Category Archives: Employment Details

In Seoul Public English Education, Everybody Loses — Again

Thanks to The Marmot’s Hole for the translation of this article.  Apparently, “students and parents preferred Korean instructors fluent in English over native speakers.”

Let’s just sidestep the issue of public education policy being left to parent and student surveys, rather than language and education experts. I kind of understand the policy decision to de-emphasize native speaking teachers as a key toward English proficiency for Korean students. Native teachers are very expensive to bring over. However, they are not the real problem. The real problem is an English education policy that mismanages personnel and fails to respect students’ needs, forcing parents to spend ever more money on the diminishing returns of a farcical hagwon industry. (Do I sound jaded and cynical, or what?)

Let’s address the elephant in the room, first. It’s apparent before you arrive in Korea that the vast majority of people TEFLing here are grossly un-qualified. Most haven’t even got a fly-by-night TEFL certification or any experience remotely related to teaching, let alone experience managing groups of children. Forget all the AIDS fear, drug testing and worries about “corrupting the youth” — most Korean kids are taught by under-qualified individuals. Yes, that included me when I worked at Avalon. (For those scoring at home, I no longer teach EFL.)

However, the wholesale sacking of mostly unqualified native teachers isn’t going to fix the problems with public English education in Seoul.  From what I can tell of friends’ and colleagues’ “work” schedules, the public EFL curriculum is a non-priority at many schools. They often go weeks without seeing a single class while student assemblies, test days and other events crowd English classes off the regular schedule. A common complaint on Facebook is, “the internet ran out of things to entertain me at work today.”

When these teachers do see the kids, it’s in groups of 30 or 40 who come once a week. Not a chance for anyone to form a rapport or give kids enough reps to justify having a native teacher on hand.

My own students describe public-school English as a one-size-fits-all failure. They lump kids together by age, not ability. This means kids who lived in Canada and can read classic novels in English sit next to kids who can’t pronounce a “z” sound or remember the days of the week. How is this helpful to either student? And remember, this is Korea, where saving face is a paramount concern woven into the fabric of the culture. Some kids will just be left behind by their own ingrained desire to avoid embarrassment. This is a public education policy that fails to respect the socio-cultural reality of 99.9 percent of students.

Dropping native English speaking teachers wholesale is also poor management of personnel assets. Yes, most are unqualified. However, for the few who are qualified and passionate about teaching, the public school setting is the only place that gives them flexibility and planning time to apply themselves properly, as well as a pay scale that respects experience and credentials.

Hagwon hiring standards, on the other hand, are bizarrely low throughout most of the industry. Teachers are replaceable cogs in a preset curriculum cleverly designed to take parents’ money. In most, any actual learning is a happy coincidence. Seoul students will now be deprived of the only qualified, enthusiastic EFL teachers and lessons they can hope to encounter. Unless …

This policy might help the hagwon industry since parents who want native speakers will still be able to demand it with their pocketbooks. Those public teachers who are qualified and enthusiastic will likely gravitate to the industry if they want to continue living in Korea.

However, unlike hagwon teachers, public teachers are used to having the flexibility in their curriculum to design effective lessons based on professional best practices: Lesson plans that integrate reading, speaking, listening and writing skills; and games to reinforce those lessons, keep kids engaged and make them think dynamically in their new language.

Hagwon parents don’t get anything like that for their money, nor do they demand it. As I’ve previously written, they demand more homework and bigger vocabulary lists, not creative lessons and teachers who make the language fun. Those bright-eyed, bushy-tailed teachers with any level of enthusiasm will become soulless TEFL zombies in most hagwons.

In the end, everybody loses. The education system will become even more dependent on hagwons and their flawed educational environments, good teachers will leave Korea or have their souls sucked out, bad teachers will proliferate the system even further, and the needs of children will continue to be ignored.  They’ll lose sleep and stress out over a bunch of classes that aren’t designed to teach them anything, for teachers who don’t care about them.

–Daniel Daugherty



Filed under Culture, Employment Details, News

Two-Year Contracts: Coming to a Hagwon Near You?

Two Korean children in a classroom

I heard a rumor the other day that might have huge consequences for the Korean EFL job market.  A fellow former-employee of Avalon English+ informed me that, per her director, the company is going to start offering two-year contracts to foreign teachers.

