미국 원어민 Baduk in English!

                 특강 바둑 가르치기

▶  일주일에 2번 (화, 금) 50분씩 수업

     (한달 8 회)

▶  공휴일인 경우 휴강

▶  (4명이  한반 --> 95,000원/인) 

▶  (6명이  한반 --> 75,000원/인)

▶  (8명이  한반 --> 60,000원/인) 

▶  (10명이 한반 --> 55,000원/인)

    (주변분과 팀을 구성하여 연락을

      주시기 바랍니다.)

☞  장소: 누리 아파트

    연락처: nathaniellong2002@yahoo.com

    (더많은 정보를 물어보세요)

☞ (042) 489-3788 (메시지를 남겨

     주세요)

☆ Teacher: Walter Nathaniel Long

☆ (8급 한국바둑협회 공인)

☆ 학력: ESL자격증 ASU, North

     Carolina, USA

☆ 학사 공부 UNC-Chapel Hill, North

     Carolina, USA

☆ 석사 MBA at Appalachian State

     University, North Carolina, USA

☆ 대전에서 11년동안 영어회화를 가

     르친 경험

☆ 교수로서 목원대학교 을지의과

     대에서 강의한 경험

공부에 집중하기 힘든 경향이 있는 아이들까지 흥미를 가지도록 만들고 영어 또한 저렴하게 배울 수 있습니다 !

바둑을 배우고, 귀기울여 듣는 학생들이 영어를 많이 배울 수 있습니다.

특히 기존의 영어회화 교과서를 싫어하는 어린이에게는 이런 방법이 상대적으로 효과적일 것

입니다.

지금부터 연락주시고 수업을 예약하세요 ~ 몇일 후 수업을 시작하게 됩니다.

좋아하는 학생들은 끝까지 이메일 연락해줄게요 ☺

2년 후에 미국 North Carolina 주에 이주하려고 준비중.  그곳에서는 신학대학원에서 공부하면서 ESL Camp 여름동안 영어로 (바둑◦축구◦저글링◦수영◦피아노)를 가르치려고 합니다. 

A. Scheduling and Group Formation:

Students are responsible for forming groups.  Six students seems to be a good number, small enough to satisfy most mothers that their child receives a high quality of attention, but large enough that the students do not tire of having to play the same opponent every class.

Students and their mothers control group composition.  I only recommend changing members whenever one student seems to be a noisy student who bothers others, even after repeated warnings. 

Your group may wish to take a break of two or three weeks four times a year, for your exam schedule.  That can be arranged in advance by lengthening the previous pay period to coincide with the time they need to take a break. 

B. Finances:

For six student groups, we charge 75,000 won per every 4-week period of eight classes. 

Per Student Rates =>  We charge:

   95,000 won every 8 classes for groups of 4 students.

   60,000 won every 8 classes for groups of 8 students.

   55,000 won every 8 classes for groups of 10 students

   50,000 won every 8 classes for groups of 12 students

Full payment for eight classes is requested in advance of the first class.  Students may begin at any time they form a group and are ready.  If one student misses, we cannot give a refund.

We give no refunds for classes missed.  This policy greatly simplifies management, and makes the lesson price cheaper for everyone taking classes.  We believe you will agree that this price is cheap.  Be sure to understand that, unlike hagwons, we do not offer deferred credit for classes missed.  

In our regular conversation classes(not padook classes), we charge a cancellation fee, and have found it quite useful as an incentive to get students to study more regularly than they might otherwise.  Ultimately, this seems to be good for the students, facilitating an unwavering commitment to the process of their English acquisition. 

2008

We do not teach on national holidays and Christmas Eve: 

5월 5일 월요일  어린이날                         

5월 12일 월요일    석가탄신일                      

6월 6일  금요일  현충일

8월 15일 금요일    광복절                         

9월 13-15일 (토,일,월) Harvest Moon 추석

10월 3일  금요일 Foundation Day 개천절            

12월 24일 수요일 Christmas Eve

12월 25일 목요일 Christmas                         

2009

1월 1일  화요일     신정                                      

1월 25-27일 (일,월,화) 설날 Lunar New Year

3월 1일  일요일    삼일절                         

5월 2일  토요일    석가탄신일                      

5월 5일  월요일    어린이날                         

6월 6일  토요일    현충일

8월 15일 금요일    광복절                         

10월 2-4일 (금,토,일) Harvest Moon 추석

10월 3일 토요일 Foundation Day 개천절            

12월 24일 Christmas Eve 목요일   

12월 25일 금요일 Christmas                         

In class, I will give a 15 to 20 minute lecture followed by individual pairs competition. 

