Oral Interviews

Oral Interviews are done twice, in different weeks, for each student. Camp Instructors Jen and Andrew conduct these on a one-on-one basis. Each interview lasts about 7-8 minutes and is necessary for a couple of important reasons. First, it is essential to get some direct feedback from participants about their initial pre-camp expectations and then in a later interview, to see how the actual camp experience has been for them.

While students are explaining this, a deeper reason for interviewing them, is that the instructors evaluating students’ English language ability need to complete their individual Report Cards. These report cards show the specific language elements of Fluency, Comprehensibility, Vocabulary, Grammar and Pronunciation for each interviewee.

While the camp is only a month long and therefore the time gap between a first and second interview is relatively short, an improved level of language ability, personal confidence and positive attitude towards the camp experience has been clearly noted. The interviews therefore do show both linguistic and psycho-social development, even across a short time of intensive English language immersion. This supports the belief that the camp has been successful.


Student Interviews


Every week the students have been coming to both me and Andrew for interviews. I really noticed a great improvement in their confidence from the first interview to the second. I think the students are really benefiting from the immersion environment, as their comprehension was much higher, and ability to speak freely was also. The students have also commented on how much they are enjoying this learning style, specifically the group work and the ample opportunity to speak English.

Jennifer

Game Show Night

The Game Show was held in the Auditorium on the evening (started 7pm) of 12 January and it was a great success. All 60 students participated in 10 teams of 6 people. Camp Instructors Jen and Andrew were the hosts, with continuous support from other staff.

First, students formed into groups of their own choosing. Then they randomly drew a card to decide which activity they would do. It was an evening of competition and co-operation (teams that were knocked out early, later became judges for later competitive tasks).

There were three consecutive rounds, and these included the competitions of: Clothing Relay, Tongue Twisters, Tug of war, Celebrity Head, Blind Pictionary, Obstacle Course, Dance or Sing, Spontaneous Talking, Build a machine, Trivia Questions and finally (though actually, we ran out of time) a Spelling Bee.

The final winning team won a hamper of snacks but all other participants also received small food prizes.

It was a great night of fun and games, something different and even though everyone was exhausted by the end, it was a memorable event. Thanks everybody for making it a success!

Presentation Class

Presenting in front of a large group can be a daunting task in any language. I expected a lot of nervous students in this class. However, I was happily surprised and continue to be impressed with the students’ ability to present their material in a clear, confident manner. During class, students paired up to do presentations on familiar topics such as their favorite places and their favorite movies. They were only given a short time to prepare, but every team did a fantastic job. I especially enjoy the last day when the students share a personal anecdote with the class. There are always a few hilarious and memorable stories: Suyeon running away from her teachers with her tangsuyook (no sauce), Minkyeong’s chilling ghost story, Shin Ahram’s accidental “date,” and Jihye’s brother and the thief. If you don’t know these stories yet, ask these students to tell them to you in English. I hope this class taught you not to be afraid or shy with English. I also hope it helped you to become more confident expressing yourself in English. Now, you are ready to impress people in any situation- in a boardroom or at a party.

Enjoy!

Sports Night

The Sports Night was held in the Gym (basketball, badminton, pool, gym/fitness) and Room 405 (yoga) on the evening (7 - 9pm) of 18 January and it was a great success. Camp Instructors, Jen (yoga) and Andrew (other sports) supervised. All 60 students participated in rounds of yoga (60 minutes) and basketball, badminton, ping pong, billiards & pool, fitness/gym (30 minutes). Due to adverse weather conditions in week 1, the first planned Sports Night unfortunately had to be canceled, so everyone was ready to finally get involved in the second.

Especially after being inside the building every day and doing scheduled morning and afternoon classes (mostly textbook and theme-based content), it was good for students to get active and especially to mingle with those from other groups (as they has requested earlier). While managing all 60 students en masse was a challenge for two instructors, the general results by the end of the activity were positive: everyone had experienced some fun, physical exercise and team-building.

Job Prep II

The Job II activity continues on from where Job I finished. Prior to the camp starting, instructors Patrick and Andrew liaised to ensure a follow on of content and process, with a commonality of purpose, yet without any overlap or redundancy. While Job I dealt with understanding and creating the initial documents required for Job Interviews (Resume and Cover letter), Job II dealt with more practical applications of such information and preparation. This includes understanding the fundamentals of the job market, including recruitment and interviewing characteristics and practices. At all times, students are encouraged to generate their own ideas and analyses of this critical area. Such elicitation helps students better understand and appreciate this important area of adult life.