I spoke to two recruiting companies who deal with Avalon and neither has negotiated a two-year contract so far, so this may be specific only to the Imae branch, or nothing but a rumor.  However, Reuben Zuidhof, CEO of the recruiting agency Adventure Teaching, did suggest that it’s not out of the realm of possibility. Avalon HR representatives did not return calls.

“Would be a huge task, but one I think you’ll see in the years to come,” he said in an email.

Indeed, two-year contracts may be the hagwon industry’s attempt to bring down a high turnover rate.  My former head teacher at Avalon Sunae branch, Naved Ali, mentioned that corporate HR sought advice from head teachers throughout the company on how to retain foreign staff, although he declined to put his response on the record.

The possibility of two-year contracts leads to a few other questions:

  1. How will it affect Avalon’s success at attracting foreign talent?  Two years is a bit more of a commitment for many EFL teachers here, considering that most are using the experience as a gap year after graduating from university.  Why would anyone sign on for two years in a strange country they’ve never visited, for a job they know they are probably not qualified to do?  Remember how nervous Jen and I were?
  2. What will it signal to other hagwons?  Given Avalon’s big-dog status in the hagwon-osphere, such a big move could be taken as a sign by other English academies to follow suit.  If Avalon has trouble attracting foreign talent, it won’t matter once Topia and Chungdahm  institute similar policies.  These companies set the standards for everyone else.
  3. What other staples of the “standard” Korean TEFL contract would change?   Will teachers still get a one-month severance bonus?  Will they get proper vacation guarantees?  If companies are asking for double the commitment from teachers, are they willing to give teachers double the anything?

Two-year contracts ” would change the industry and the quality of teachers who come,” says Zuidhof.  As of this writing, he hasn’t elaborated on this statement.  Any further clarification will come in an update to this post. “I think the teacher quality would get better simply because you’d be getting teachers who are more committed to teaching, learning the system, and (hopefully) engaging with the culture.”

I’d love to hear what readers think.  Has anyone else heard this rumor?  Would you come here on a two-year contract?    What kind of benefits would sweeten the deal for you?

–Daniel Daugherty

Full disclosure: Daniel used Adventure Teaching’s services to get his first job placement in Korea, at Avalon English+.


Filed under Employment Details, News

Feeling Wanted: Searching for ESL Jobs in Korea

Job searches suck for the same reason that some people hate being single. It’s a lot of effort with no guaranteed results and a better-than-average chance of destroying your self-esteem.  You gotta spiff up your resumé — always uplifting — read through hundreds of listings, write original cover letters, hope you actually get called back and — depending on the job and how badly you need a paycheck — feign enthusiasm during your interview.

search for "job"

Finding work in Korea is almost this easy.

Of course, you’re lucky if you even get called back.  After a couple weeks with nothing to show for your efforts, this routine  can decrease one’s sense of self worth — or increase one’s sense of self loathing.

When you finally get an offer, you’re so desperate to end this cycle of rejection that you quickly settle for yet another job that will probably fail to fulfill your personal needs and ambitions but successfully reinforces what you took away from your college readings of Marx and Gramsci.

For me, though, the job-search blues are a thing of the past. I am an ESL teacher in Korea and I’ve never felt more important.

Not to have a big head about it, but I am a pretty desirable candidate for most hagwon jobs. In Korea, white privilege benefits even more than it has in the US. But besides being white and green-eyed, I possess a Master’s degree and have a year of experience living and working in a hagwon.  This makes me:

a) Marketable to parents who want their children taught by Americans who value education

b) Less of a gamble for the hagwon owners

The first one is marketing but the second one is smart spending.  Foreign teachers are the highest paid employees with the best benefits, but we’re also high-risk employees. Why take a chance on some foreigner who’s never been to Korea and has a legit chance of quitting mid-contract because he/she doesn’t like the food or know how to get along in Korean culture?  It’s much safer to roll with someone who’s already completed a yearlong contract.

The result for me has been same-day responses from recruiting companies and hagwons. I’ve gotten so many replies that I lost track of who I’d been in touch with and the details of each job.  I’ve even gotten calls and emails from recruiters who I’ve never contacted.  Now I know what it’s like to be a large-breasted female on MySpace.

The downside is that job interviews have monopolized most of my free time.  The upside is that I’ve been offered a position on upwards of 90 percent of them, usually the same day of the interview.

