Thailand
Motivation for a varied life in teaching
(1385 Words)
What motivates a teacher to start in the profession? For sure many reasons make someone begin a career in teaching. Is it pay or job security or is it a fall back option? This being said, initial motivation does not mean that years later the same can be said. The fact of the matter is the evolution of the new teacher into a mature tutor. This is then the professional person who has recognized the true meaning of teaching. This person recognizes their role in helping to shape young minds and impart moral values through education. Teaching has to be a vocation. In part an autobiographical story highlighting aspects of Asian teaching and also analysis, there are many aspects that any teacher has to realize to fulfill true potential.
Certainly, ongoing professional development highlights certain challenges in teaching that a teacher has to face up to. A focal point has to be the realization that students do not really know how to learn. How can any teacher, great as they may think they are, not realize that the students are naive about how to get the most benefit from a lesson? Any teacher has to look at the students’ own learning traits in light of today’s imperative that they both foster lifelong learners in their classrooms as well as become lifelong learners themselves. It’s the teacher’s inspiration that plays a huge part in a student’s education although every student and the class as a whole have to progress to help the teacher get the most out of them.
Different countries have varying approaches to learning and teaching. How does a foreign teacher survive in another country’s learning environment? Any foreign teacher working abroad has to adapt and work within the culture. It can be hard to change teaching methods to what has been ingrained from school through to university. Motivation to rise above some of another country’s inequalities as you see them is paramount. In some of these cultures, students tend to be passive and may be reluctant to participate in communicative exercises. A change in the style of teaching to suit these learners’ needs is essential because completely following an Asian model would be alien to any foreign teacher; a balance has to be met. A new foreign teacher would think it is strange to see no encouragement given to the students to think independently while just following the examples of the teacher, who is held in high esteem. Progression as a teacher means drawing attention to many facets of teaching. Inspiration has to come from somewhere. Breaking the barriers that slow students’ learning and build foundations that provoke students’ development has got to be a motivator.
Of course, any teacher would not automatically change their style of teaching. The question is: should they focus more on themselves as a teacher or the students? Which one deserves more thought? It must be believed that deeper thinking about the children’s role in learning is paramount. It’s just when you see children who have so much energy, who are not lazy per se, using their energy into ignoring the learning process. This does not mean every one of them is mentally challenged; it is the direction they are taking. For example, a fifteen-year-old student kept saying the word ‘brio’. What it meant in his language or English language was not clear, but he would say things like ‘do you brio?’ and ‘I am brio’. This was actually when ‘present tense’ was being taught. The co-teacher thought this student was being disruptive and after class, she had a word with the teacher about it. She went on to mention that he was a hyperactive kid who had problems at home and she was sorry. Basically, that was the end of the story. Many factors come into one’s learning and potential, but there was a child who had energy. He was contributing in his own way. It was the way the teacher dealt with this child’s attitude that had the major factor in his learning. The teacher was glad to have this student taking part. He felt it was a bit negative just to put him down as having problems and forget about it. It was felt the teacher just had to channel that liveliness and educate him to use it properly. To put in bluntly teachers need to see what role the students actually play in the classroom. Similarly, Beth Buchler, educational consultant and director of New-Learning Educational Services wrote that you need a ‘student who is responsible, who takes charge, and who self-regulates in the context of today’s changing learning environment’. A teacher does not change these children overnight and many will take time. Every student has potential. The issue for the teacher is how to overcome their learned behaviors they have in class that is being detrimental to them.
So, why are they not performing? One other factor could be a boring teacher. How can any teacher help a student change their learning style if the students (or even the teacher) do not have any interest or enthusiasm? Referring to Alexandra Frean’s piece written in the Times newspaper about ‘boring teachers blamed for rowdy classes’. It seems obvious that students will show their bad side when they are bored, but according to Ofsted, at that time, this was a problem in English schools. The report drew an angry response from the National Union of Teachers which was understandable but it happens. An example of a disruptive class comes from watching an Asian teacher conduct a lesson. The students were naughty, but why were they naughty? Was it because they were disobedient or because the lessons were not so interesting? The teacher was shouting at the noisy students at the start of the lesson. They were quiet once the teacher started shouting, but after that, they were back talking again. The teacher asked them to look at the questions in their book and find the answers in the reading. It seemed a very easy lesson plan. Were the children interested? Maybe, they were not interested. All they needed to do is fill in the blanks which were being done by a couple of people, namely by the best students. The others were just waiting for the answers happily relaxed talking to each other. This teacher was not making the class interesting, no wonder the students were back talking. After exiting the classroom for five minutes then entering an ‘okay let’s check the answers’ loud voice, the teacher went through the answers. The teacher started speaking in their native language then asking for one English word answer at a time. The English teacher’s speech was mixed with their native language. The answers were now being given anyway so the ones who did not bother can just fill in their book. What was the teacher’s purpose in this class? Where was the motivation to learn? If you had filled in the answers you would have finished. It must be said that “Yes, you have finished but isn’t the purpose of learning a foreign language for using it in a context that is valuable for the future. The weaker students are just copying the answers while laughing about something not involved in the subject at hand. This new information they should have learned will stay in their minds for a short time”. Basically, it is hard for a native English teacher to see this whole episode and not feel sorry for everyone involved because everyone walks and carries on regardless.
