During a recent conversation with one of my Korean students, we discussed the challenges of returning to school after summer break, particularly the anxiety of meeting new teachers. This led to a deeper conversation about the different teacher assignment systems in Korea, China, and America. Each system has its strengths and drawbacks, offering a unique perspective on the educational experience.
Having worked as a primary school teacher in Korea for ten years before moving to the U.S., my student was well-versed in the Korean system. In Korea, there is a rotating grade system where the school's principal assigns teachers to different grades each year. One year you may teach third grade, and the next, you might be assigned to first grade.
The advantage of this rotating system is that it fosters versatility among teachers, allowing them to develop expertise across various grades and better adapt to changing circumstances. This system also makes it easier for teachers to cover for each other in emergencies. However, the constant need to prepare for new subjects and age groups can be overwhelming, as it demands significant time and energy.
In contrast, the American system is much more specialized. From my own experience with my children, I’ve observed that teachers in the U.S. often stay with the same grade level for their entire careers. A first-grade teacher will teach first grade year after year, becoming an expert in that specific stage of childhood development.
This specialization offers greater efficiency, as teachers become so familiar with the material that they can focus on refining their teaching methods rather than constantly learning new content. However, the downside is that the system can feel somewhat impersonal. Both teachers and students must start fresh each year, with teachers needing to build relationships from scratch and students adjusting to new teaching styles. By the time the teacher truly knows her students, it’s already time to say goodbye. This assembly-line approach, while efficient, can sometimes lead to a more transactional, mechanical experience for both parties. A teacher holds one position on the assembly line, a fixed part of the system churning out graduates year after year, but often missing deeper, lasting connections with students.
China's system offers a different approach, one that emphasizes continuity. From my own experience growing up in China, one teacher is assigned to a class from first grade through sixth grade, accompanying the same group of students throughout their elementary years. This creates a deep bond between the teacher and students, allowing for a thorough understanding of each child’s strengths and weaknesses. The teacher can guide students through their formative years with a strong sense of stability. However, this system also has its drawbacks. If a teacher forms a biased view of a student early on, it can be hard for that student to shake the perception, even if they change or grow. The lack of a fresh start each year can hinder personal growth, especially for students who need the opportunity to redefine themselves.
The Chinese saying “亲其师，信其道” (qīn qí shī, xìn qí dào), meaning "If you are close to your teacher, you trust their teachings," captures the essence of the Chinese system. It highlights the value of deep, personal connections between students and teachers, leading to trust and understanding over time.
These three systems reveal the balancing act between efficiency and human connection in education. Korea's rotating system fosters adaptability, America’s fixed system maximizes specialization and efficiency, and China’s long-term teacher-student relationships offer stability and continuity. Each system reflects the values and priorities of its society, offering lessons for educators worldwide. The challenge is to strike a balance between these factors to create an educational environment that is both efficient and nurturing. After all, students are not just the products on an assembly line; education is first and foremost the education of the soul.