With most of them I’m glad I didn’t accept.  Online communities like and Dave’s ESL Cafe were helpful places to get information about the companies and branch offices  I applied to.  After learning about their reputations or specific instances of employee abuse, I declined interviews with several potential employers.  Other jobs were previously held by friends and acquaintances I’ve met here in Bundang.  Two jobs that seemed really promising during the interview looked a lot different after getting an insider’s perspective.

As of this posting, I seem to have a good gig lined up, teaching at a kindergarten in Jukjeon.  Now I’m just waiting to hear back about getting a furnished apartment.  Between that and my salary demands, they may decide I’m too expensive.  Stay tuned.

Daniel Daugherty


Filed under Employment Details

Racism, Robots and Marketing: TEFL in Korea

I always joke that my employer, Avalon English, is like the Fawlty Towers of educational institutions.  All matters related to product quality, education and worker efficiency eventually come down to marketing and the school’s image.  The company will fall all over itself to maintain or improve an image of quality and prestige, often sacrificing both in the process.

E-Writing is a fine example.  Some parents pay extra money for the privilege of having their children submit weekly essays via the Internet.  I am required to hand out semi-related worksheets to all students who aren’t enrolled in the program, part of a guerrilla marketing campaign to get Mom and Dad to ask “What’s this E-Writing all about?”  This is no doubt touted as a great technological whizz-bang fix-all for their child’s poor ability to organize thoughts with a pencil.  After all, it uses computers!

What parents actually pay for is the privilege for their children to type into a box and click “submit.”  There are few formatting options and the only thing that seems to matter is word count, which is automatically tracked.  There’s  not even a basic spell-check function.

After submitting, the essays are read by an anonymous, likely underpaid, individual in the Philippines.  Though I’m the writing teacher, I cannot access the essays.  You figure it out.

With that in mind, you shouldn’t be too shocked by the latest technological “advancement” coming to ESL classrooms in Korea.  Thirty ESL “robots” are now employed as teachers in Daegu.  Obligatory:  The Simpsons did it!


"No, Juho. 'Linguo IS dead.'"

The “robot” — technically, it’s a remote-controlled automotive computer shaped like a person — reflects another cultural idiosyncrasy tied to marketing:  The preference for white European features.  Like the essays I’ll never grade, it’s controlled by a teacher in the Philippines, but it displays a white female on a monitor intended to be its face.


It's only a matter of time until students throw food at Engkey.

No pun intended, here’s the money quote from Sagong Seong-Dae, a senior scientist the Korean Institute for Science and Technology:  “Well-educated, experienced Filipino teachers are far cheaper than their counterparts elsewhere, including South Korea.”

The fact of the matter is that there are ESL teachers around the world who are much more qualified than I am.  However, skin color trumps all.  Are Koreans racist against non-white people?  I’m not sure.  It’s more likely that hagwons just want to promote an image of American-ness, which they perceive as white, blonde-haired and square-chinned.

The JoongAng Daily‘s take seems to confirm my impressions:

The biggest source of the current problem with foreign teachers lies in English-teaching institutes that hire teachers without careful review. Many profit-driven institutes have been employing as many Caucasian English teachers as possible without conducting thorough checks because the marketing benefits from such practice outweigh the long-term side effects.

Claims of racist hiring practices are common among foreigners and it’s usually attributed to widespread racism among Korean people.  It doesn’t help this perception when we all have to provide photographs with our resumes.  Whether or not the racism is conscious or systemic, it’s real.  Check out this excerpted letter Khadijah Anderson received from a recruiter:

Thanks for your email. I’m a former black teacher so whenever we get black applicants I like to cut right to the chase. At the moment we only have one position in Ulsan that is open to hiring black teachers. You’ve been here a while so you know the discrimination that exists in Korea.  Once in a while we get Seoul positions for black candidates but it is a rarity.

I do think there’s a reasonable expectation of conscious individual racism here because this is one of the most ethnically homogeneous countries on the planet, but this doesn’t reflect my — admittedly white — personal experience.  In my Avalon branch we peaked at eight foreign teachers.  Of those eight, four were non-white and included individuals of Japanese, Pakistani, Argentinian and black ethnic backgrounds.  Whether any of us are actually qualified to teach English is another matter.

It looks like the Korean government might be trying to lead a change toward meritocracy, though.  Per Brian Deutsch, EPIK, a program for hiring public school teachers, seeks to hire Indian foreign teachers.