The irony of all this is that the more the students become independent learners; a process “in which individuals take the initiative, with or without the help of others” (M. Knowles), the teacher’s job will hopefully become more manageable. Motivation and interest will take over idle chat and disruption. Teachers can then confidently feel that they are succeeding and be motivated to take their teaching to another level. This will be not only with themselves but also with the other students. Hopefully, the pride the teacher feel from making these students ready for the world outside school and their future will show them the true meaning of teaching and encourage them for many years. Hopefully, this piece of writing has tried to open teachers to this fact.
References
Bernard-Powers, J., Darling-Hammond, L., Der Ramos, A., Kass, M., LaBoskey, V., & Markowitz, M., et al. (2000). Principles of high quality teacher development. San Jose, CA: The Teacher Quality Collaborative. Retrieved January 23, 2002, from http://www.jointventure.org/initiatives/21st/tqc/principles.html
Boring teachers blamed for rowdy classes
By Alexandra Frean, Education Editor
http://www.timesonline.co.uk/tol/news/uk/article624308.ece
Critical Issue: Terms of Engagement—Rethinking Teachers’ Independent Learning Traits – Beth Buchler, M.A., educational consultant and director of New-Learning Educational Services
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm
Malcolm knowles, informal adult education, self-direction and andragogy
http://www.infed.org/thinkers/et-knowl.htm
Supporting and Facilitating Self-Directed Learning
http://www.ntlf.com/html/lib/bib/89dig.htm
.
What makes a good (English) teacher working in Thailand? – Thai class survey
(817 Words)
Any new foreign language teacher in Thailand can feel that they have studied and acquired the knowledge to feel confident in a classroom full of excitable children. This knowledge lies at the feet of the teacher having the foresight to know how the students might react in any learning situation. One of the most important factors of teaching is the students who have to be in the right frame of mind while having the willingness to learn. This said, a confident teacher still has to change course when their best-laid plans do not seem to be working because of uninterested/reluctant students. For this report, I based my research on what a good teacher should have and do in class. I surveyed 50 Thai students who were between 15 and 17 years of age. This was done by way of a survey during the class where I had the chance to circulate and talk to the students.
My initial thought was to use a list of factors I thought the students would empathize with that showed the character of a teacher.
TEFL Teacher Trainer – Roles and Responsibilities
As a teacher of TEFL to prospective teachers, there are first a number of general responsibilities for the daily teaching job. I must provide a learning environment that is conducive to a TEFL learning atmosphere. I must be teaching the methods of TEFL using recognised teaching methods. I also have to show how TEFL would be taught in the classroom. This means explaining my methods of teaching a foreign language that mirrors methods that can be taught in their classes. Furthermore, I need to show future teachers how to interact with others and help them with their initial questions and understanding of TEFL. I have to instruct them on the basics and fundamental needs of a career starting in TEFL teaching which will teach them to be creative and provide them with an understanding of what will entail when they take up their first teaching role abroad.
My job has a range of specific duties, I must complete on a daily basis. I have to create a lesson plan that fulfills all the units of study that the students have to understand, complete, and reflect on. This learning of the basics of TEFL teaching gets the students ready for their employment abroad with a deeper upstanding that will give them confidence. I have to set an educational plan for each day so I am satisfied I have completed all that is needed to be covered for the TEFL certificate while making sure all the students are involved individually and in groups while being interested, informed, and challenged.
