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[Teaching@KDIS] Professor Junesoo Lee

11 Mar, 2019 KDIS News Center 1,405

‘How can we teach the students effectively?’ is a major concern of all professors and schools.

In an answer to the above question, Professor Junesoo Lee states “The most important foundation of teaching is not a ‘method’ but ‘a process of cooperative interaction’ based on ‘a sincere relationship’ between the professor and students”.

 

Relationship between Professor and Students

Form partnerships by building rapport with students by identifying “we” as public employees

In our school, most students are practitioners, thus the professor’s view tends to be differ from that of general students. General students are usually accustomed to listening and memorizing lectures, but those who have work experience try to understand the model presented in the lecture based on their own experiences. That’s why rapport between professor and students is very important.

One way to build rapport with students is by identifying “we” (referring to both the teacher and students) as public employees rather than “you” vs. “me”.

A teacher should relate to students as someone working in the same industry. In other words, establish a sense of kinship by making them see that you are looking for solutions for the same problems in the public sector. It allows us to talk comfortably like colleagues.

 

Relationship Between Lecture and Students

Sharing and considering big picture

As a core course, this lecture aims to form solid foundations of various themes which are related to other courses. I took a holistic approach, which was to keep revising the big picture and grand themes present through the entirety of topics, and to share it consistently with the students during class.

Also, this course is mission-oriented, which means that the course invites students to ask themselves about their unique mission (to each; through each). As a result, this mission will serve as motivation for the students to continue studying hard without losing enthusiasm.

Let students take ownership in class

My objective for operating this course is to have students take ownership of the learning content, that is, to transfer textbooks’ authorship to students’ ownership by promoting participatory learning and sense of contribution. To achieve this, the class must be operated inductively by beginning with a question such as ‘what was the first research question of the first person who created this model?’ Through the inductive approach to elicit responses from the students, they could reach the models, theories and lessons based on their own practices and experiences.

I’m sure the students will become more engaged and participate actively in the process of creating the model together.

Leading constructive class to satisfy diverse learning demands

This course, based on numerous theories, is oriented towards exploring the hidden logic behind formulae and their application to the real world. For this, I have students submit comments on lectures, and ask questions that draw thoughts that are provocative, paradoxical, and insightful.

To create a constructive and dynamic class atmosphere, I had students’ body and brain keep moving by using whiteboard and multi-colored markers, walking around, eye-contacting, and calling out individual students. Also, in order to satisfy diverse learning demands (for example., extensive knowledge vs. deep discussion), I provide comprehensive lecture slides for those who want to learn more, as well as facilitating focused in-class discussions.

 

Relationship Among Students

Encourage interaction among students

This course is a highly-interactive class based on team projects that have teams guide the discussions on students’ comments.

To lead a more interactive class, in consideration of the various levels of linguistic fluency in English arising from diverse backgrounds, there should be communication rules for listening and sharing. It encourages students to “be a good communicator”, “listen first”, “evenly distribute the chances to speak”, and “share diverse ideas rather than reach a consensus”.

In my class, “there is no absolutely right or wrong answer in social sciences” so “any answer can make sense”.