Daniel Daugherty

Update: Fixed the Linguo photograph, which wasn’t loading.  I also changed the wording around Khadijah Anderson’s letter, which made it sound like she was accusing all Koreans of being racist.  To clarify, the letter was a surprise because she has had a positive personal experience as a black female in Korea.

Update 2: Corrected spelling of Ms. Anderson’s first name


Filed under Culture, Employment Details

South Korea: Where a kid can’t be a kid

Note: I guess the novelty of living in a foreign country has worn off a bit. I don’t see something I can consider weird or noteworthy every time I leave the house, so my posts depend on how long it takes for bigger ideas to bubble to the surface. This post has been percolating for a while.

In case we haven’t made it clear in previous posts, private English education is big business here in Korea. The schools are called “academies,” or “hagwon,” and can have many different subjects. There are math academies, science academies, language academies, sport academies, etc. It seems like there’s an academy on almost every block in Bundang. I work for a well known national chain of English academies and its latest marketing strategy is to promote an image of caring for each and every student.

This marketing effort means extra work for my coworkers and I. We must call every student on the phone, to say hello and gauge their conversation skills, as well as pull every student out of class to praise and encourage them. We also have to enter some of this information into a computer so their parents can see that we talked to them. See? Proof that we care!

Whatever. I do what my contract tells me I gotta do. I wasn’t excited about calling up students to make awkward conversation — what kid wants to talk to a teacher on the phone? I decided to make the best of it.  Unless you are a Czech telemarketer, how often do you get to call a wide range of people at their homes in another country?  If nothing else, this was a chance to learn about kids’ lives.

Before I go further, I want to emphasize that I am not in any way claiming the superiority of the US or non-Confucian educational standards and institutions, nor the state of intellectualism within such cultures. If you’ve followed the Texas school board flap, it’s obvious that we have our own systemic problems, such as a significant portion of the population who lacks a basic understanding of science (– I’ll leave it at science). Also, beware that macro-scale assumptions might be made based on a micro-level observation of hagwon students in one neighborhood of an especially affluent city.

The first thing I noticed that was odd was the time of day in which I was to make these calls. Children come to our academy after school, so our work day starts at 2:30 pm and ends after 9. To make sure we get all our calls made, we usually stay until 10-ish. Eight, nine and 10-year-olds are not only awake at 10 pm, they also take phone calls! The parents don’t even think it’s strange. That’s just our youngest kids – older students, who leave at 9 pm, might not get in the door until almost 10.

As I talked to the children, I would ask them how they like our school, how they like my class, etc. Nearly all said they didn’t like it. The top reason? Detention. Even my best-behaved students listed detention as their number one complaint. Why? It turns out they must memorize 20 new vocabulary words before each day of classes at our school. If they fail this daily test, given by their Korean teachers, they get detention(!).

The amount of homework these kids have to do is staggering, but I’m told their parents actually demand more of it. I’m unofficially required to assign homework for every class period, every day. If we get through all our material for the day, I’m still supposed to post an assignment online so the parents can log on and see that homework was assigned.

My students haven’t even entered the middle school meat grinder and they are already pushed to extreme amounts of work and study. The 1980s apparently came with great reforms in the education system, but it doesn’t seem to have affected this generation of kids.  They don’t have time to be kids.

The call that really got to me was to a student called Alice, after 10 pm. When she answered the phone, she sounded tired and annoyed. Once she realized it was her teacher from school, she tried her best to be polite but she still sounded like I’d woken her up. I asked if she had been sleeping, but she said she was studying for history. She wouldn’t go to sleep until after midnight.

Her daily schedule is roughly like this: Wake up and go to school, then two afternoon academies, then home study until she can’t keep her eyes open. She only comes to our academy a few days a week. On other days she’s at a different one.  This is the norm among my students.

After that call, I began asking all my students how late they will be awake studying. The latest was 2 am, but midnight or 1 am were more common bedtimes. I thought I was just bad at teaching, but now I understand why so many kids just put their heads down on their desks or sneak food in class – they don’t get enough of either. (Alas, the question remains open as to my teaching skills.)

After all this, you’d think Korean parents are sadistic and don’t care about their childrens’ wellbeing. Ironically, the opposite is true. Remember Lenny from “Of Mice and Men”? He loved his pet mice so much that he hugged them to death.

