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Ethical Issues Paper

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Ethical issues
I ensure that I will submit a general CFREB application for ethical issues in conducting my study and involving participants (i.e. parents and/or students in this case). I will make sure that both students and parents have a clear idea about what my research entails and that consent is voluntary for all involved. Names will not be used and privacy will be held to the highest standard. I will not let my biases of the outcomes affect the collection of arbitrary data for research use.
One of the most disturbing characteristics of the neo-liberalist discourse on education, both in Korean context and in other countries, is the lack of interest or understanding about the ultimate goal of education (Kim-Renaud, Grinker, Larsen, 2005). …show more content…

I hope to continue educating and focus on English language teaching in Korea.
A lecturer should always be patient, so students do not worry about making mistakes and trying new language (Barnes & Lock, 2010).
Korean students are not accustomed to participatory learning so lecturers must work hard to establish a participatory environment (Barnes & Lock, 2010).

Our students want to participate and feel important. They have great ideas that need to be expressed. Barriers and walls that do not promote communication must be torn down.

Conclusion
By combining the theoretical perspectives adopted in these papers with a firmer knowledge of what goes on in South Korea’ classrooms, scholars should be able to help Koreans move toward a resolution of these critical issues (Kim-Renaud, Grinker, Larsen, 2005).
Communication is not just about language. It is mostly about understanding someone’s feelings. This is why body language accounts for more than 60% of communication. With effective means of communication we can accomplish our goals of a responsive and collaborative learning …show more content…

They desire to reach societal norms and perceptions of education in within a group. Performance skills and preferences of students depend on (or are greatly influenced by) the presence of a nonthreatening, student-directed, interactive, facilitative learning environment (Finch, 2008).
The inclusion of foreigners into Korean society has allowed western philosophy and freedom to creep into daily Korean life. Western teachers now have the opportunity to educate their students and show them another way of life without fear of retribution or retaliation. This is an exciting time to be a positive influence on our students. We can positively impact their lives.
Korean students can acquire learning strategies if given appropriate exposure to them and practice in their use. A non-threatening learning environment can promote the positive modification of attitudes to learning. Such positive attitudes then lead to more effective and efficient education (Finch, 2008).
Teachers are leaders and have the responsibility to lead and guide students. Exposing students to various learning strategies allows them to grow academically, emotionally and

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