MPoly Mokdong (3/3)

Frequently Asked Questions

We're here to answer some of the frequently asked questions about MPoly Mokdong.     1.    What should potential teachers take into consideration before applying? Prospective teachers should be ready for a fast-paced, challenging environment where they can grow quickly and make an immediate impact. It’s a rewarding place to work with advanced-level students, but it requires energy, adaptability, and a willingness to get started right away.      2.    What does a typical school day look like for teachers? Teachers typically teach between five to seven classes per day, starting around 2:15 PM, though this can vary during testing periods. Each teacher is responsible for planning and delivering their own lessons and managing their classrooms. The school day ends at approximately 10:15 PM. Mornings are free, allowing staff time for personal activities such as exercise, errands, or socializing.   3.    What kind of training or onboarding is provided to new teachers? New teachers receive at least one week of training. Teachers are provided key teaching materials, such as textbooks and workbooks, to review independently. During the first week, they shadow experienced teachers to learn about daily routines, lesson timing, and test schedules. Ongoing support is always available. Our team understands what it’s like to be new, and senior staff members are always ready to answer questions and offer guidance.    4.    What can be expected in terms of work-life balance and support? While the workload can be busy at times, teachers are given sufficient prep time during the day to plan lessons, mark work, and create materials, so there’s rarely a need to take work home. The school day runs from 2:15 PM to 10:15 PM, leaving mornings free for personal time. Weekends are generally off, with only occasional Saturday commitments once or twice a year, such as debate competitions. Teachers also receive national holidays off, plus a week-long break in both summer and winter. Additional personal leave can be arranged when needed. Support is strong across the team, and staff regularly help one another with day-to-day tasks to ensure a manageable and balanced workload.     5.    What are the expectations regarding lesson planning, classroom management, and communication with parents? Teachers are provided with a full curriculum, including textbooks and PowerPoints. While lesson materials are already prepared, teachers can adapt or supplement them to suit their style or address specific class needs. There is a set syllabus to follow, especially as students take monthly tests, but teachers have flexibility in how they deliver lessons. New teachers are observed early on to ensure they are comfortable with the materials and effective in the classroom. After that, they are trusted to manage their classes independently, with no micromanagement. Classroom management is the teacher’s responsibility, but support is always available from senior management or Korean homeroom teachers if needed. Foreign teachers do not communicate directly with parents; instead, they are expected to keep Korean homeroom teachers informed about any issues so they can handle parent communication appropriately.   6.    How is the overall teaching environment? The teaching environment is supportive and collaborative. Our teachers take pride in their work and share responsibilities fairly—for example, tasks like grading essays after monthly tests are distributed evenly to ensure no one is overwhelmed.     7.    What opportunities exist for professional growth and career development? New teachers typically start with lower-level classes to get familiar with the curriculum and classroom environment. As they gain experience and demonstrate their strengths, there are opportunities to progress to teaching higher-level students, including 8th and 9th grades, which involve more advanced materials and test preparation. There are also career development opportunities beyond the classroom. Teachers can get involved with curriculum development, test creation, and other projects through our headquarters. Additionally, we occasionally hold workshops to share teaching strategies and classroom techniques.   We value long-term staff, as consistency benefits both students and teachers. Building strong, lasting relationships helps create a more effective and supportive academic environment.     8.    What support systems are available for teachers experiencing difficulties? We prioritize the well-being of our teachers, both inside and outside the classroom. Adjusting to a new country and workplace can be challenging, so we’ve built a strong support network. Teachers can always turn to their colleagues, management, or the front desk team for help, whether it's about teaching, housing, or general day-to-day concerns. Weekly foreign teacher meetings are held every Monday to address updates, resolve issues, and provide ongoing support. There are also monthly all-staff meetings led by the director to outline important events and announcements.   9.    What is the surrounding area like where the school is located? The school is located in a convenient area with easy access to transportation. Sinmokdong Station is a 7-minute walk away, connecting to major areas, including the airport and trendy spots. There are plenty of good restaurants and smaller shops nearby for everyday groceries.    10.    Is housing provided for teachers? The school provides housing. While most teachers’ housing is provided at no extra cost, some may choose to upgrade or share with a partner. The accommodations come with essential amenities, such as air conditioning, heating, free Wi-Fi, and access to recycling facilities. If any issues arise with housing, the front desk team is responsive and will resolve concerns quickly, usually within a few days. The accommodation is conveniently located within a 5 to 20-minute walk from our school.   11.    What leisure, travel, or cultural opportunities are accessible to teachers? While holidays are typically one to two weeks long, Korea's central location makes it easy to travel to popular destinations such as Japan, the Philippines, and China, with flights taking about three hours. During long weekends, we encourage teachers to explore Korea itself, with must-see locations like Jeju Island, Busan, and the seaside area of Sokcho.   12.    Is there any additional advice that would benefit prospective teachers? We recommend embracing the challenge of connecting with students and colleagues. Building genuine relationships is just as important as the lessons you teach. When students see that you care, they’ll respect you and be more engaged. Additionally, while you'll often work independently, it’s important to rely on colleagues when needed and be flexible, as things can change quickly.

