A long time ago I worked in what was called an immersion program at a language school attached to a university (a unigwon, as it’s sometimes known) in Seoul. The program lasted 20 weeks and students were there for around 30 hours a week with 4-5 different teachers for 4-5 courses (with reading, writing, fluency-focused speaking, “practical English,” and media English as courses that come to mind). With this schedule and system it was perhaps inevitable that burnout would be a factor for all involved. I remember teachers discussing how weeks 13-17 were an absolute slog and how students completely lacked motivation and interest in those weeks..
As I rose up the ranks and accumulated power When I had some ever so slight say in how things were done around there I suggested that after 10 weeks we could change teachers to help prevent burnout. I also thought it would be useful for students to have different teachers for a variety of reasons.
Question break: What are some non-burnout reasons for changing teachers in the middle of such a term?
This policy of changing teachers was not universally lauded but some teachers liked it. Students were generally on board with the policy but there were some growing pains and learning moments. Issues like “This is not how Bob did warm-ups!” and “Can’t we play more games like we did with Suzy?” arose from time to time but were mostly well-handled by explaining that we had a range of teachers and that students will benefit from experiencing this range in terms of practices and perspectives.
Question break: What additional issues would you imagine in such a situation?
An issue that came up from time to time was one of rapport. Sometimes students and a teacher just click and it can be hard for anyone to be not that teacher. Even if everything was fine with the new teacher the students might just miss their teacher, or who they were with the former teacher, or the whole vibe of the class.
For whatever no reason, the administration in this language school believed that fostering a competitive atmosphere (including big bonuses for teachers who had the highest scores on highly subjective student evaluations from students and getting rid of those teachers with the lowest scores). This caused some problems in general and caused specific problems related to changing instructors mid-course. Teachers ended up angling to avoid replacing the teachers widely thought to be popular. Some teachers were excited to replace teachers perceived to be less talented/popular because it would improve their rankings. Those sweet sweet rankings were very powerful factors.
When I suggested this mid-course change of teachers policy it was mostly as a way to prevent burnout for teachers and students alike. Along the same lines, I thought it would be a good chance for teachers to re-use materials and activities for similar levels which I thought would reduce the workload. I hadn’t really counted on the evals and competition being such a big issue. That was not even my biggest mistake.
I still regret my biggest mistake (biggest mistake in this very limited context of the teacher changes at that particular institution). While chatting with co-workers I said something like, “I feel bad for whoever is going to replace me in class 1B as I get along with them very well. It’s going to be tough going.” I think that was an immature and probably arrogant thing to say (or even think). It was true that I did get on well with the group but there was no need to say that to others. When the next teacher heard an amped up version of what I’d said (maybe the grapevine twisted it to “She is going to struggle with that class because they love me so much mhahaha!) she was not pleased. I was clearly in the wrong.
I think I was also a bit in the wrong to frequently pop by that class during their breaks. I did miss them and get along well with them but I don’t think I needed to make appearances so frequently. I think they would have been better served if I was simply friendly in the hallways and such but was less of a common presence in their actual classroom.
I still believe that the idea of changing teachers mid-course was a solid one but I am not sure how well it worked out in practice. I know that my personal actions related to this one group were less than ideal.