Chapter 10: How Smart Learning is Defined: An Analysis of 27 Definitions by Korean Scholars

The clock struck noon and the classroom bell rang at an elementary school in Seoul, South Korea. Mr. Yoon, the social studies teacher, waded across the front of the classroom to settle down his cheery fifth graders in his comfortable school slippers paired with formal slacks and a long-sleeve shirt. The students followed the same shoe etiquette of removing their outdoor shoes and changing into school slippers upon entering the classroom. Because outdoor shoes are considered dirty in Korean culture, the tradition of wearing slippers is followed both at home and in school.

The young students settled in their seats comfortably with their shorts and breezy cotton T-shirts. Reluctant to dirty their school bags, they hung their bags on hooks screwed to the sides of their desks instead of placing them on the ground. We, visiting teachers and graduate students from the United States, stood at the back of the room, observing every detail of their classroom, from the bulletin boards to the decorations. Mr. Yoon was more nervous of our presence than his students were. I even caught a naughty student seated in front joking with Mr. Yoon in the Korean language, implying that he had to speak to the visitors in straight English. This joke was half meant, knowing that speaking in straight English was uncommon, and his teacher would most likely struggle. Lessons at elementary schools were conducted in the Korean language, and speaking in straight English was greatly admired.