MPoly Mokdong (2/3)

Campus Tour: MPoly Mokdong

Welcome to MPoly Mokdong Campus!    We're thrilled to introduce our wonderful campus, where we take pride in teaching advanced English learners.    At the front desk, visitors are greeted by our friendly bilingual administration team. In addition, we proudly display our awards recognizing MPoly's academic excellence and the hard work of both our students and staff.         Our classrooms are equipped with smart TVs and large whiteboards.  Our main hall serves as both a classroom and a library, featuring a large collection of books that reflect our commitment to fostering a strong reading culture among our students.       We hope this provides a closer look at our facilities that support the academic growth of Korea's brightest learners!

Berkeley Language School (5/5)

Campus Tour: Berkeley Dongnae

Welcome to Berkeley Language School Dongnae Campus!   We're delighted to introduce our newest campus!   Our school features a beautiful flower garden at the entrance, with an outdoor playground to support play and exploration.         ​Upon entering, visitors are welcomed at the Front Desk. Adjacent to this area is the teachers' room, offering staff a comfortable space to enjoy coffee, relax, and connect with colleagues during breaks. Further along the hallway, is a spacious Play Room that serves as a versatile area for playtime and special events.       At the end of the hallway is the Director’s Office, a dedicated space for communication and school support.   Further along, the classrooms are each named to reflect values that are central to the school’s environment: Love and Peace (Five-year-old Class)​ Gentleness, Glory, and Hope (Six-year-old Class) Faith and Joy (Seven-year-old Class) Designed for young learners, each of our classrooms features comfortable tables and chairs as well as books and resources that support discovery and growth.         We hope you’ve enjoyed this quick look at our Dongnae Campus. We’re looking for passionate teachers who want to be part of something special and grow with us!    Take a look at our main campus! See our Haeundae Campus Tour

MPoly Mokdong (1/3)

Q&A with Our Director

  Self Q&A: Director Eric Ko MPoly Mokdong     Hello! My name is Eric Ko.   I'm the director of MPoly Mokdong. My relationship with MPoly is a bit complicated. It dates back to 2011 when I was first hired as a Korean teacher at the Mokdong campus. After a year of teaching, I went to the U.S. to pursue my master’s. Following my studies, I worked in a different field for several years. However, in 2016, I decided to return to MPoly simply because of the great memories I had here. Since then, I have continued to grow and strengthen my relationship with MPoly.     1. What makes MPoly Mokdong stand out from other English academies in Korea?   I believe our academy has a unique curriculum that sets us apart from others. In Korea, English academies typically fall into one of two categories.   The first type primarily focuses on test-taking and grammar skills, using standardized rules and complex technical terms. While these skills are important, they do not help students acquire English naturally from a linguistic perspective. The second type takes the opposite approach, offering engaging courses in debate, writing, and literature, but often lacking structured lessons to improve students’ grammatical accuracy and test-taking abilities. MPoly stands out because we successfully integrate both approaches, providing a well-balanced curriculum. Our program includes diverse subjects tailored to students’ language levels, taught by foreign teachers, while also offering rigorous grammar and test-prep courses led by Korean teachers. This is why MPoly maintains a nearly equal number of foreign and Korean teachers on staff.     2. Can you describe your leadership style and how it applies to managing an academy?   My leadership philosophy is simple: to provide students with a high-quality education, I must first ensure that our teachers are happy and supported. Teachers, including myself, spend a significant portion of our day at work, and if we are not satisfied in our roles, it inevitably affects the quality of our classes. As a director, my priority is to foster a positive working environment where teachers feel valued, motivated, and equipped to succeed.     3. What kind of teachers are you looking for at MPoly? What key skills and attributes do you prioritize when considering candidates?   Passion matters. Teachers work with students who are full of energy and curiosity, and even with a well-structured curriculum and prepared class materials from HQ, lessons can fall flat without dynamic interaction. Passion isn’t something that can be measured, but it is evident when teachers are genuinely interested in both their students and the subject matter. Teaching is more than just delivering information—it involves listening, thinking, engaging, and encouraging discussion. Teachers with enthusiasm create an interactive and enriching learning experience.     4. How does the school support teachers in adapting to living and working in Korea?   Since we are part of a larger company rather than a small private academy, we have dedicated staff who assist foreign teachers with paperwork, housing, and other administrative matters. For instance, they handle immigration paperwork on behalf of teachers and communicate with landlords or real estate agents to resolve housing-related issues.     5. How does the school handle performance reviews and provide feedback to its teachers?   As a director, I observe teachers' classes periodically (once or twice per semester). Additionally, we conduct a student satisfaction survey every quarter. Based on my observations and survey results, I hold one-on-one meetings with teachers at least once per semester. The goal of these discussions is to provide constructive feedback, not to criticize. We focus on continuous improvement and professional growth.     6. Could you please outline the key steps in the hiring process for teachers at your school?   When we need to hire foreign teachers, I first reach out to a recruiter. After receiving a pool of candidates, I review their resumes, with preference given to those with degrees in education, English literature, social studies, or science. Prior experience in teaching debate is also a strong advantage. Once I have shortlisted candidates, I ask the recruiter to arrange interviews. During the interview, I and our Academic Coordinator ask candidates various questions and answer any they may have. The next step is a mock lesson. Candidates are asked to create a short 5–7 minute lecture video following our instructions. We provide sample textbook materials for them to use. If we collectively agree on a candidate, I will extend a formal job offer.     7. How do you maintain open and effective communication with teachers?   I believe open and effective communication is key to a successful team. Our campus includes multiple groups—foreign teachers, Korean teachers, front desk staff, managers, and HQ representatives. To ensure smooth communication, we use Skype as our primary messaging platform. However, online communication alone is not enough. Korean and foreign teachers have separate weekly meetings. Once a month, all staff gather to discuss the upcoming academic calendar.   Apart from scheduled meetings, teachers are always welcome to speak with leadership staff, including our Headteacher, two Academic Coordinators, and me. I strive to maintain an open-door policy, encouraging teachers to voice any concerns or questions.     8. Is there anything else you would like to share with future teachers?   Welcome to MPoly Mokdong! We have an outstanding program and a fantastic team. While we may not be perfect, we are always striving to improve. Would you like to join us on this exciting journey?  

