Gratitude as an American Teacher in Jeju: Reflections Ahead of Chuseok

​As an American teacher working at an international school in Jeju, South Korea, I’ve come to appreciate the unique blend of cultures that surrounds me daily. Teaching 6th-grade science is an exciting adventure on its own. Still, the international setting offers me new perspectives that continually shape my outlook on life. With the Chuseok holiday break just around the corner, I’ve found myself thinking more about gratitude—both in the context of this Korean holiday and my personal journey here.

Chuseok, often described as Korea’s Thanksgiving, is when families come together to celebrate the autumn harvest and honor their ancestors. It’s a major holiday in Korea, and its anticipation is palpable in the air, even in our international school. Students talk about going home to visit family, helping prepare traditional foods like 송편 songpyeon (rice cakes), and paying respects to their ancestors.

​As someone who grew up celebrating American Thanksgiving, the themes of gratitude, family, and reflection resonate with me deeply. Both holidays focus on being thankful for what we have, but what strikes me about Chuseok is the emphasis on connection—not just to the people around us but also to those who came before us. It’s a time to acknowledge how the past has shaped our present, and that’s a lesson I’m thinking about more and more as I grow into my role as a teacher here in Jeju.

​In my 6th-grade science class, teaching gratitude isn’t on the syllabus, but it finds its way into our lessons. Whether we’re studying ecosystems, discussing energy cycles, or completing experiments, I often see my students express their own forms of gratitude—sometimes, it’s for the opportunity to learn something new. Other times, it’s in small gestures, like sharing materials with classmates or helping one another solve a tricky problem.

As a teacher, these moments remind me to be grateful for the curiosity and enthusiasm my students bring to the classroom. We’re constantly learning from one another, whether through science or simply through everyday interactions. I’m grateful for the opportunity to witness these moments of growth and collaboration, which make the classroom a richer environment.

One of the greatest sources of gratitude for me comes from my students. Sixth graders are at an age where they are beginning to understand more about the world and their place in it. Teaching science allows me to fuel their sense of wonder and curiosity, something I consider a privilege. When they get excited about an experiment or ask a question that makes me think, it reminds me why I became a teacher in the first place.
As Chuseok approaches, I’m filled with gratitude for this chapter of my life. Teaching 6th-grade science in an international school on Jeju Island has been a life-changing experience that I wouldn’t trade for anything. The students, the school, and the island itself have all left a lasting impact on me, and I feel fortunate to be part of this community.

As my students head home to celebrate with their families, and I take some time to reflect on my own journey, I’ll be thinking about the lessons that gratitude and Chuseok have taught me—lessons that I’ll carry with me long after the holiday has passed.