31 December 2008
Winter Discussion and Debate
Winter's installment of Discussion and Debate will be every day 2:00pm-4:00pm from 31 December to 14 January. No class 1 January. Topics include a mix of discussion, public speaking, debating. (First semester did not focus on public speaking).
12 December 2008
Recent photos of our students.
All images copyright Bundang High School, Bundang, 463-837, Korea. Corresponding author (gmail account): arthur.michalak@
09 December 2008
9 December minutes
Park Jong-youn "Alex" is awesome.
Alex Park suggested a debate be about himself. We happily agreed, though the class had a difficult time forming an affirmative to support him. ^_^ Hahahaha! A summary of the constructive statements are below. Rebuttals are currently unavailable.
Constructive statements
Affirmative
Alex is funny. His appearance, that is. That gladdens us; he has no girlfriend because he has no time; he is a model student; he is full of confidence
Negative
Does not mix well with other English speakers. He speaks too fast; he is so proud of himself. We find it disgusting. He should know himself better; I hate Alex; he always makes fun of students. It makes for a bad atmosphere.
Result: positive persuasion
Alex Park suggested a debate be about himself. We happily agreed, though the class had a difficult time forming an affirmative to support him. ^_^ Hahahaha! A summary of the constructive statements are below. Rebuttals are currently unavailable.
Constructive statements
Affirmative
Alex is funny. His appearance, that is. That gladdens us; he has no girlfriend because he has no time; he is a model student; he is full of confidence
Negative
Does not mix well with other English speakers. He speaks too fast; he is so proud of himself. We find it disgusting. He should know himself better; I hate Alex; he always makes fun of students. It makes for a bad atmosphere.
Result: positive persuasion
05 December 2008
5 December minutes
Salary is the most important reason in choosing a job.
The affirmative supports certain claims made in the article, "Choosing a career." The constructive statements and rebuttals are summarized below.
Constructive statements
Affirmative
We cannot live without money; it's too idealistic to not think about money. People have too many [financial] responsibilities; Almost one one likes to study--we all want to go to a well-known college to improve upon our future chances; Good things cost more--money gives those options.
Negative
When the job lacks interest , it causes stress. Often the highest paying jobs are as described; money are for necessities; after all, it has been shown not to give happiness; after twenty-years of working for money, people lose their talents, and their lives empty into an abyss; talent gives success, not money.
Rebuttals
Negative
It still causes people to work at jobs they do not like--still your argument does not solve the problem; money does not reduce responsibilities; money only helps to get into college, human labor is still needed to run that process to completion; anyway, happiness betters that.
Affirmative
You still cannot help but about thinking about money; necessities are basic to life; lack of money increases the number of regrets; success is not necessary for a happy life.
Result: negative persuasion
The affirmative supports certain claims made in the article, "Choosing a career." The constructive statements and rebuttals are summarized below.
Constructive statements
Affirmative
We cannot live without money; it's too idealistic to not think about money. People have too many [financial] responsibilities; Almost one one likes to study--we all want to go to a well-known college to improve upon our future chances; Good things cost more--money gives those options.
Negative
When the job lacks interest , it causes stress. Often the highest paying jobs are as described; money are for necessities; after all, it has been shown not to give happiness; after twenty-years of working for money, people lose their talents, and their lives empty into an abyss; talent gives success, not money.
Rebuttals
Negative
It still causes people to work at jobs they do not like--still your argument does not solve the problem; money does not reduce responsibilities; money only helps to get into college, human labor is still needed to run that process to completion; anyway, happiness betters that.
Affirmative
You still cannot help but about thinking about money; necessities are basic to life; lack of money increases the number of regrets; success is not necessary for a happy life.
Result: negative persuasion
04 December 2008
Notice of Debate
Centered on the recently read article, "Foreigners in Korea", the affirmative maintained that "the Korean government should ban unskilled [and undocumented] foreigners from the country." The negative claimed that the resolution was unreasonable. The results are currently unavailable.
02 December 2008
Notice of Debate
The affirmative contends that "it is better for a Korean to study abroad during the elementary or middle school years," while the negative that "it is better for a Korean to study abroad during the high school or the college years."
The resolutions will be debated on Tuesday, 2 December. Material will largely be drawn from the article, "Studying abroad: Korean students overseas." The class will be divided into two groups of eight students. One teacher will moderate.