Core content is aided by the use of visuals, small group discussion, short, training videos (produced externally) and worksheets. Finally, multiple simulations of interviews are conducted in pairs, to allow students (most of whom have never actually done a job interview) to practice and reflect upon the job interview experience, in a safe and supportive classroom environment, as “real world” practice for the later adult employment area.

Work hard, play hard!

This winter has one of the coldest in recent memory. Some of our students took advantage of all the beautiful snow with a quick lesson in sledding.

Salsa Class

Teaching salsa to the students has been tremendous fun and a great opportunity to introduce them to something completely new & foreign to them.

For many of them it was the first time they danced a partner dance, so they were quite shy and self conscious about the whole experience. In Salsa, the girl is held close to the man, cultural differences aside; this appeared like something quite new to a lot of them. I emphasized this was normal and a part of the dance, and reminded them that they’re just dancing; there was no need to feel like they were intruding on another’s personal space.

Giggling abounded, and some laughed uncontrollably when they were taught some of the more sensual dance moves (hair comb, sweetheart position, body roll). What they seemed to enjoy, like many first time dancers to salsa, was the new found freedom in this new medium wherein regular social etiquette no longer applied. You could hold a stranger close because it was expected, you could make prolonged eye contact with her, and you could smile together, all while holding each other without feeling apprehensive about it.

They were taught the origins of Salsa, dance timing, basic steps, and some intricate turn patterns in both Salsa & Merengue. We used the simpler dance, Merengue, to warm up, and some of the moves that involved holding your partner very close proved to be quite enjoyable for the students.

This experience has hopefully opened their eyes to the world of social dancing and the fun involved in meeting new people through dance. Seoul has an enormous salsa community, so there are many opportunities to explore this dance further & make new friends, all whilst having a great time.


-Salsa Sam

Yoga Class

Yoga

As the students have wanted some extra activities in the program, especially ones that give them a chance to be active, I taught an impromptu yoga class in the second week of camp (though there will be a scheduled class in the sports program as well). The class was a late evening (before bed) class, so I structured it as a restorative, relaxing, beginner level class.

Most of the students seemed to enjoy it, even when they found certain postures difficult. I felt that the most important thing they learned in the class was to focus on their own experience, without trying to look around and compare themselves to others. For many of the students, it was their first yoga class, so as to be expected, there was some expression of self-consciousness: giggling and falling over, and general surprise from them as they discovered what yoga is, for the first time.

We focused on breathing, and letting go of the day, as they brought their attention to the moment-which is difficult for most people, let alone new yoga students, and young university students with a lot on their minds.

After this, we did some easy balancing and strengthening postures, though still challenging, and ended with the traditional “Sivansana” pose (Sanskrit for “corpse” pose), for a final relaxation.

Most of the students felt relaxed and ready to sleep afterwards, and having enjoyed it, have signed up for the sports night yoga sessions as well.

So far I’ve enjoyed introducing many of them to the practice of yoga, one of my main interests in life.

OM SHANTI (Om, peace)
Jennifer

Student Interviews

Oral Interviews are done twice, in different weeks, for each student. Camp Instructors Jen and Andrew conduct these on a one-on-one basis. Each interview lasts about 7-8 minutes and is necessary for a couple of important reasons. First, it is essential to get some direct feedback from participants about their initial pre-camp expectations and then in a later interview, to see how the actual camp experience has been for them.

While students are explaining this, a deeper reason for interviewing them, is that the instructors evaluating students’ English language ability need to complete their individual Report Cards. These report cards show the specific language elements of Fluency, Comprehensibility, Vocabulary, Grammar and Pronunciation for each interviewee.

While the camp is only a month long and therefore the time gap between a first and second interview is relatively short, an improved level of language ability, personal confidence and positive attitude towards the camp experience has been clearly noted. The interviews therefore do show both linguistic and psycho-social development, even across a short time of intensive English language immersion. This supports the belief that the camp has been successful.



Every week the students have been coming to both me and Andrew for interviews. I really noticed a great improvement in their confidence from the first interview to the second. I think the students are really benefiting from the immersion environment, as their comprehension was much higher, and ability to speak freely was also. The students have also commented on how much they are enjoying this learning style, specifically the group work and the ample opportunity to speak English.

Jennifer

Study Hall

Study Hall is an evening activity that can serve many purposes. Students receive homework from morning classes, some afternoon classes and their evening groups (Drama, Presentation, Debate, Final Performance). Study Hall gives students time to complete their homework, practice and other tasks generated from classes plus their final essay. Students are encouraged to do this together in small groups in public areas, though many also do it individually in their bedrooms. As part of experiencing life as independent and responsible adults in a co-operative and shared space i.e. the camp buildings, students are allowed to use their Study Hall time unsupervised.