Berkeley Language School (4/5)

Q&A with Our Native Teacher Team Leader

  Self Q&A with Native Teacher Team Leader: Ms. Robyn Berkeley Language School       Hi! My name is Robyn.   I currently serve as the Native Teacher Team Leader at Berkeley. I’ve worked here for about 7 years overall, and have worked as a Team Leader for a little over 4 years.     1.    Can you describe your main responsibilities?   I am in charge of training Native Teachers, communicating expectations and feedback, assisting in classes when needed, and providing support in and out of the workplace.     2.    What are the daily expectations for teachers at your school? Teachers are expected to be at work on time, conduct their classes in an enjoyable and interactive way, and keep track of their students’ progress.     3.    How do teachers contribute to lesson planning and curriculum execution? Every week, each teacher is expected to create and submit a weekly plan of classes built on the curriculum, teaching materials, and schedule provided by the school. These weekly plans are in part for the teachers to keep track of what they have planned for their classes, but also for parents to be able to follow along with what’s being learned or reviewed throughout the week.     4.    What types of materials are provided to the teachers? Each teacher has access to the school’s Dropbox folders where they can find scanned pages of each book, PowerPoint presentations, recommended daily lesson plans, supplementary materials, and more. Outside of that, the school provides classroom materials as well (board markers, crayons, stickers, activity materials, etc.).     5.    What reporting systems are the teachers responsible for, and how frequently do they report?   The Native Teachers are expected to make progress reports for the Elementary section every 2~3 months (2 months for special classes aimed at 5th and 6th graders; 3 months for the normal conversation classes aimed at 1st ~ 4th graders). For Kindergarten, a midterm report card is required by the end of the first semester.     6.    What is expected of teachers regarding student engagement and classroom management?   Teachers are expected to create an interactive classroom environment for their students. This, to us, means creating an environment where students feel comfortable enough to speak up and speak out about their thoughts, feelings, ideas, and the like. We want our students to be able to trust us enough to share these things with us. When it comes to classroom management, the school implements a point system in the elementary classes, where students can collect their points over the course of the semester and then participate in a school market day. In Kindergarten, we have a sticker system to reward students for their good behavior. After collecting all the required stickers, the students are allowed to pick their own prize from the prize wall.     7.    How do you assist foreign teachers in adjusting to the school system and Korean work culture? How do you and the Korean staff help support new teachers at the school?   At the beginning of the work period, I try as best as possible to explain to all new teachers how the school works, what the expectations are, how to carry out our main duties, etc. Of course, every teacher has their own way of adjusting to new work settings and needs their own time to get properly into the swing of things. If time allows, we also try to get new teachers to sit in a class during the day and observe how current teachers conduct their classes, or I try to go in and observe or help out, to give feedback later. In Kindergarten, the classes are taught along with a Korean co-teacher who provides support when needed. Native teachers and their co-teachers tend to build a pretty strong bond of support and camaraderie, which we find really helps to settle teachers into their classes.     8.    Does the school help the teachers with things outside of school? (i.e. banking, hospitals, etc.)   The school can help to a certain extent, but tries not to overstep personal boundaries. I tend to give advice on where to go, why go to this place over that place, and step in where possible to provide help with translation. Other admins are on hand for such matters as well, but I’m usually the first person our native teachers go to.     9.    What is the surrounding area like for teachers living and working here? Is there easy access to transportation, local amenities, and nearby cities?   The surrounding areas where the majority of our teachers live are quite convenient. Coffee shops, restaurants, grocery stores, gyms, doctor’s offices and hospitals, all within a few minutes walk. It’s easy to get a taxi, or hop on a bus or the subway, to get to anywhere else in the city – from either campus.     10.    Does the school provide housing for teachers? If so, are the living conditions, proximity to public transportation, and overall quality of accommodations?  The school can provide housing. All standard provided housing options are studio apartments, with all necessities provided (refrigerator, stove, bed, AC units, etc.). Public transportation is never far away -buses, subways, and taxis- all within reach.     11.    Are there any challenges that international teachers commonly face when adjusting to teaching in Korea, and how does the school help with these? Culture shock can be very jarring, and different teachers take to it in different ways. I try, as best as possible, to provide teachers with what they need in the way of help and understanding, and always make sure that they know I’m available to talk when they need it. I also try to make sure that they know that they’re not the only person to feel culture shock and that their feelings are valid, but just about everything can be worked through, even if they don’t see how in that moment.     12.    Do you have any additional advice for prospective teachers? No matter which school you work with, Berkeley or somewhere else, it’s important to be open-minded and a little flexible. Not everyone will do things the same way, and adjusting to any space can be difficult. But by staying open-minded to change and/or differences, you can always find a way to adjust to a new situation. What may seem easy now could turn out to be difficult later, but that’s just a chance to learn and grow – the same thing we, as teachers, push our students to do.  

