of students, the assistant teacher can encouage students not to lag behind the class by helping them to understand teachers' lecture and explanation. To make this effective, we should manipulate more relaxed learning atmosphere, encouraging students to ask questions and to be actively involved in class activities.

Finally, implementing feedback together for the previous lessons would be important .Each teacher can share the ideas regarding what has been done successfully, what was expected to be nice, but failed, and what seems not quite effiective in some class, etc, and then they would be able to adjust some of the plans for the future lessons. They also can consult with each other and ask for some help for what they need to improve in order to be a more motivating classroom instructor. It is true, however, some Korean teachers might think they have more authority towards the class or teaching; therefore, they feel resistant to be assessed on their performances by foreign co-workers. Nevertheless, if it is required step for benefiting our students English learning, teachers need to try to change their attitude and prespectives.

It is clear that students in public school settings will have increased opportunities to polish their English abilities by exposing themselves to native English speaking teachers. More importantly cooperative work of Korean English teachers and native teachers will more boost students' chances develop their English ability.As a Korean English teacher, I am willing to take a role as a bridge connecting native English teachers and our students for the improvement of their English proficiency.