jonny danger

More idealistic blabber. Kids in the street, for sure. The guy on which their grades depend, no way.

BerryGoose

Ok, you're right JD. Thais love to be bullied and yelled at and have someone in authority who flys off the handle at the slightest thing. I mean Samak is like that and look he's the PM, oh wait....

Lotuslevi

It`s exactly as Frannie was saying before, that your academics mean dick if you can`t motivate your students or get them interested in your class. That comes first, the subject matter comes second.

You see, I didn`t learn this until I`d been a teacher in the states for a year, and relearning ESL and what was expected of me was like starting all over again. I lost face more times than I`d like to admit and this guy is saying that it`s okay to do that. I`ve learned the hard way that it isn`t.

Meanwhile, people who had no classroom experience and no degrees were coming in and doing great with the kids, not losing any face within a few months.

I had some professors in college and some teachers in high school who were brilliant people and knew their subjects well, but shit at motivating their students to learn it. Or even shit at explaining it for that matter. This guy doesn`t sound professional to me, but I guess I`d have to see his class to really judge.

__________________
more time for wastin'

theanimaster

I used to pick up the long tables and toss them across the room. Fortunately no one ever got hit (close, but none). That's now history. To control myself I tell myself "DON'T GIVE A SHIT" and true enough, everyone is happy in the end.

Now in the 'NORMAL' program, it's different. Even if I tell myself "DON'T GIVE A SHIT" there is still the occasional cunt who would like to disrupt the whole class by banging on the table. One time I smashed a thick headed jackass on the head with the microphone and sent him to the disciplinary office. Sure, I was ready to face the charges, but none were raised. A couple people however were asking me "Did you hit a student? We got a student at the office..." I said "Yeah, coz he was a complete asshole and wouldn't stop making noise even though I told him 3 times to stop". Which was all true -- and 3 times is a lot. Usually I don't wait (but to get the mic from me you really do have to be a real cunt). Normally when someone is creating a rukus I pick up the nearest student's notebook and slap the trouble maker silly. It gives me a slight uncontrollable shake which is scary -- the kind of shake you get when you feel it's not enough and that you should deal more -- that's what you have to control. However, this one time I tried something different. I walked up to the cunt and told him sternly, slowly and clearly: "I am going to hit you really hard if you carry on." Damn- it actually worked! I didn't need to use a book! So... seems I'm getting somewhere with my own anger management.

So, for those who need to control their anger, try these steps:

1.) First tell yourself "DONT GIVE A FUCK" about it
2.) If the noise goes on, walk up to the troublemaker and warn him ONCE "I will smack you VERY hard if you continue".
3.) If he continues, pick up a notebook and smack him once in the back of the head, then another time in the left, then the right face.
4.) If he proceeds to make a fuss in class after that, smack him with a mic.

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bet

You really are a class act. How on Earth can anyone who claims to be a 'teacher' come out with this...

Give up 'teaching', and stick to your internet porn

jonny danger

He's an animator and a good one.

If he can get away with it it must be by approval. Take you porn accusations to his rector.

ben

quote:
I have a few times, for completely incorrigible classrooms, just picked up my things and walked out with a look of anger and disgust on my face. That works very well.


I have seen that done on a few occassions and the children run after the teacher saying "please come back".

I don't think i'd personally get away with that because I have so many classes with my class and I am sometimes a bore, lol, they'd probably say "thank god" and keep on doing it.

jonny danger

Good one. I've done that too, it works.

Read this. I nicked it from another board. This is rural Thailand:

ben

That will do it

2Pac

WTF

Fortesque Smythe Brown

One thought did cross my mind whilst reading this particular thread.

How many of the posters and indeed how many teachers currently working here in Thailand have actually completed or even taken part in a teacher training course and as a result their background actually is education orientated ?

I completed teachers training college many a year back,remember too that orthodox school teaching is vastly different from E.S.L. too.Maths, science,physics,social studies,business and economics, history differ very greatly from E.S.L.

Such differences can make or break any teacher trained or otherwise as has already been stated '' We have a classroom of individuals,classes that are often taught by a number of different teachers,each with their own style too''.

You walk into the classroom and you can inherit a good class or a bad one depending on the previous teacher and indeed the subject too.

So, is it the students,the previous teacher and the lesson or is it your previous class,lesson subject general attitude or personal feelings at that time that dictates your classroom conduct ?

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B.A.Calcutta (Failed)

stfranalum

...not the case for me where my education in teaching resulted in a job in education. the other way- my career in education is a result of hard work and lots of knocking on doors. then i went further in studying.

what i mean was that i was able to teach before going back for the extra schooling- and that made a big difference for me in school. i was able to juxtapose teacher's ideas and my own experiences together- it wasnt all theory for me as i could see the practicallity of the lesson- even though my program was 100% theory.

id recommend at least a year or two of actual classroom teaching before getting extra schooling.

fencesitter

You're stating the obvious, but thanks.

__________________
Reclined amongst these packs of reasons
For to smokes the days away into the evenings
All these poses of classical torture
Ruined my mind like a snake in the orchard
I did go from wanting to be someone now
Im drunk and wearing flip-flops on fifth avenue

stfranalum

this is interesting. just makes me think about approaches, and maybe theres a way to use real play in the primary classroom.

and i dont mean learning games, but real honest open-ended, creative play.

we cant police their language like, "play, but if you use thai, we will deduct 5 points every time" thats not play, but handcuffed "fun"

which is why this is interesting (to me anyways)...because i think you hit a universal there with thais-- they may not have enough really free play time. how can we get them speaking/listening- or to a much lesser degree, reading & writing- during a no-holds-barred playtime?

just thinking out loud here (what else do we do ) but from where im sitting, it seems difficult to do. maybe impossible as a scaffolded curriculum.

it seems like there is a real need- to let them be creative. 100% unabashed creativity. but if theyre not getting quality input, then what do they have to fall back on? what can they use for a language trouble spot if they havent learned anything? do they just use the hand motions of "gimmie that ball! ??" but cant say the words? aka- they need input to grow in an EFL environment. we just cant steer away from that.


....a TPR type activity can be fun, but thats more exercise than creative play.

writing can be very creative- but with the population that NEEDS to play- writing is a bit rudimentary and non-communicative. its motor skills and form/function issues in primary school.

speaking can be good for play. but would we teach them a lexis and then just hope they use it? can we jusitfy that?

listening seems to be the only actionable way to both teach something and have them be really free to create. maybe we can let them be 100% creative with a limited amount of toy-type objects....

1. take a class of 20. put them in pairs and give them an object for each kid. groups have similar objects within their pair (2 of the same kind, like a red car and a blue car). teach the lexis of the objects so they have english names and brief describing words for each.
2. they play and then talk about it....the teacher can walk around and ask questions. if theres 10 groups- then maybe 2 min for each.
3. object switch. students sit and lis