The School

Having completed my first week at Lertlah School, I thought I would describe it a little more fully.  I am teaching at the second of three campuses for the same private school.  The apartments I am living at were actually a school campus at one point, but were renovated for the foreign teachers; that’s why a lot of the apartment complex (especially the pool area) looks both commercial and designed to appeal to children.  The schools were founded in an attempt to provide children with a better education, and instruction in the English language.  Every year, the school employs a large number of teacher candidates for varied amounts of time.  The teachers come primarily from Winnipeg (U of M, U of W, Brandon University), although some are from other locations as well.

The front view of Campus Two.

School in Thailand is a lot different than school in Winnipeg.  For one thing, the education is based on a system of examination (even in the elementary grades).  That means that although I will be teaching P3 (grade 3) students, I will be compiling an exam for the end of the term to test their knowledge.  Students are given exams four times a year.  Within those chunks of time, learning material is broken down into sections (so that students can be tested on specific outcomes).  In the Manitoba curriculum, which has been adopted by the school, there are specific learning outcomes (SLO’s) that outline what exactly teachers are supposed to teach their students.  In Manitoba, this is used merely as a guide, and it is not expected that it be strictly followed.  At Lertlah, however, each SLO must be tested on the exams, and so each must be taught in a mark-able manner.  Teachers are still given freedom over how to teach their classes, but the content is much more closely monitored, and evaluations are made much more concretely.  Further, Lertlah issues its students many textbooks.  There is a textbook and an accompanying workbook for most of the courses (and all three that I will be teaching  - math, English, and science).  The parents of children at the school still widely believe in the necessity of books for learning to be accomplished.  They request that textbooks are issued (although another motivating factor is that there is also a monetary advantage to the school).  The more traditional view is also taken of homework.  Students must be issued homework in each of their classes at least once a week as a part of the school policy. 

The outside centre "hub" of the school.

All of the outside paths on the school grounds
are covered by shaded canopies to keep out sunlight.

Campus Two of Lertlah School uses an integrated curriculum, which means that students are instructed in English for half of their classes (English, Math, Science, Phys. Ed., and Computer).  I will be teaching two classes of 30 P3 students English, math, and science in rotation.  Further, I will be teaching homework classes from 3:30-4:30pm, for which the majority of students attend.  Students at this school should be used to having a variety of foreign teachers.  Although some teachers stay for the entire school year, there is a huge turnover of staff from year to year.  In my case, one of the teachers who taught last year will be taking over my classes at the end of July (she is on vacation for this time, and given an opportunity to go home for a few months).  I will be assisted throughout the term by a veteran foreign teacher at the school (called a keystage leader) who supervises the P1-P3 sections.  There is a keystage leader for each of the different sections (there is also a kindergarten (K) level, and a middle (M) level).  It is good to know that help will always be available to me, and I have found that in general the veteran teachers have been very helpful and provided good suggestions for classroom practice. 

Alice and I in our Lertlah attire in front of the school.

Speaking of classroom practice, I have learned that successful teaching in this environment depends heavily on establishing and maintaining routines.  For instance, one classroom management technique involves using a board filled with small envelopes and emotion cards to modify student behaviour.  Each student has an envelope specified for them, and in it sits an emotion card with three emotions printed on it: happy, moderate, and sad.  Cards start in the happy position, and if a student is able to keep their card that way throughout the class, they are entered in a draw for a prize at the end of the week.  If a student misbehaves, their card is changed to show a new emotion.  If it does not display happy at the end of the class, that student does not get entered into the draw.  Another classroom management technique involves the control of playground time.  At this school, children do not have a regular scheduled recess; it is up to the teachers to make time to take them to the playground area once a week.  To monitor class behaviour, the teacher can write the word PLAYGROUND on the board.  Each time the class is misbehaving, a letter is erased.  If no letters remain at the end of the week, playground time is cancelled. 

A small worship area on the school grounds, tucked into some trees.