Berkeley Language School (3/5)

Campus Tour: Berkeley Haeundae

Welcome to Berkeley Language School Haeundae Campus!   We’re delighted to introduce our wonderful campus!  Our kindergarten program is located on the 12th and 13th floors with dedicated play areas and spaces for our youngest learners. On the 12th floor (Berkeley Davis), students explore their curiosity through hands-on learning, such as by building robots and playing with Legos.         In addition, we feature a dedicated piano room and a large playroom where children can engage in imaginative play through musicals and role-playing.         On the 13th floor (Berkeley Ivy), we have a dedicated library and sitting area, an indoor gym for physical education classes, and classrooms for coding, Chinese, science, and more.         The 14th floor is dedicated to our elementary program, offering spacious classrooms equipped with desktop computers and large whiteboards.         That concludes our tour of our Haeundae campus! We hope to see you there!   Interested in a different location? See our new Dognae Campus

Berkeley Language School (2/5)

Our Programs

List of Programs Offered at Berkeley Language School     Kindergarten Program   Days / Time Mon. ~ Fri. / 9:30 ~ 5:25 PM Student Type 5 ~ 7 years old Class Structure Seven 35-minute periods (normal class) Three 40-minute periods (after-school class) Academic Focus Follows Korea's Nuri Curriculum, offering interactive English and Korean classes tailored to foster holistic development. Class Divisions Love, Peace (5Y) Gentleness, Glory, Hope (6Y) Faith, Joy (7Y)     Elementary Program (Afternoon Program)   Days / Time Grades 1 ~ 4: Mon. ~ Fri. / 2:30 ~ 4:55 PM, Grades 5 ~ 6: Tue., Thur. / 5:00 ~ 6:35 PM Student Type Grades 1 ~ 6 Class Structure Two 45-minute periods for each class level (3 levels) Grades 1 ~ 2 - 2:30 ~ 4:05 PM Grades 3 ~ 4 - 3:20 ~ 4:55 PM Grades 5 ~ 6 Korean teacher (Mon., Wed., Fri.): 4:10 ~ 5:45 PM Native teacher (Tue., Thur.): 5:00 ~ 6:35 PM Academic Focus Tailor phonics curriculum to foster cognitive development and utilize American storybooks and coursebooks for specialized speaking practice to raise confident bilingual learners.  Class Divisions Elementary A (G1 ~ 2) Elementary B (G3 ~ 4) Elementary C (G5 ~ 6)   ___________________________________________________________________________________________________________________   Textbooks and Resources     Phonics   Bricks Education (Spotlight on Phonics) Two Ponds (Fly Phonics)  NE Books (Come on, Phonics) Coursebooks & Storybooks Compass Publishing (English Bus) Harper Collins (My Weird School Series by Dan Gutman)   We use North American textbooks from both Korean and U.S. publishers, focusing on speaking skills through phonics and storybooks.     ___________________________________________________________________________________________________________________   Academic Calendar & Special Activities   Kindergarten Every Friday: Event Day (Cooking Class, Theme Class, Pajama Party, Field Trip, Sports Day, etc.) Musical Performances are held 4 times a year (Ready Action) Speech Day (Special days where students present a prepared speech in front of the class)   _____________________________________________________________________________________________________________________   Sample Kindergarten Schedule (5-7 Years)     Periods Time  Mon.  Tue.  Wed.  Thur. Fri.   9:20 ~ 9:30 Morning Assembly 1 9:30 ~ 10:05 Normal Class 1   10:05 ~ 10:15 *Snack Time* 2 10:15 ~ 10:50 Normal Class 2   10:50 ~ 10:55 *Break Time* 3 10:55 ~ 11:30 Normal Class 3   11:30 ~ 11:35 *Break Time* 4 11:35 ~ 12:10 Normal Class 4   12:10 ~ 12:55 *Lunch Time* 5 12:55 ~ 1:30 Normal Class 5   1:30 ~ 1:35 *Break* 6 1:35 ~ 2:10 Normal Class 6   2:10 ~ 2:15 *Break* 7 2:15 ~ 2:50 Normal Class 7   2:50 ~3:10 *Break* 1 3:10 ~ 3:50 After-school Class 1   3:50 ~ 3:55 *Break* 2 3:55 ~ 4:35 After-school Class 2   4:35 ~ 4:40 *Break* 3 4:40 ~ 5:25 After-school Class 3     Sample Elementary Schedule (G1 ~ 6)     Periods Time  Mon.  Tue.  Wed.  Thur. Fri. 1 Elementary A (G1 ~ 2)   2:30 ~ 4:05   Elementary B (G3 ~ 4)   3:20 ~ 4:55   Elementary C (G5 ~ 6)   4:10 ~ 5:45       Phonics & Reading 2       Speaking       Story Book       Writing       Story Book       Speaking

Berkeley Language School (1/5)

Q&A with Our Director

Self Q&A: Director Soon-mi Kwon Berkeley Language School     Hello, I'm Director Kwon!   My desire to lead a school that goes beyond memorization and test-taking stems from my previous job, where I saw how ineffective and stressed students were in traditional Korean academies. At Berkeley, we focus on making English fun and immersive!     