The resolutions will be debated on Tuesday, 2 December. Material will largely be drawn from the article, "Studying abroad: Korean students overseas." The class will be divided into two groups of eight students. One teacher will moderate.
24 November 2008
Discussion and Debate II
In part two of the course, more emphasis is placed on skills (debating) (part one concerned content ). These skills are for students to become (1) in-depth researchers, (2) technical and persuasive writers, (3) effective communicators, and (4) perceptive listeners. Too much of the educational process involves teachers telling students what to think. Thus education becomes a dull process of memorizing mountains of facts. Competitive debate takes a different approach: it teaches students how to think. The thought process begins by gathering evidence with an open mind (Edwards).
Discussion and Debate provides mental fitness and fun. It is a forum to flush-out bad ideas. The course, built in integrity, upholds character development. We believe dispute is a powerful teacher. Mental challenges in a group context offer competitors the opportunity to mature leadership skills, self-confidence, and a commitment to others that will rouse them to lead productive lives. Debate includes practice in the manners of common social interactions. Proficiency is reinforced through reading in multiple areas of cultural studies. The class will include some speech etiquette in social exchanges. Classroom debating will help students grasp many essential critical thinking and presentation skills. Rapid exchanges will help develop clear reasoning, confidence, and partnerships.
Part two will begin on Thursday, 27 November, and will end on Thursday, 11 December. No class Monday, 1 December. Course enrollment will be enlarged to sixteen.
Discussion and Debate provides mental fitness and fun. It is a forum to flush-out bad ideas. The course, built in integrity, upholds character development. We believe dispute is a powerful teacher. Mental challenges in a group context offer competitors the opportunity to mature leadership skills, self-confidence, and a commitment to others that will rouse them to lead productive lives. Debate includes practice in the manners of common social interactions. Proficiency is reinforced through reading in multiple areas of cultural studies. The class will include some speech etiquette in social exchanges. Classroom debating will help students grasp many essential critical thinking and presentation skills. Rapid exchanges will help develop clear reasoning, confidence, and partnerships.
Part two will begin on Thursday, 27 November, and will end on Thursday, 11 December. No class Monday, 1 December. Course enrollment will be enlarged to sixteen.
23 November 2008
Faculty Course Questionnaire (FCQ) results
It has been a pleasure to have instructed this class in introductory discussion and debate. The English abilities improved dramatically comparing last class to the second. Students are now quick to respond, do so comfortably, and make the extra effort not to lapse into Korean. I am looking forward to the last third of the course. Below are FCQ results.
Averaging over seven survey questions, below are lists of student attitudes to the course (by student and further below by specific question). The following critera were used: "Presentation of course material; explanation of assignments; relevance of assignments to course; how well the teacher motivated students to explore the subject further; course as a learning experience; this course, compared to all your other courses; this instructor, compared to all your other instructors." The scale is very good = A B C D E = very poor. A = 4.0; A- = 3.7; B+ = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; D+ = 1.3; D = 1.0; D- = 0.7; E = 0.0.
Averaging over seven survey questions, below are lists of student attitudes to the course (by student and further below by specific question). The following critera were used: "Presentation of course material; explanation of assignments; relevance of assignments to course; how well the teacher motivated students to explore the subject further; course as a learning experience; this course, compared to all your other courses; this instructor, compared to all your other instructors." The scale is very good = A B C D E = very poor. A = 4.0; A- = 3.7; B+ = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; D+ = 1.3; D = 1.0; D- = 0.7; E = 0.0.
- Student attitude toward course
- A- (98%)
- A-
- A- (93%)
- A-
- A-
- A-
- A-
- B+ (88%)
- B (79%)
- B
- Student attitude to course by question
- Presentation of course material: B+
- Explanation of assignments: A-
- Relevance of assignments to course: B+
- Workload relative to other courses: 5.1 (too light = 1.0, 9.0 = too heavy)
- How well the teacher motivated students to explore the subject further: B+
- Course as a learning experience: B+
- This course, compared to all your other courses: A-
- This teacher, compared to all your other teachers: A-
Elective winners
These students scored highest in exercises and lessons in Discussion and Debate. Congratulations!
- Kang Ji-su
- Park Jong-youn and Oh Kyo-kwang
19 November 2008
19 November minutes
8:00pm study-hall every school night affects students positively.