Within the 20 hours of teaching practice the trainee teachers take, I must prepare creative activities for the students to complete. These activities although for the benefit of the teachers must also highlight the teaching methods of TEFL as the groundwork for their future needs. It is my prerogative to apply strategies that highlight TEFL teaching methods. It is important to be creative as this is fundamental to the methods of teaching TEFL. This involves group work, presentations, teaching practice, feedback, and reflection.
I have to also monitor the students’ development over the course. This entails helping them with their ideas, teaching practice, and showing them how to teach. I must also recognise those who are taking the course and not showing a willingness to complete it or who think that just appearing is a pass. These people have to be spoken to or encouraged to work as an individual and in a group to complete all tasks and to complete the certificate program that agrees with all TEFL accreditation.
Getting used to study methods in Asia – My research
(1611 words)
RESEARCH QUESTION
What salient aspects of XXXXX (An Asian) University and the students that attend do you see as a contradiction?
ABSTRACT
‘Manners maketh the man’ (William of Wykeham, 1350). Whether you are in the street, in a restaurant, or in our case in a university certain etiquette prevails. My observations were done to draw attention to the value of etiquette and also to show the extent of contradiction to normally accepted good manners there are in a university. The results showed that the philosophy lecture room in this Asian University far from being a quiet room of studious individuals was in fact a myriad of factors void of study ethics. The conclusion is that when it comes to studying there is not a universal ideal as the acceptable method.
INTRODUCTION
Etiquette is not a new idea and is changing all the time, as we see nowadays with the development of mobile telephone, but propriety still holds to essential tenets. There are unspoken rules about daily etiquette such as talking loud, using telephones in the wrong place, and being aware of others. There can be a lot of daily life that breaches social manners. In a recent survey, 90% of people thought it would be rude to receive a telephone call at a church which goes to say certain arenas are faux par for telephone use.
In a social minefield for new students to university, one business has recognized what many would not think was needed for learning, and as such, CLM Business Etiquette Consulting in Austin Texas now advises how students should invest in their courses to get them through their university course. CLM’s study courses highlight factors such as establishing meaningful relationships with your professors and other students to ascertain a cooperative experience.
My observations will show that new students in this Asian University need to be shown, taught, and given rules as to how to behave in a lecture room whilst understanding other people’s feelings.
METHODS
Participants
In general, classes consisted of up to 60 to 70 people but due to lateness and students deciding not to come or come back from lunch break numbers fluctuated.
Instruments
Observations were done using a tally system where marks were put onto a written table in the notebook.
Procedures
As most of my pre-research knowledge so far had been through watching university life, it was thought that it would be the right transition to use observations in this part of the research. So, the first thought was to think of categories for the research which were the aspects of study that been had found to be strange.
- Telephone ringing – students don’t put their phone on vibrate. So the lecture room has many ring tones going off.
- Telephone SMS – although not as bad as ringing it still has a high pitch sound
- Coming late – the lesson is supposed to start at 9am although it does not actually start till 9.30am so this gives even later than late students time to arrive.
- Going in and out of class – it is generally presumed that you have prepared for a lecture you would not need to go out of the lecture room before the next break.
- Lecturer making students quiet – this tags along with students talking excessively. It is generally excepted than university is not a school.
- Playing computer (games) – even though this seems strange, it was added because students were observed playing fighting games and using facebook.
- Listening to music – as above, it was observed on the computer and shown from wire coming from student’s ears.
- Sleeping – be it at the start of the morning or the start of the afternoon period, students find they need to sleep more.
- Dress code – being a hot Asian country does mean people get hotter with more clothes but some decorum still has to be kept. Also, the fact that students think that that university is like a fashion show and they must look their best.
- Acting inappropriately – generally being not interested in the lecture thus doing something different.
- Food/snacks – again everything is okay if kept within reason but excessive snacks is not really needed.
So, it was now time to set up observation times. It seemed obvious to set up an observation in the morning on the first class. There was generally the rule that once the lecturer says ‘good morning’ he expects the students to be quiet, listening and generally be ready for study. This was always around 9.30am, so this was made the start time. Normally, there was a break around 10.30am, so this worked well to have a one hour observation time. The thought was that it would be best to observe in the afternoon too, to see how students reacted to having a lunch break. Also, they had been in university since 9:00am, and there was all day of lecture, so it was interesting to see their endurance level. There was also the case of how many hours of observation would be done. With the philosophy course, which was being observed, it was only one month, so three lecture days were observed. This meant observations would be over three mornings and three afternoons. In total a period of three hours for morning and three hours for afternoon lectures. Then, a tally sheet was written up as to help keep a record of the times students and the lecturer performed anyone of the categories that had been suggested.