1. What is your educational philosophy? My educational philosophy revolves around "living, conversation-centered learning" and "acquiring foreign languages through speech." The core principles are as follows:   English as a Communication Tool: Emphasizing meaningful expression over flawless pronunciation. Practical Approach: Focusing on learning through speaking, even for students who are unfamiliar with the alphabet. Confidence Building: Prioritizing confidence in English through consistent practice during class, rather than overwhelming students with excessive tasks. Feeling and Meaning-Centered: Encouraging students to connect with words through their emotions and meanings, making English an enjoyable experience. Character Education: Aiming to develop not just English proficiency, but also the character and personality of students, shaping them into well-rounded communicators. Play and Experience-Based Learning: Creating an engaging and enjoyable learning environment through play and real-life experiences. Through this approach, I strive to help students acquire English in a practical, effective, and enjoyable way.     2. What makes Berkeley Language School stand out from other English kindergartens in Korea?  Berkeley Language School differentiates itself from typical English kindergartens in Korea in several key ways:   Emphasis on Self-Directed Learning that is Stress-Free: Unlike many Korean English kindergartens, which often adopt a competitive and academically-focused approach, Berkeley Language School removes compulsory homework and tests, allowing children to find the joy of learning on their own. We create an environment where children can enjoy learning English without stress. Prioritization of Character Education: The school places a strong emphasis not only on English proficiency but also on character development. It encourages polite behavior and the use of respectful language, helping children grow into socially aware and well-rounded individuals. Development of Creative Thinking: Beyond simple language learning, the school fosters critical thinking and creativity. This is in contrast to the typical Korean approach, which often focuses primarily on vocabulary, reading, and writing. Experienced-based Learning: We designate every Friday as "Special Day," during which we organize picnics or events. These activities allow children to gain diverse experiences and naturally acquire English in an engaging and fun way. Small Class Sizes: We limit class sizes to 13 students, ensuring close interaction between teachers and students. Additionally, we assign a teaching assistant alongside the homeroom teacher.  With these distinctive features, Berkeley Language School provides a more integrated and natural English learning experience compared to traditional English kindergartens in Korea.     3. Can you describe your leadership style and how it applies to managing an academy?  My leadership style is student-centered, innovative, and forward-moving.   Innovative, Student-Centered Teaching Approach: I focus on teaching “practical English” through conversation-centered education that prioritizes real-life communication skills, rather than overwhelming students with excessive assignments. I strive to make the English learning process enjoyable for both students and teachers. This approach is unconventional in Korea, where most schools typically emphasize memorization and academically-focused learning. Continuous Development: I also prioritize ensuring and maintaining high-quality education and training for all of our teachers. With 20 years of experience, I am committed to fostering long-term, sustainable growth for both teachers and students. I believe this leadership style is reflected in the school’s operations and its focus on continuous improvement and the success of both students and staff.     4. How do you handle conflicts between teachers, staff, or parents? My conflict resolution strategies can be described as follows:   Fostering an Open Communication Culture: Provide continuous opportunities for meetings and discussions among teachers, staff, and parents to maintain an open channel of communication. Educational Programs: Implement educational programs for parents to help them develop a clear understanding of their roles and responsibilities. Offer conflict management and communication training for staff to ensure effective handling of issues. Ensuring Fairness: Use a fairness checklist in the decision-making process to ensure transparency and impartiality. Gather feedback from staff through committees such as the Personnel Committee and School Management Committee to ensure diverse perspectives are considered. Collaborative Projects: Plan and implement projects that encourage collaboration among teachers, staff, and parents, ensuring everyone is actively involved in the school's initiatives. These strategies aim to promote a harmonious environment, build trust, and create a community that works together to resolve conflicts constructively.     5. How does the leadership staff at the school support the teachers?   Berkeley Language School follows a homeroom system, prioritizing the development of strong, personal connections between teachers and students. This structure fosters open and effective communication between instructors and the school administration. My educational philosophy, which centers on "learning English through feelings and meaning," is brought to life through ongoing dialogue and feedback with the teaching staff. This collaborative approach ensures that the teaching methods are consistently aligned with the school’s core values, creating a supportive and cohesive environment for both students and educators.  