To summarize, the affirmative insists that study-hall develops studying habits; prevents the wasting of time at internet cafes, bad influences, shenanigans and tomfoolery; helps students learn group manners. The negative insists that study-hall is ineffective; students cannot use services because they are stuck at school until 8:00pm and those establishments close (e.g., banks, post offices); students do not often study at study hall--many sleep, disturb others, and create a bad atmosphere.
Results
Combined score (constructive, rebuttal)
In a recent school poll, sixty-one percent of class 2-10 students said that staying at study-hall until 8:00 pm has affected them positively.
To summarize, the affirmative insists that study-hall develops studying habits; prevents the wasting of time at internet cafes, bad influences, shenanigans and tomfoolery; helps students learn group manners. The negative insists that study-hall is ineffective; students cannot use services because they are stuck at school until 8:00pm and those establishments close (e.g., banks, post offices); students do not often study at study hall--many sleep, disturb others, and create a bad atmosphere.
Results
Combined score (constructive, rebuttal)
- Affirmative: 117
- Negative: 115
- Affirmative: 4
- Negative: 8
- Affirmative: 121
- Negative: 123
In a recent school poll, sixty-one percent of class 2-10 students said that staying at study-hall until 8:00 pm has affected them positively.
10 November 2008
10 November minutes
On Monday's debate, the affirmative asserted to open the two international schools. Material was largely drawn from the recent Korea Times article. Eight students participated, three students and one teacher judged. The results are below.
Constructive Speeches
The winning side included Kang Ji-soo, Lee Kang-woo, Lee Ji-hyeon, and Kang Kyo-seong.
Constructive Speeches
- Affirmative: 287
- Negative: 285
- Affirmative: 82
- Negative: 134
- Affirmative: 369
- Negative: 419
The winning side included Kang Ji-soo, Lee Kang-woo, Lee Ji-hyeon, and Kang Kyo-seong.
07 November 2008
Notice of Debate
On the Monday, 10 November installment of Discussion and Debate, the negative will dispute the affirmative's stance on the presently controversial issue besetting the opening of two international middle schools in Seoul for next March. The affirmative asserts that The two international middle schools must be opened for next March in Seoul. The negative counters that the schools must not. Sources and correspondence will center on the recent Korea Times article. Click here to read it.
Four students will affirm, four will negate, three will abstain, and one teacher will moderate the discussion.
Four students will affirm, four will negate, three will abstain, and one teacher will moderate the discussion.
6 November minutes
The government should ban cram schools (hogwan).
The initial poll suggested that three were for and four were against the resolution. Four were absent.
The affirmative implores that cram schools (CS) compel students to stay late studying; banning CSs will improve student mental and physical health; because so many students enroll at CSs, it forces other students to join so as to not be left behind; CSs favor the rich because poorer families cannot afford the costs; CSs reduce the quality of public education; students wishing to enroll at a foreign language high school must meet entry requirements not regularly found in a middle school education—requirements often met after extensive study at a CS.
The negative claims that attendance is voluntary; CSs “favoring” the rich to the poor is not a problem of CSs;--there is an unavoidable gap in wealth; just because a family cannot afford to pay a CS does not mean that all cram schools should be banned; companies are meant to make profits, supply must meet demand; there is not enough teacher attention at regular school [due to the disparate student-teacher ratio].
The moderator found that the affirmative side conveyed a stronger case, leading four-to-two by the end of class. Tabulating the initial polling and the case arguments, the final score was seven-to-six in favor of affirmative.
No exit poll was conducted.
05 November 2008
5 November minutes
The Korean government should stop hiring foreign (native) English teachers because they are not needed.
The affirmative claims the English Program in Korea, EPIK, among others, is too taxing to the Korean government; the system prejudices against domestic (Korean) English teachers; many foreign teachers are unqualified / not qualified--unlicensed, undocumented, or inexperienced.
The negative strongly believes that because education already costs money, hiring native English teachers provides the edge justifying the cost; there is a demand in English education, the government must supply it; this is a better alternative than sending a child to study in a foreign country for a year (e.g., "satellite" family); hogwans presently have foreign English teachers, thus we must compete otherwise public education will suffer.
Amusingly, the students were shy about polling near their native English teacher. Haha, I laughed.
The poll suggested unanimously seven students were against the measure. The resolution did not pass.