From my Lonely Planet- and Wikipedia-derived understanding of Korean culture and society, this happens for two reasons. First is the deeply ingrained Confucian mindset which places a high value on education as a form of personal and social betterment. This is taken to an absurd end: If your child stays awake all night studying and losing sleep in the process, you are a great parent for instilling him or her with a moral value.

Second is the intense level of competition for economic success. A degree is essential to being considered “middle class.” Parents want their children to earn a place at one of Korea’s three prestigious universities, or even better, an Ivy League school in the US. My students routinely tell me how they plan on going to Harvard, Yale or Dartmouth and when out in public, I commonly see knockoff hats and shirts with the names of various Ivy League institutions.

My coworkers have differing opinions on how to deal with the situation. Some say, “Fuck it. The kids are in this system and they’re expected to do the homework and deal with the stress, so I’m going to assign it and not feel bad.” This was my initial attitude but it’s becoming much more difficult to maintain. Especially after I learned that South Korean teenagers are the least happy in the developed world.  Jen doesn’t believe it because her kindergarteners seem so full of the joy of life.  I tell her they’re too young – they haven’t had their spirits crushed by the system yet.

Of course, this system has its positives too.  In most areas of study, my students have much more knowledge of the world than their American counterparts.  This mindset also pervades their hobbies — kids practice and hone their skills with a shocking degree of discipline, whether it’s playing violin or second base.  They take things seriously — though one can argue for inclusion of the word “too” in that statement.

Now I’m trying to find a more balanced approach to assigning homework and making class bearable, at least for my older kids. With my phone calls and hallway counseling, I make a point to extend my hand and offer support and help. My older students have my email address and phone number and I tell them to get in touch, whether they need help with an assignment or just want to rant. This may backfire or cause its own set of problems, but I’ve actually received a frustrated email rant over a difficult textbook.

I try to make them understand that I see them as more than book-reading automatons. At least one class gets it and their in-class behavior has improved dramatically. On the other hand, another class exploits this and has devolved to the point where if I want them to learn at all, I have no choice but to participate in the crushing of their souls.

I’m sure that where I live and work contributes to the situation. Everyone tells me that Bundang is known as one of the richest cities in the country, so it’s populated by people who believe in the system because they’ve come out near the top. If children achieve anything less than their parents here, it would be looked down upon.

The end result of this system is an alarming teenage suicide rate, as well as the highest overall suicide rate among OECD countries. I suspect it’s helped by the widespread, but laughably pitiful, delusion of money as guarantor of happiness. More than one of my students has asserted this belief, which I assume comes from parents and other cultural institutions. For example, the Business section of one Korean-language newspaper has an English title: “Money and Riches.”  Despite the differences in education systems and underlying social philosophies, the lust for money makes this place feel eerily similar to the US.

At the end of the day, I can’t change the system, nor do I want to.  That’s for Korean people to do, and many are seeking that change.  I do care about my students, though, and I want them to enjoy learning English.  Assigning them more homework, then calling them to interrupt their studies, seems like the wrong way to go about it.

I’d love to hear from Koreans or other teachers in the comments — am I way off base here?

-Daniel Daugherty

The amount of homework these kids have to do is staggering, but I’m told their parents demand more of it. I’m unofficially required to assign homework for every class period, every day. If we get through all our material for the day, I’m still supposed to post an assignment online so the parents can log on and see that homework was assigned.


Filed under Culture Shock, Employment Details

Daniel’s back in school, still has no class

I know it seems like I posted more often before I arrived in Korea. My excuse is valid.  I still haven’t got an Internet connection at my apartment.  Instead I’ve been relying on flaky wifi signals or my local PC bang (literally: “PC room”, it’s basically an Internet cafe). When I do get online, I focus on the necessities — email, banking, news and maybe Facebook. Blogging should probably replace Facebook.

At work I have a computer and Internet access, but generally not much time to write blog posts. Today is different. Students are taking term tests and I escaped proctoring duties thanks to the fact that none of my classes are participating.  With the rat races slowed down, I thought I’d take this extra time to write about where I work.

The school is similar to my apartment. It liberally applies needlessly complex technology while the major utilitarian concern is efficiently using space. Americans reading this would be amazed at how little is required to accommodate 15 students and their book bags. There’s enough space for four rows of desks, spanning the width of five desks across. The teacher gets a narrow strip of space in front of the whiteboard. I feel lucky for every day that no student farts in one of my classes.