In the lecture, I will normally focus on:  A) the analysis of a standard opening(포석) or corner pattern(정석), or B) some problems on the magnetic board. 

In each case, I will call on students to answer questions posed as problems. They either answer from their seats, or when it requires more precise indication, will come to the front of the class to use the pointing stick on the magnet board and expain their answer. 

Unlike regular Korean-language padook classes, students should bring their own notebooks and pencils, as I will write on the white board much new vocabulary, with Korean definitions, for them to memorize.  They will need to do some homework, review of the new words and phrases from class, if they expect to maximize their benefits from our class.

The standard board is a grid of 19 X 19 intersecting lines.  A game between young people on a standard board usually takes about 15 to 20 minutes.  In order to optimally utilize their time there, students which finish with five or ten minutes remaining can play a second game on a smaller board.  I have a 9 X 9 boards, which take about 5 minutes to play one game, and on the reverse sides, we have 13 X 13 boards, which take about 8-10 minutes to play.  

With the 10 minute break between classes, students should always have time to finish their game to their satisfaction, and I will be with them.  

For more than a decade, I have been searching for an ideal teaching situation to address the problems I have seen of noisy young people who have studied with me, predominantly boys.  These youth dislike the standard English conversation texts and classes, but have a distinct penchant(경향, 기호) for games. 

I have taught using many board games, but found them all limited, in their capacity for discussions about theory and strategies of the game.  Padook does not suffer from such limitations. 

Hence, I began to learn padook two years ago, after buying some English padook books from Janice Kim in America, at: www.samarkand.net.  With Jeong Soo-hyun, she co-authored a good series which we may use in class, entitled Learn to Play Go.  Their 5-book series has been the most popular for the English-speaking world in learning "go," as padook is called in English. 

The more I studied padook, the greater grew my love for the game, and the more I felt that this could well be the optimal solution for noisy boys who enjoy competitive games, yet eschew studing English in formal conversational English classes. 

And there are some girls, too, who "fit the same bill," or, are equally restless in a class, but who may well thrive in a more competitive, challenging environment that involves game theory discussions with English acquisition. 

F. Discipline:

In order to offer the best quality environment, where all students can hear English well, we are vigilant regarding noisy students and too much reliance upon Korean language during class.  It is very important for students to hear English only so that they can focus on absorbing as much English as they can.

If some students are noisy, or speak too much Korean, I will talk to their mothers.  If the problem continues, despite warnings, then in order to maintain order(질서), I will inform the mothers of all students in the group, and recommend a short hiatus for that student, a rest period of perhaps one month.  

In the extreme case that the mothers agree that the trouble-making student needs to be separated from the group, I believe we would together need to give him a pro-rated refund, and I would be happy to help with that.

I strongly disagree with the philosophy of many hagwons around here, which seem to follow a desperate policy of trying to retain all students, even if they are somewhat noisy.  I aim to approximate ideal teaching conditions as much as possible and expect to include mothers of students to help me towards this end, wherever feasible.

Unlike some South Korean private teachers, public school teachers, and hagwon teachers, we do not use corporal punishment(체벌(體罰).  We believe it important for students to become accustomed to the Western cultural standards, wherein students must learn to exercise internal restraint, or self-control, in order to continue participating in classes.

I may ask mothers to visit and monitor a class sometimes, if we have any trouble with certain students being too noisy, disturbing other students.  If that does not solve the problem, then I will have to suggest that the noisy student stop attending classes and rest for a month or two, in order that we can maintain a sufficiently studious and harmonious atmosphere for all the serious students.    

If mothers do feel a need or desire to monitor a class, I have two sofas in the back of the classroom, which seat four or five women together.  Coffee is on the house(꽁짜). 

I would be happy to have your help in building the best possible pedagogical atmosphere for our young charges. 