The affirmative claims the English Program in Korea, EPIK, among others, is too taxing to the Korean government; the system prejudices against domestic (Korean) English teachers; many foreign teachers are unqualified / not qualified--unlicensed, undocumented, or inexperienced.
The negative strongly believes that because education already costs money, hiring native English teachers provides the edge justifying the cost; there is a demand in English education, the government must supply it; this is a better alternative than sending a child to study in a foreign country for a year (e.g., "satellite" family); hogwans presently have foreign English teachers, thus we must compete otherwise public education will suffer.
Amusingly, the students were shy about polling near their native English teacher. Haha, I laughed.
The poll suggested unanimously seven students were against the measure. The resolution did not pass.
4 November minutes
Bundang High School should have athletic teams.
The affirmative claims that school sporting development helps students to become athletes in an environment they otherwise would not (how many Olympic athletes are "lost" to a Korean academic system?); brings school honor, national exposure; it will increase the number of competitive athletes in foreign organizations (e.g., English Premiership; MLB); the system does not adequately produce athletes; school is not just about studying--there should be a balance; other skills can be honed at school.
The negative claims it will cost too much money, will reduce an already limiting school budget meant for studying for sporting activities; practices disturb students who study; when exactly will practices occur? The school does not have neither the demand nor the resources to introduce athletic teams; "specialty" school, for example schools whose curricula specialize in taekwondo, badminton, and baseball already exist--students can attend those schools; how many clubs define athletic teams? Just for boys? Or girls, too? The "system" produces athletes just fine.
The poll suggested that two were for and five were against the measure. Four students were absent. The resolution did not pass.
The affirmative claims that school sporting development helps students to become athletes in an environment they otherwise would not (how many Olympic athletes are "lost" to a Korean academic system?); brings school honor, national exposure; it will increase the number of competitive athletes in foreign organizations (e.g., English Premiership; MLB); the system does not adequately produce athletes; school is not just about studying--there should be a balance; other skills can be honed at school.
The negative claims it will cost too much money, will reduce an already limiting school budget meant for studying for sporting activities; practices disturb students who study; when exactly will practices occur? The school does not have neither the demand nor the resources to introduce athletic teams; "specialty" school, for example schools whose curricula specialize in taekwondo, badminton, and baseball already exist--students can attend those schools; how many clubs define athletic teams? Just for boys? Or girls, too? The "system" produces athletes just fine.
The poll suggested that two were for and five were against the measure. Four students were absent. The resolution did not pass.
30 October 2008
Word Description
Group five's (Oh Kyo-kwang and Cho Hae-in) late bout of genius Thursday impelled them to defeat group three 37 to 21, in "word description". Group four finished with twenty-two; group one, twenty; group two, seventeen.
Chosen to develop students patience in themselves and trust in their partners, and ultimately for debating, the warm-up consumed the entire forty-five minute elective period. Some groups were self-possessed. Others committed hysterical bloopers, yet others madlibs.
Descriptions included ball; city; pink; Saturday; car; Korea; dog; yes; Jang Han-su; chemistry; principal; coffee; computer; Samsung; thumb; rain; Toyota; Yeoju; king; Vietnam; apartment; Alex; sexy; crazy; handsome; France; sword; theater.
Chosen to develop students patience in themselves and trust in their partners, and ultimately for debating, the warm-up consumed the entire forty-five minute elective period. Some groups were self-possessed. Others committed hysterical bloopers, yet others madlibs.
Descriptions included ball; city; pink; Saturday; car; Korea; dog; yes; Jang Han-su; chemistry; principal; coffee; computer; Samsung; thumb; rain; Toyota; Yeoju; king; Vietnam; apartment; Alex; sexy; crazy; handsome; France; sword; theater.
29 October 2008
29 October Minutes
In the first forum informal debate, resolution one was proposed, "Smoking infractions commited at school should be severely punished." Severely was not defined, assumed to be as disciplinary as a major infraction in the student handbook.
The entry poll suggested that four were for (Y) and seven were against (N) the measure.
Summary of the minutes are as follows: (Y) it must pass, it is not only a rule but a law; (Y) smoking is disruptive; (N) secondhand smoking should be severely punished, but not firsthand smoking at school. Positive countered, since when is it okay to smoke alone at school? Negative countered, smoking can never be eradicated; (Y) Regardless, firsthand smoking can still secondhand affect students; (N) the school should construct a school smoking zone (SSZ) to contain smokers; (Y) a special smoking area will encourage more students to join this smoking room! (Y) That is not the issue, smoking cannot be allowed to be on school grounds.
