Dr. H

"Team Teaching English at Watphrathatwittaya School"

By: Phramaha Tharabun Khuchinda and Ellen Kert
May 18, 2009

Challenges

Time is a problem

Thai culture makes planning very difficult. Thais practice what is often referred to as “Thai Time”. Things start when they start and finish when they finish. This makes scheduling exceedingly difficult. There are also many special school events and holidays learned about on very short, if any, notice that interrupt instructional time.

Relationship building is very important

Thai students and teachers tend to be very shy and afraid to risk making a mistake. The latter is especially true for Thai teachers who are held in high respect and “lose face” when they do make a mistake. It takes time to build comfort levels which are essential to work effectively with each other. This is especially true in poor schools where teachers and students have little to no prior experience working with foreigners or active student directed learning.

thai social structures also introduce challenges

Hierarchy and seniority are very important in Thailand. It is a top-down culture. Positions of power and authority must be respected. The project must have the support of school leaders to succeed.

Thai English texts and national student testing is primarily focussed on very difficult English grammar that many students do not understand

As a consequence, the majority of English instruction is focussed on grammar and paper and pencil work. Students’ speaking, listening and comprehension skills tend to be very low. While active student centered learning helps students improve these skills the need to teach to the test and Thai teachers’ discomfort with their own ability to speak English makes this kind of teaching particularly challenging for them.

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“Problem solving is ablility to apply previous knowledges and experiences to define the problem and original causes, and to define objectives of problem solving with selecting the appropreated tools.”

Tharabun Khuchinda, 2015

“This kind of teaching is challenging for Thai teachers, but all can be overcome with the right support and teaching tools.”

Ellen Kert, 2009

“The overall rule was “Mai kao jai Mai pood”. If you don’t understand it, don’t say it.”

Ellen Kert, 2007

Animation Project competition: Learning Objects

By Phramaha Tharabun Khuchinda (2009)
2nd International conference on educational reform (ICER2009): Cultural diversity and sustainable education in a changing world.

Cultural Diversity and Sustainable Education in a Changing World

What kind of education is needed for what kind of society?"
Innovation and Information Technology for Education
Animation Project Competition:
Learning Objects

The animation project

Story writing – storyboarding – design – animation – presentation
Competition scorecard: storyboarding, use of layers, animation skills
Software used: Namo FreeMotion

Project objectives

Using educational technology: Learning Objects (LO)
Students become more independent learners by using computers independently and producing meaningful work
Students develop their English skills
Students gain transferable computer and English skills

Skills developed

ICT skills
Language skills
Development, exchange and sharing of ideas with persons outside of the monastery

Results

The project gave students the opportunity
-to express their ideas through a graphic form
-to develop (new) computer skills
-to improve their use of English language; by using ICT tools, by interacting with international volunters, and by presenting their projects in English

Learning Objects (LO's)

nLearning Objects are small electronic units of educational information that are flexible, reusable, customizable, interoperable and retrievable to facilitate competency-based learning and increase the value of content. (University of Wisconscin-Extension: Glossary)

The Stockholmes Challenge 2008
KTH University, Sweden

What we did we laught?