Many mothers have told me that their sons would be embarrassed and hence do not want them monitoring a class. 

Therefore, when one mother would like to monitor some or all of a class but feels uncomfortable overruling her son, I stand on the mother's side, telling the students that I believe it is very important and in their best interest for all mothers to come watch whenever they have time. 

In this, I end up "playing the heavy," or taking responsibility, insisting that they permit their mothers to watch, which saves them from potential embarrassment in front of their peers.

H. Philosophy of Teaching:

  1. We view our time here as a form of mission work.  We seek to establish long-term meaningful relationships with students with a relatively low income philosophy. 

  2. I will be retired from my work here within a few years, and would very much like to receive letters from student friends in South Korea. 

  3. As a Baptist Christian, I live to impart Christian values in my work.  We use the Golden Rule(황금율) as our standard for teaching quality.  Accordingly, I endeavor to always treat each child as if he were my own child studying under my tutelage.  Likewise, we expect those who study here to pledge to treat each other in accordance with the Golden Rule. 

  4. Maximizing profit has never been my objective here in South Korea.  (For this service, I expect to average consistently less than 60,000 won per hour.) 

    i. My eleven years of teaching here at Noori Apartments attest to the fact that I have sought to build long-term friendships with my students.  Many come back from college to visit with me on a fairly regular basis, and maintain e-mail contact. 

    ii. I invested 18,000,000 won in the first volume of a book series for introducing Korean students to dialectics(변증법), to help the very best students (a distinct minority) to get the best possible preparation for going to college in the U.S.  I did this knowing that it was highly unlikely that I would ever recoup my investment.  I did it because I knew I could, because I love Korea, and because I knew that it could be a priceless benefit to just those elite students who will be the leaders of our society in the next generation.  My alumni are now at Korea University, KAIST, Ewha, SNU, Choong-nam, and many other good quality universities around the nation. 

    iii. I aim to invite students to live with me in a homestay fashion in the U.S.  I will give first choice to those students who have worked with me to build a long-term friendship. 

    iv. I hope to do some form of mission work in North Korea in my retirement. 

 www.xanga.com/Chosun_Baduk  Simple level English diary with padook content

 http://solelyscripture.blogspot.com  High Level English diary of my life as a seminarian in South Korea.

Link to Photos of my family.

J. My Investments:

1. Textbooks: 

A. Initial Shipment from Samarkand.net :: 750 (Plus shipping cost 150) = $900

B. Subsequent texts :: Estimated 200,000 won

2. Time :: Two years of study and practice

3. Facilities ::

A. Remodelling cost for room => 2,200,000 won (Nice Room)

    B. 2 used Padook Tables  = 63,000

    C. Magnet Teaching Board (stones, Pail)  =>  200,000 won

    D. 8 Padook boards and stones  => 240,000 won

4. Statecraft (Supplies, stones, paint, registration fees, translation costs, board costs)

5. Weol-Gan Magazine Subscription => 81,000

6. Supplies: 

   A. White board, markers, magnets   => 75,000

  Above is a Japanese Warrior having his wounds tended after battle, while playing padook.  As you can see, padook invokes great passion.  As far as choosing an addiction in the modern age, young people could do a lot worse than becoming devotees of padook. 

Teaching Padook in English is true ESL, as opposed to EFL, or English as a foreign language.   The hands-on aspect, which fills out a nice context for discussions focused on strategy and tactics, coupled with the natural interest in the competitive game, serves as a premium Second Language English acquisition experience, closely mimicking the conditions in which young people learn their first language, so dependent are they on the context, and wrapped up in the mesmerizing draw of the game itself. 

Students quickly lose sense of themselves as being separate, or distinct from the medium of instruction (such as: "I am Korean, and I am learning in a foreign language.), and don't think about the fact that this should be a linguistic challenge to them.  Rather, their focus is riveted on the task at hand, learning how to play padook better, to best their opponents, as well as to jointly participate in and appreciate the undying, ineluctable harmony of the pursuit of excellence and beauty inherent in this pasttime. 

  Click Here for a link to my Easy English Padook web log, created to facilitate the English acquisition of Korean padook players from both North and South Korea.