A small classroom

A view of the classroom from the door.

As for the technology, it’s actually pretty sweet, if slightly redundant. Each classroom feature its own PC projected onto a whiteboard — pretty standard. What’s krazy kool is that we have an electronic “marker” that “draws” on the whiteboard or can manipulate the computer like as a touch-screen stylus. Teachers write and draw on scanned textbook pages. It’s called a smartboard, and even my students find it amazing.

So far I enjoy my job — I’m one of those people who likes hearing what kids have to say, especially in a mangled version of my own language.  Even so, it can be challenging.  I’m still figuring out how to organize my daily routine and keep track of the workload. Aside from setting up a calendar and task list in Google, I haven’t come up with much. Folders seem like a good idea, though — at least in theory.

A student with her tongue out

One of my more respectful students, who goes by the name Sunny.

Classroom discipline can also be tough to manage.  With a class of five or six, it’s easy to keep everyone focused, but 14 or 15 preteens can get out of hand. Avalon is an academy for after-school study, essentially turning English into an extracurricular activity. Because of this, older students feel more empowered to do as they please, especially if they’re only attending because mom and dad force them to learn English instead of another subject. This is made worse by two things:

  1. Students are hungry and worn out after a day of listening to teachers yak at them.  By the last class period at Avalon, revolt is a distinct possibility.
  2. There’s a lack of clear discipline policies.  (This may actually be good, as I’m free to creatively solve my own problems.  A “three strikes” rule has so far sufficed, with after-school detention as punishment.)

One difficulty I anticipated was fixed long before I arrived.  I worried about how I would ever learn a bunch of foreign students’ names.  Fortunately, students choose their own Anglo names.  The result is a lot of names you’d rarely encounter among the youth in contemporary English-speaking countries.  I teach a Darwin, an Irene, and an Ella, among others.  The other result is popular names taken from English media products.  Thanks to a certain wizarding phenom, there is no shortage of Harrys at Avalon.  Curiously, I haven’t met any Rons, Hagrids or Voldemorts, but I’m keeping my fingers crossed.

other challenge has been my company’s hands-off approach to orientation. I showed up and someone pointed to my desk. Later they handed me a class schedule. I have to rely on my new friends/coworkers to keep me up to speed on the daily routine and my out-of-classroom duties. I fear my constant pleas for advice, reassurance and clarification are trying their patience, but their generosity and willingness to help has so far held up admirably. I’m gonna owe a lot of people six-packs when I get my first paycheck next month.

-Daniel Daugherty

1 Comment

Filed under Employment Details

Hallelujah I’m hired!!

Finally! I have been offered (and accepted) a job in Korea. The position is at a school in Bundang, the same city where Daniel’s job is located. He and I will share his apartment and I will receive an extra 400,000 won (about $355) a month from my school since I won’t require housing from them. I was also told that my school is close to Daniel ‘s, so the commute should be short and sweet.

I’ll be teaching kindergarten five days a week, and then elementary school students three days a week after school. Daniel and I will have very different working hours. I will work 9:30-4:00 on Tuesday and Thursday and 9:30-6:00 on Monday, Wednesday, and Friday. Daniel will work 2:00-10:00 Monday-Friday. It will be nice to have some time to ourselves after being stuck together at my mom’s while only semi-employed for the last eight months. And we’ll have the weekends to explore Korea!

But we are about to have a lot of time to ourselves… about six weeks!! Daniel should be leaving at the end of this week while I won’t leave until the last week of May. I officially start teaching on June 1, 2010 after what will be 11 long months of unemployment! I will have to think of some creative ways to keep myself busy while he’s gone. I am excited to attend my upcoming ten-year high school reunion (too bad I already passed the planning on to someone else!) and hopefully I’ll take some short trips to visit friends. Unfortunately, I will miss my BFF Breanna’s wedding by just a few days.

One thing that does suck is that the two weeks of vacation I get (the last week of July and a week around Christmas) is when Daniel is not allowed to take vacation time. It will be the times that public schools are out for break and while my school will be closed, his school will be having their “intensive” sessions for students. I guess I will have to make some friends or get used to the idea of traveling by myself because I definitely want to take advantage of my time off. After all, traveling is one of the mean reasons I’m going to Korea!

-Jen Pace


Filed under Employment Details