Altiora Wiyre (3/3)

Q&A with Our Native Teachers

  Native Teachers Self Q&A:  Ms. Kayleigh & Mr. Thomas Altiora Wirye     1.    Can you introduce yourself?    Hi! My name is Kayleigh, and I'm a native headteacher at Altiora Wirye, and I've worked here for 3 years.   Hello, I'm Thomas, and I'm a homeroom teacher for the 6-year-old Viento class.   2.    What types of resources and materials are provided to the teachers?  They provide us with a laptop, stamps, and all the necessary teaching materials, which makes it easy to deliver lessons.   3.    What reporting systems are the teachers responsible for, and how frequently do they report? Altiora headquarters sends a monthly report form, which both native teachers and subject teachers need to check. Every two months, we also write overall comments about the children.     4.    How would you describe the overall culture and atmosphere at this school? Overall, communication with my co-teachers is smooth, and we have a weekly teacher meeting where we can freely discuss various topics.   5.    Can you describe the facilities at the school? Here at Altiora Wirye, there’s a gym used for special occasions as well as PE.  There’s also a library filled with interesting books, and a rooftop on the 12th floor.  I really appreciate how spacious it is, and there are many classrooms and amenities.   6.    Do the foreign staff members support and spend time together outside of the school?   To be honest, all the teachers support and help each other as much as possible. And from time to time teachers will get together outside of work.   7.    How do you assist foreign teachers in adjusting to the school system and Korean work culture?  Foreign teachers help new foreign teachers adjust via a “big sister, little sister” program where the new teacher follows a veteran teacher and is able to ask them for help whenever they need it. The foreign teachers lean on each other a lot and frequently help each other both in and out of work.   8.    How do you and the Korean staff help support new teachers at the school? Similar to the foreign staff, the Korean staff are always offering to help new teachers. We sit and work at a long table during breaks, so if there are any questions, both the Korean and foreign teachers are available for help.   9.    Does the school help the teachers with things outside of school? (i.e., banking, hospitals, etc.) The school is very helpful with things outside of school-especially for teachers who have never lived in Korea. Administration helps new teachers set up appointments at immigration and directs them to hospitals if they need it. They also help new teachers set up a bank account if they do not already have one in Korea.   10.    What can teachers expect in terms of workload, work-life balance, and support? When it comes to work-life balance, it's a big change for me. I worked 9-5 at my old job and had time to work out, cook dinner, and spend time with my friends. With the change to 9-6, I have to meal prep, and I can really only spend time with my friends on the weekends. It's not ideal, but it could be worse. Whenever I need help with classes, my co-workers are always supportive and help me as much as possible. Sometimes we're too busy helping each other, and other times groups of us can help each other.   11.    What kind of training or onboarding did you receive as you first started as a teacher at Altiora Wirye?  The training here was great! The classes are easy for kids to understand, and teaching them is a great experience. Some classes may feel repetitive, but they can be used for other purposes, such as catching up on missed lessons or doing group readings. I was able to grasp all the classes I taught within a week. Occasionally, you might be assigned to a class you haven't taught before, but the lessons are very self-explanatory.

