Thomas Korytko: A Teaching Traveller

December 4 - Thomas Korytko impressed us most when he mentioned this saying from Lao Tzu; "a good traveler has no fixed plans, and is not intent on arriving," was his favorite. During the interview, he did not only share with us how this particular saying has helped shaped his life, but also his thoughts on teaching and learning foreign languages.

He pictures himself as a traveler who has already been enjoying the road of life and can see many appealing adventures ahead. He has travelled to various countries and participated in different segments of society.  He tried finance and media for awhile before realizing that teaching in a foreign country is what interests him most. Instead of having to deal with a boring bank job which requires sitting behind a desk or the threat of superficiality he felt in the media industry, he found that he cares most about people and cross-cultural communication. So he came to a nation where relationships between people are close and friendly, and he has chosen this career in which he is able to happily place his passion. Why China?  Well, he told us that he fell in love with China on a tour in March 2000 in a Sichuan restaurant.  He fell in love at the first bite.  Though he lost weight during his first month in China, his mother is now worrying that he will not be able to eat Chinese food five times a week when he returns to Germany.

When the conversation flows to teaching, he mentions several differences between Chinese and European students. Chinese students are eager to learn but they don't usually express their thoughts even though they have lots of good ideas to share. On the other hand, European students are more outspoken. He appreciates the sense of social responsibility he sees in Chinese students. He also said, "When times get tough, Chinese students are friendly and still help each other."

As I sat across from him and took in his easy manner and heard him talk about teaching, I could not help but imagine how popular he must be among his students.   When I asked him more about his teaching methods, he told me that he is quite opposed to a teacher being the only voice in class and considering themselves a know- it-all. 揂 teacher is a learner himself," he said, 揳nd should learn at least as much as his students by reflecting on the students' reaction and on his teaching methods." To put this practice into action, he told me that he always asks himself: 揂m I behaving strangely in their eyes? Is there a culture difference here?"