RESULTS
In the end only 7 categories were calculated on.
- Telephone ringing
- Telephone SMS
- Coming late
- Going in and out of class
- Lecturer making students quiet
- Sleeping
- Acting inappropriately
These categories not scoring, I thought were mostly due to the lecturer advising students not to do certain actions. Another factor was due to the lecturer being professional and knowing his subject matter. The feeling was there was some respect to the lecturer which came from his professionalism thus students were less interested in turning to other means of interest.
For the morning results, there was amazement regarding how many times the lecturer had to make the students quiet. In the space of three hours the lecturer had to tell some of the students twenty two times to be quiet. That works out at once every eight minutes. It has to be noted that there was a genuine disrespect for the lecturer from parts of the class, not only his lecturing but also the years of study he had completed to become so knowledgeable and competent in his job. Surprise was felt by how many students needed to go out even though they had time before the class and also that the break was not far away. It was recognized that the telephone problem of ringing and SMS messages was very low in the tallying. This was mainly due to already being talked about several times. Students actually had heeded the lecturer’s warnings albeit warnings many times before observations. A little bit of confusion was shown as to why students still turned up late when the lecturer started thirty minutes late. It was felt that even if he started one hour late they still would be late because they knew when the lecture started they would arrive sometime after.
For the afternoon session, it was always immediately noticed that big groups of students were missing. It was assumed that they just came to sign in the morning and thought that was good enough for the whole day. For some reason during the afternoon session, the rate of people going in and out of the class increased by 55% from the morning session. This worked out at one every three minutes during a three hours period. Some students actually arrived late and then left. This actually created two points on the tally card, one for late and one for going in and out. Again, there was bewilderment by the amount of times the lecturer needed to tell the students to be quiet, even to the extent of asking one group ‘what did I just say?’ as to question them if they were listening. This was done two times over a space of ten minutes and was met by laughter and a general nonchalance by those students who were devoid to the lecturer’s job in hand. There was actually an 83% increase in the lecture making the students quiet from the morning session.
CONCLUSION
It is recognized that in some countries certain etiquette is not thought about and study ethics are laughed at. Some students, although being new to university, still adopt old ways of studying so even though they have reached adulthood they still assume a child like attitude to learning. They feel that it is the lecturer job to keep them quiet and not their own personal position to be individuals who think and take responsibility for their actions. The overriding factor that has been shown through this observation has been some students total lack of awareness of others and their general detachment from other people who are at the university for the purpose of learning. One gets the feeling that students deride people that show a willingness to learn. Students studying get distracted easily so even someone going outside creates noise which is acknowledged with a quick glance from a studying student. It is also amazing because the attitude of the lecturer in this study who has a PHD and has shown to be the epitome of a university lecturer was scorned by many who felt the need to go in and out of the lecture room and talk.
Bibliography:
William of Wykeham, Motto of Winchester College and New College, Oxford (1324 – 1404)
Patricia Lee MA (Oxon), MA (QUB) holds qualifications from the British Psychological Society and in teaching adult literacy. She has been a school governor, sat on the working party for the Jigsaw Visitors’ Centre at Armley Prison and made 1933-style shorts for the Leeds Metropolitan University Gymnastics Squad.
Teacher’s Classroom Reflection Questions
- When you have completed your lesson, ask yourself these questions.
1. Did the students co-operate with their peers or seem to have much contact outside of class with proficient L2/Foreign Language users?
The students did co-operate with their peers. I think the best way to do this is through the instructions of the teacher. I said ‘talk to four people’, this made them at least talk to more than their partner. I think the next time I will get them in groups but mix the groups up.
My thoughts are on building a community spirit
2. Did the students often ask for clarification, verification, or correction?
All these factors are important for the lesson and I encourage them. I thought the students were using them. There were still some students relying on other students to help. I wrote some Concept Checking Questions (CCQ) for the students to ask. At least, it highlighted factors to address.
3. Do your lesson plans incorporate various ways that students can learn the language you are modelling, practising or presenting, in order to appeal to a variety of learning styles and strategies?
I got the students up in lines, and they had to sort out an order. I had pictures to relate the words. I think I should have done the opposites of some of the words to make the words clearer. Also, I think they could have learnt more, so I could have got them out to write more words on the board, although I did put three pictures on the wall and let the students get up and write their ideas.