SAMPLE RISE Gangnam: Our Programs

List of Programs Offered at RISE Gangnam   RISE K (Kindergarten)   Days / Time Mon. ~ Fri. / 9:00 ~ 2:50 PM Student Type 5 ~ 7 years old Class Structure [SAMPLE] 5, 30 ~ 40-minute sessions Academic Focus 5Y - Learn Alphabet, phonics, speaking, music, P.E., science, and arts & crafts. 6Y - Begin reading, writing, and team presentation projects. 7Y - Incorporate test prep, writing, and debate classes.  ********************************************************************************************   RISE Talented Program (Gifted Learners)   Days / Time Mon. ~ Fri. / 9:00 ~ 2:50 PM Student Type   Class Structure   Academic Focus Project-based flipped learning which focuses on creative liberal arts and current affairs.((((((((((((((((=     Elementary QSD -  Foundation Program (New learners)   Days / Time   Student Type 8 ~ 13 years old Class Structure   Academic Focus Phonics - Reach mastery Reading - Understand simple stories Listening - Follow simple instructions Writing -Write basic sentence structures Speaking - Communicate through simple questions and answers***********   Elementary QSD - ​​​Exploration Program (RISE K graduates)   Days / Time   Student Type 8 ~ 13 years old Class Structure   Academic Focus Reading - Critically analyze reading passages and understand text structures Listening - Critically evaluate the listening passages Writing - Informative and descriptive essays Speaking - Discussions with evidence   Elementary QSD - Values Program (Literature Program)   Days / Time   Student Type 8 ~ 13 years old Class Structure   Academic Focus Reading - Literary analysis and evaluate the author's perspectives Listening - Evaluate different perspectives Writing - Narrative and persuasive essays Speaking - Impromptu debates and mock Model Congress.***************** ___________________________________________________________________________________________________________________   Textbooks and Resources   We utilize a variety of educational materials to ensure an enriching learning experience: Reading & Writing – [List textbooks and materials] Speaking & Listening –  [List textbooks and materials] [SAMPLE] Journeys, In-house RISEWISE    Technology Integration Online Learning: Learning Box Our eLearning platform flips the traditional model, emphasizing a balance between online pre-learning and offline discussion-based learning. Evaluations: Teachers review online work by their students   Technology Use in the Classroom Interactive Smartboards/Smart TVs: [Explain typical multimedia integration/activities.] Laptops: [Writing student reports, communicating with staff] Tablets/Other: [Use, description & purpose] ___________________________________________________________________________________________________________________   Academic Calendar & Special Activities   March: Entrance Ceremony (early Mar.), St. Patrick's Day April: Arbor Day May: Children's Day Event, Day Trip, 1st Quarterly Test (7Y) June: Field Trip July-August: 2nd Quarterly Test (7Y), School Event, Summer Vacation (Late Jul.-Early Aug.), Summer Intensive Program, School Event September: Chuseok Event, Chuseok Holiday October: Day Trip, Open Class (in front of Parents) November: 3rd Quarterly Test (7Y), Halloween Event December: Christmas Event, Winter Vacation (Late Dec.) January: Winter Intensive Program, Lunar New Year Holiday, 4th Quarterly Test (7Y) February: Graduation Ceremony & Orientation ___________________________________________________________________________________________________________________   Sample RISE Kindergarten Schedule (5-7 Years)    Time  Activity  Program Details 9:55  Circle Time  Morning Questions & Discussion  10:30 Interactive Whiteboard  Learning with a Smartboard 11:40  Act it Out  Building Understanding and Expression through Role-play 12:10  Play Gym  Engaging with English through Play 12:20  Lunch Time  1:30 Singing Learning through Songs and Chants 2:10 Theme Project Group Project with Presentation 2:35 Wrap-up Homework Review, Reflection & Wrap-up 2:50 ~ 6:00 Afternoon Class Games, Phonics, Art, Music, Science, etc.

