Work Ethic and Classroom Practices at WGHS

By: Meila Rosianika

I perceive education as a transformative force that nurtures learners not only in terms of personal development, but also in preparing them for professional life and social responsibility. Serving as an exchange educator allows me to contribute meaningfully to both local and global education landscapes. For the initial stage of my project plan, I introduced the concepts of Global Citizenship Education (GCED) and the Sustainable Development Goals (SDGs). These two frameworks are fundamental to my teaching approach, as I want students to become aware of their roles as members of both their immediate society and the global community. 

At Wansan Girls’ High School (WGHS), the school day begins at 08:30 and typically ends at 16:30, except on Wednesdays (16:00) and Fridays (14:30). Each class period runs for fifty minutes with a ten-minute interval between lessons. Lunch is scheduled from 11:40 to 12:30, during which teachers and students eat together in the canteen. The Korean government fully subsidizes these meals, ensuring that students enjoy nutritious lunches free of charge. Although I could not consume the food for religious reasons, I observed with interest how the menu combinations reflected a well-balanced and health-conscious approach to student welfare.

Every morning, greetings of Annyeonghaseyo set a warm and respectful tone. Once inside the teachers’ office, the atmosphere becomes strikingly focused. Conversations are minimal, and when they do occur, they are work-related discussions or formal meetings. Gossip is absent, allowing each teacher to concentrate on their tasks without distraction. This culture of discipline contributes to a productive and harmonious workplace.

 

Korean classrooms do not display portraits of president and vice president; instead, only the national flag is placed at the front wall. Each room is also equipped with digitalboards, computer, laptops for each student and other modern learning tools, creating an environment that supports effective teaching and interactive learning.

On Monday, I joined the homeroom session with Teacher Mo, who serves as the class advisor. I introduced a simple “Good Morning” song in English, which the students sang enthusiastically. Although many students were not fluent in English, the language barrier was manageable with the help of Papago and other translation tools. More importantly, teaching extended beyond English as a subject: it also became a platform for me to introduce Indonesian culture, language, and literacy practices.

 

Later, I observed Teacher Ryu’s Tourism Service class for first graders. Students proudly presented various aspects of Korean culture, ranging from etiquette and popular expressions to Korean dramas, films, and even the history of WGHS itself. Their enthusiasm, creativity, and curiosity left a strong impression on me. That afternoon, our mentor kindly accompanied us to the post office, where I, along with Kak Jil, received our living allowance provided through the APCEIU–UNESCO exchange program.

Tuesday unfolded with a similar rhythm, beginning with homeroom activities. In the afternoon, I taught GCED and SDGs during the Barista class with second graders. Students collaborated in pairs, writing sticky notes about actions they could take in their school or community to embody global citizenship. They also identified SDG themes they found most meaningful and explained why. The activity culminated in a poster-making project. Unfortunately, two full class periods passed before they could present their posters to one another, leaving me eager to continue this activity in the next session.

Wednesday began with homeroom as usual. Later, I communicated with Teacher Ryu via KakaoTalk regarding his Tourism Club, as he was away on a business trip. He arranged for me to accompany Teacher Jin Hee on a field trip with her Travel Club students instead. During the trip, students practiced negotiation skills and I contributed by guiding them in meaningful conversation strategies. This real-world experience not only enriched my perspective as a visiting educator but also gave students the confidence to apply their classroom learning to authentic community settings.

Thursday’s homeroom session was unique. My mentor addressed a personal matter with some students and asked me to take over the class. I led students through basic English conversations and a sing-along activity, which created an engaging and lively atmosphere. Later, I continued the GCED lesson with first graders, once again using Papago to bridge the language gap. Although time ran short before students could finish writing their reflections on GCED values, I plan to resume the activity in our next meeting.

 

That afternoon, I joined another of Teacher Ryu’s classes, where students presented topics on Korean culture through creative methods such as role-plays, interactive questioning, and group discussions. Their ability to integrate cultural knowledge with performance impressed me greatly. At the end of the session, I was invited to select the best team, which turned out to be the final team to present.

 

By Friday, the week felt both productive and rewarding. As usual, I began the morning with Teacher Mo in the homeroom session for first grade three, followed by a GCED-focused class with the same students. They actively engaged in pair work, writing their ideas on sticky notes about how students could contribute to creating a better world. Together, we reflected on the importance of GCED values and how they position us as global citizens. Although time constraints prevented me from elaborating on all their answers, I intend to revisit this in the following week, with a plan to integrate local stories from both Indonesia and Korea into GCED discussions.

 

Friday lunch was particularly memorable for me because I finally found Indomie noodles in Jeonju after a long search. This small joy reminded me of home and underscored the value of persistence. Hard work truly pays off. Back in the office, the quiet working culture once again impressed me. Each teacher has their own desk, computer, and stationery provided by the school, alongside accessible printers, which allow us to prepare learning materials efficiently. The atmosphere is consistently calm and professional, free of distractions, enabling creativity and focus. The day concluded with warm farewells among colleagues: “Have a great weekend” and “See you on Monday.” These simple gestures reflected not only politeness but also the sense of mutual respect and collegiality that I admire deeply at WGHS. Enjoy weekend everyone! Bye 😊

-Lessons Learned during Week 2 in Jeonju-