The exit poll suggested that five were for and six were against the measure. The resolution did not pass.
The entry poll suggested that four were for (Y) and seven were against (N) the measure.
Summary of the minutes are as follows: (Y) it must pass, it is not only a rule but a law; (Y) smoking is disruptive; (N) secondhand smoking should be severely punished, but not firsthand smoking at school. Positive countered, since when is it okay to smoke alone at school? Negative countered, smoking can never be eradicated; (Y) Regardless, firsthand smoking can still secondhand affect students; (N) the school should construct a school smoking zone (SSZ) to contain smokers; (Y) a special smoking area will encourage more students to join this smoking room! (Y) That is not the issue, smoking cannot be allowed to be on school grounds.
The exit poll suggested that five were for and six were against the measure. The resolution did not pass.
27 October 2008
Introductory Discussion and Debate
Discussion and Debate provides mental fitness and fun. It is a forum to flush-out bad ideas. The course, built in integrity, upholds character development. We believe dispute is a powerful teacher. Mental challenges in a group context offer competitors the opportunity to mature leadership skills, self-confidence, and a commitment to others that will rouse them to lead productive lives. Debate includes practice in the manners of common social interactions. Proficiency is reinforced through reading in multiple areas of cultural studies. The class will include some speech etiquette in social exchanges. Classroom debating will help students grasp many essential critical thinking and presentation skills. Rapid exchanges will help develop clear reasoning, confidence, and partnerships.
Debating includes but is not limited to public speaking, teamwork/cooperation, research, abstract thinking, analytical thinking, citizenship/ethics, cross-examination, point of view, distinguishing fact from opinion, identification of bias, organization of information, persuasion (Sunda 2006).
Last year's debate club reached the semi-finals thanks to the dedication of Mr. Ian Baddon and Ms. Yu Yoon-jeong.
Debating includes but is not limited to public speaking, teamwork/cooperation, research, abstract thinking, analytical thinking, citizenship/ethics, cross-examination, point of view, distinguishing fact from opinion, identification of bias, organization of information, persuasion (Sunda 2006).
Last year's debate club reached the semi-finals thanks to the dedication of Mr. Ian Baddon and Ms. Yu Yoon-jeong.
Lee Ji-hyun
Hello, I am Lee Ji-hyun. I want to be a diplomat--debating class can help. Though I have never been abroad, I really like English. I love to learn otehr foreign languages, too. Let me mention my favorite. My favorite colors are black and pink; favorite animal is a cat; favorite food are chocolate and gimchi; favorite singer is Jesse MacCartney (Learn Beautiful Soul)--he is very handsome and sings very well. I think this class will help me because the atmosphere is so comfortable that I can freely express my ideas. And, I think the most important thing to improve in debating is *confidence*!
Kyo-kwang Oh
My name is Kyo-kwang Oh. I wish to confidently speak English with others. I want to fill the gap I cannot fill in regular English class with this elective. I think the decision was right to join discussion and debate. I am not a high-level student, but, I will try my best.
Bae Jun-han
Hello~! I am Bae Jun-han of class 1-7, former class president, and student of Bundang High School. Because I think I am outgoing, I don't want students to hesitate speaking with me anytime! I love to play sports--especially basketball--with friends, and listen to music.
I want to be a diplomat when I grow up. To be one, I suppose foreign languages, for example English, are necessary to master. Good human relationships are necessary, too. Through this debating class, I will learn a lot about English and I trust every student in the class will make a good effort.
I hope to learn a lot to be a good diplomat, and make good relationships with friends . Thank you.
Lee In-hae
Hello, I am In-hae. I introduced myself last time that I lived in New Mexico for a year though my manners are not completely American. I have a staring problem. Please do not take this wrongly.I like talking, as do others, but sometimes I am afraid to be around new people. I am trying hard to be friendly with those I see for the first time. I love piano and sushi. I cannot eat cucumbers well. Though last semester I took debating with teacher Ian Baddon, I am not good at it. I am sure there are some students whose debating personalities are confident. Regardless, I will try hard to keep up.
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