Altiora Wiyre (2/3)

Campus Tour: Altiora Wirye

Welcome to Altiora Wirye Campus!    We are excited to introduce you to our key facilities that help create an engaging and dynamic learning environment for both our students and staff.   ​As you enter, you'll find our school uniforms, shoe racks, and slippers neatly arranged for the students. Beyond the entrance, our library provides a welcoming space where students can read, study, and explore new topics. With thousands of books supporting our programs, we aim to cultivate a lifelong love of reading!         ​Just beyond the library, the classrooms are designed to inspire learning across various levels, including dedicated spaces for Kindergarten and Elementary students. A handwashing station is conveniently located nearby, promoting good hygiene!         Our Indoor Gym is a lively space for PE classes, offering a variety of activities that help our youngest learners learn English through engaging activities. And just outside, we have our Outdoor Playground,  where students can enjoy physical activities, play, and breathe in the fresh air during breaks.       We hope this gives you a glimpse of the wonderful facilities that support both our students’ and staff’s growth here at our campus!  

Altiora Wiyre (1/3)

Our Programs

List of Programs Offered at Altiora Wirye     Altiora Kindergarten    Days / Time Mon. ~ Fri. / 9:35 ~ 4:15 PM Student Type 4 ~ 7 years old Class Structure Two 35-minute periods Academic Focus OneBite Program Learn 600 words through songs, games, storybooks, and other play-based activities Based on 20 years of research, focusing on the most frequently used words in daily life. Class Divisions Mare (4Y) Aqua, Nieve (5Y) Arbor, Flos, Viento (6Y) Cambridge, Harvard, Oxford, Stella (7Y)     Pangram Kindergarten (Afternoon Program)   Days / Time Tue., Thur. / 4:30 PM – 5:50 PM Student Type 6 years old Class Structure Two 30-minute periods Academic Focus Focus on building a strong foundation in English through phonics and speaking practice for new learners.     ​​​Pangram Elementary (Lower Elementary Program)   Days / Time Mon., Wed., Fri. / 4:30 PM – 5:50 PM Student Type Grades 1 ~ 3 ( 6 ~ 9 years old) Class Structure Two 30-minute periods Academic Focus Focus on developing English skills through innovative and interactive international school-style debate classes. Class Divisions Pangram Tier 1 (1st Year) Pangram Tier 2 (2nd Year) Pangram Tier 3 (3rd Year) ___________________________________________________________________________________________________________________   Textbooks and Resources     We utilize a mix of in-house materials and US textbooks to create a rich learning experience, with a curriculum that supports bilingual education, self-directed learning, STEAM principles, and physical activity.   Habitus (our in-house book series)       Online Learning: OneBite Home, Learning Box Our eLearning platforms flips the traditional model, emphasizing a balance between online pre-learning and offline discussion-based learning.       ___________________________________________________________________________________________________________________   Academic Calendar & Special Activities   Vacation: Summer (Aug.), Winter (Dec.) Competence Testing: Jun. Sept. and Jan.  Parents: Parent-Teacher Conference (May), Open Class (Oct.) Other events/fied trips: St. Patricks day, Safety Education Center, Easter, Song festival, Spring picnic, Children's day, Zoo, Pajama day, War Memorial, Summer event, Musical, International day, Fall picnic, Halloween, Farm, Christmas event, Indoor playground, Lunar New Year event, Fire station, etc.  ___________________________________________________________________________________________________________________   Sample Altiora Kindergarten Schedule (5-7 Years)     Periods Time  Mon.  Tue.  Wed.  Thur. Fri.   9:30 ~ 9:35 Student Arrival 9:35 ~  9:50 Aqua - Circle Time (Daily questions & Discussion) 1 9:50 ~ 10:25  Aqua_Habitas  Aqua_Habitas  Aqua_Habitas  Aqua_Habitas Aqua_Habitas   10:30 ~ 10:35 *Morning Snack / Bathroom Break* 2 10:35 ~ 11:10 Viento_Migh Tree Aqua_Phonics Aqua_Phonics Aqua_Phonics   3 11:10 ~ 11:45 Aqua_PlayTree Aqua_PlayTree Aqua_PlayTree Aqua_PlayTree Aqua_Phonics   11: 45 ~ 11:50 *Bathroom Break* 4 11:50 ~ 12:25     Viento_MighTree   Viento_MighTree   12:30 ~ 1:10 Lunch (Native teachers supervise 1x a week) 5 1:10 ~ 1:45 Sol_PlayTree Sol_PlayTree Sol_PlayTree Sol_PlayTree   6 1:45 ~ 2:20       Viento_MighTree Aqua_MighTree 7 2:20 ~ 2:55 Aqua_MighTree Aqua_MighTree     Flos_Monster     *Afternoon Snack/Bathroom Break* 8 3:05 ~ 3:40   Viento_MighTree Aqua_MighTree Aqua_MighTree ESL Teacher Meeting  9 3:40 ~ 4:15   Aqua_MighTree Flos_Monster Flos_Monster