In the case that a child finishes their work early (which is common), we as teachers need to be prepared with an activity that they can do during the excess time.  This activity should be fun and educational, and should not feel like extra work.  Examples include math games/centers, and English games (like crossword puzzles or hangman, etc.).  I will need to prepare these things before my classes begin (on the 17^th of May). 

Alice and I, the two P3 teachers, sit across from each other in the foreign staff room.

Overall, my first impressions of the Lertlah schooling system are somewhat reserved.  The school really does run like a well-oiled machine, and teachers are given a lot of resources and help with planning for classes; yet, I feel that the structure of schooling here is very rigid, and does not cater to creativity and adaptations as well as that in Manitoba.  In some ways, a highly regulated system for assessment and class work is beneficial, for it ensures that students receive a certain level of education, and are learning everything mandated for them.  On the downside, however, I feel that a system this structured may not accommodate children’s styles of learning or teacher individuality as well as it could.  I am excited to start teaching, and see the system in practice; that may cause me to modify or solidify some of my opinions.  

Culture Shock in Bangkok

For those of you who didn’t know, I am completing a three-month practicum at a private school in Bangkok, Thailand, through the University of Manitoba.  I arrived here Sunday at about 12 noon, and am staying until July 28^th.  There is a twelve-hour time difference between Winnipeg and Bangkok.

I realize now that I really didn’t know what I was getting myself into when I signed up for this trip.  Bangkok has a completely different culture, climate, and atmosphere than Winnipeg.  For instance, the unbelievable heat immediately struck me.  I knew it was supposed to be hot, but you can’t imagine it without experiencing it.  I also heard from year-long teachers that this year was especially hot.  The temperature has consistently been in the high 30s, and with humidity feels like the high 40s.  In Bangkok, many people eat street food from street vendors instead of cooking their own.  I am included in this group because my apartment does not have a kitchen.  My room is pretty large, but also sparse.  I have been adding some things to make it homier, though; like a fan and my mattress topper, for instance (both absolute necessities). 

Photos of my room

Finding a food vendor can be kind of intimidating because a lot of the foods are unfamiliar.  That being said, so far I have been able to find some very tame meals (with very little spice).  A major staple of my diet has become chicken and rice.  Also, Bangkok has a variety of fast food restaurants that you would find in Winnipeg, such as Pizza Hut, McDonalds, and the popular KFC. 

One of the places I have eaten at.  The kitchen is outside the restaurant (which is common) because of the heat.

(The pictures below were taken at a place practicum students call Old Bar.  Top: some of the people from the U of M Bottom: Old Bar exterior - note that there are no walls.  At Old Bar, you don't get a menu; you just have to order food and hope that they can make it)

What I found interesting while the plane was landing in Bangkok is that there is actually a lot of open fields and space, at least on the outskirts of the city.  The apartment I am staying in though, once one of the campuses for the school I am teaching at, is in the midst of a bustling neighbourhood.  There are a lot of small shops and vendors lining the streets, many of which are very simply constructed. 

A view on the ski (street) around 7 pm.

Also, the driving habits of people in Bangkok are in general a lot less restricted than those in Winnipeg.  For instance, drivers get very close to one another, do not signal, and can drive in two lanes if necessary.  You do not even have a seatbelt to wear if you wanted one, and there is no limit to the amount of passengers a cab can hold.  There are also many motorcycles, which weave through traffic. As soon as the work day is over, motorcycles take over the sidewalks, so you need to be careful where you walk.  

(All the pink cars are taxi's, along with some others.  It is never a problem to find a taxi when you need one, because they are all over the streets in Bangkok.  The meter starts at 35 baht, which is just over $1 CDN)

Overall, life in Bangkok is very different from that in Winnipeg, and I am still trying to adjust to it.  I have found, however, that the Thai people I have interacted with have been very helpful and kind.  Many also know a little bit of English, which makes it easier to communicate.