4. Does your teaching allow learners to approach the task at hand in a variety of ways? Is your LLS training implicit, explicit, or both?
I think I use a variety of ways for the students to learn. Also, I go around the students when they working and ask them questions and check their work to see how they are tackling the task. This gives them a chance to ask questions.
5. Is your class learner-centered?
At times, I still feel I talk too much although I used a lot of group work. This group is tempered because the students always like to chat.
6. Do you allow students to work on their own and learn from one another?
I encourage students to talk to their partners. I try and focus them on asking their partner questions. I also had it in mind to get them conversing with each other. I have a feeling that at times I should allow the students to do my work and then they ask me questions. For example, in this class, I reviewed some sentences the students had written on the board about three pictures and all the students were quiet. This I thought was valuable time wasted. I think I should have given the pictures to the students and checked their work as they worked in a group.
7. As you circulate in class, are you encouraging questions, or posing ones relevant to the learners with whom you interact?
I think I do this well. It is fascinating because some of the students do not understand the questions you ask. This shows that they still need a lot of one-to-one practice. One lady in this lesson kept saying ‘I do not understand’. I made it a focus of mine to get her to understand. I feel as though some students are not real learners. They come to our school thinking that just following the teacher and speaking a few words makes them a student. So, by circulating in class, and encouraging questions I can install the learning spirit in them. I think also my relevant questions about their learning and showing that we are all in this together, they will benefit from asking questions and learning in this class.
8. Do students seem to have grasped the point?
My first exercise was to get the students to write some sentences about what they feel they want from this class. I think I should have explained it better. They were not sure why we were doing the exercise. Saying this though I feel if I give them the answers they will just copy and give the answers that are the right answers but not what they really feel. Again I can look back at the questions for understanding. If they do not understand they should ask.
9. Did they use the LLS that was modeled in the task they were to perform?
They were hesitant to use the sentences I gave them about understanding. Some were not sure why they had to do it. They do the task but for some reason, they hold back. I think this idea of LLS was new to them. I have 30 hours with the class and I will try to improve their ideas on how they learn.
10. What improvements for future lessons of this type or on this topic might be gleaned from students’ behaviour?
I think I will try to have the students working together more and mixing the groups up also. I need to install some questions for understanding that will always be needed. I will try and keep them thinking that they can ask the teacher when they do not know.
11. What did you do at the start that got them thinking?
For this lesson about general appearance, I first asked questions about their height, and length of hair. I then talked about my general appearance. I did this by using my hands. I also wrote a spider’s web on the board to help with the words.
12. How did the students show they were trying to acquire the knowledge?
I said to them ‘Am I short?’ and the students answered ‘No, you are short.’ This showed to me who was listening. Some students asked me for clarification. This was good because it became more personal. I also said ‘am I young?’ which most people said ‘no’.
13. How did the students show they had learnt the grammar point?
I made them write some sentences on the board about the pictures I had put up. I let them write freely without any checking then once they had finished I checked over the work. I also had them write in the book about themselves and their partner and I went around and checked this.
14. With respect to language acquisition, how can you show this factor has been achieved with your students?
This was the first lesson and I do not think that they could have acquired the grammar. I think for this first lesson it was just to show them the words. I think in the next lesson I will allow them to try and use the words as it is easier to write than speak.
15. What do you wonder about in your teaching and your students’ learning?
I wonder why so many students when they do not understand either forget about it or ask their friends. Their friends may tell them the answer but it is in their native language. This dismisses their chance to listen to a native speaker explain. I wonder why they think they can not ask for clarification.
16. What puzzles you about your students, the content, or the organization of your classroom?
I think the organization of the room is fine but the class is too big. My content needs to be more learner-centered and less talk from the teacher. I need to have exercises that allow the students to be puzzled and ask questions.
17. What aspects of the students’ learning do you want to understand better?
I want to know how much they have learned in the class. I want them to show that they have understood the lesson and like speaking their new language
18. What are some of your teaching situations that you are intrigued by or want to change? Why?
I want to change the way I use the board and teacher talking time. I notice sometimes that I can be talking and the whole class is listening but I could have done this task a bit differently and got the students to do the work.
19. What do you know about your teaching or their learning that you are interested in verifying?
I want to know that my language is not too slow or fast for the level and also am I testing them to their fullest.
- ← Previous
- 1
- 2
- 3
- …
- 7
- Next →
Essay Corner Blog 