Thoughts on Teaching, Two Weeks In

Teaching English in Thailand requires many skills, and as I expected, patience is the most essential. However, there are several elements of teaching I did not anticipate, for example the physical side. The humidity sometimes makes it hard for me to focus, and my allergy to bug bites causes some of the stings on my legs to swell (a condition that is exacerbated by being on my feet all day). By the end of some classes, I’m blanketed in chalk dust, sweat and exhaustion. They look cute, I know. But don't let that fool you.

The most important step has been understanding my student’s perspective. English is a confusing language. I would hate to learn it as my second tongue. Naturally, many of my students feel the same way. I have accepted that most them would rather not bother with English, with the exception of a few precocious children in the front row (these kids are my lifeline). If you ask Thai children direct questions, they will probably mumble in response. If you ask them to read aloud, they will read in a soft whisper, and class focus will quickly dissipate.

Most of them don’t want light shone on their abilities, with a few exceptions. Children will usually volunteer if the activity involves art—Thai students are pretty incredible artists. Playing games not only encourages participation, it makes them associate English with fun. I’d rather see their faces lit up than glazed over with boredom. When I really want them to speak English, offering kids several answers to give me, rather than expecting complete improvisation, encourages them to respond with confidence.

One ex-pat teacher told me that Thai students are not independent or strong individuals, and I understand why he felt this way but don’t quite agree. There is certainly a strong group mentality, kids always go to the bathroom in pairs, they look to each other for answers, and the culture has a generally strong emphasis on maintaining the family/group unit throughout life (my coordinator is in her late 20’s and lives with her family). The ethnic homogeneity of the student population, along with the use of school uniforms and regulated haircuts also contributes to this sense of conformity. However, it’s easy to mistake their shyness for a lack of personality, and to miss the subtle attributes that make the children distinct. Their unique qualities are somewhat more subdued than those of Americans, but they certainly exist.

As for classroom management, disrespecting a teacher isn’t common, but chatting constantly during class is pretty normal here—that aspect of the Thai classroom, I can’t stand. At least in America kids are usually bored in silence, doodling or sleeping on their desks. Raising your voice does not work, and is considered disrespectful in this country. So oftentimes I’ll just wait (sometimes for several minutes) for them to be silent before I speak, staring intently until they hush each other. If one student is particularly chatty, I’ll make him get up and do example work with me on the board, in English.

When I’m not forced to punish, I think I’m more fun than some Thai teachers. Girls generally like me; they ask me if I have a boyfriend, and comment on my long blonde hair and clothing. Sometimes the younger kids don’t want me to leave after a really fun day. When it comes to disinterested older kids I try to take things in stride. If they’re so distracted they can’t focus, I will briefly put our work on hiatus to talk with them about surfing or movies. At least they’re speaking English! Getting through the schoolwork is definitely part of my obligation, but I also flew across the world to help Thai students practice conversing with a native English speaker.

My Grade 10 students, probably my hardest class, have become more endearing in light of my line dancing class. My coordinator assumed all Americans know how to line dance, and asked that we prepare a routine for some grade 10 students. Another teacher suggested we teach the kids the “Cotton Eyed Joe,” and I loved the idea—not sure if that counts as line dancing, but it’s definitely a significant pop culture piece from the states. We see the class as an opportunity to just have fun with the kids, and I think it’s working. We even got our coordinator, Thamanoon, to do the dance and the students loved seeing a person of authority busting a move. They act embarrassed, but they also voluntarily show up for practice during their lunch break, so I know it’s at least somewhat entertaining.

Things I’m finally getting used to:
- Being asked “may I come in, teacher?” every time a student enters the classroom.
- The hundreds of little shoes scattered in the hallways (students take off their shoes before entering the classroom).
- Seeing boys come late to class after military training, still wearing army uniforms.
- Students showing up to school in sweaters and scarves for 70-degree weather.
- Three words: “Goooooddd mooowwwnneeeeennng teeeechuurrr!!!”