My Reality of Teaching English in Thailand

When I decided I was going to take a complete 180 from my career as a Speech Language Pathologist and move halfway around the world to teach English, I immediately began to scour the internet.

  • What clothes do I pack for Thailand?
  • What shoes do I bring?
  • Are there novelties from America I should bring with me?
  • Travel essentials for Thailand?
  • Where is better to live? North vs. South? City vs. country?

You get the idea.

However, one research topic that was challenging for me to search for was “teaching/teachers in Thailand.” Don’t get me wrong, I did find many posts, stories, and information about the Thailand School system, both positive and negative, but it was a hard topic actually to want to search.

Why???

Honestly, everyone’s experience is their own. It is this way with traveling too. Not everyone is going to love a particular location, not everyone is going to enjoy teaching English, and not everyone is going to like their school placement or the town they are placed into, and I just didn’t want to move to Thailand with any preconceived notion. I wanted to come in “sort of” blind, I guess you could say!

I dI did speak with a few people who’ve made this life-changing move and read one or two blog posts, but overall, I kept my research to a minimum.

When I first moved here to take the TESOL course in Chiang Mai, I wasn’t expecting to learn much. My job as a Speech Language Pathologist is focused heavily on teaching language and communication to children, usually as a first language, but occasionally students who are ELL. So, for me, the TESOL certificate was more or less a formality…TESOL certificate= more money.

Can I tell you I learned something new from the course… I guess I kind of did. I’ve never taught a full class of students, especially not a whole class of 40-50 students all with varying levels of English proficiencies, so the course helped me learn more about classroom management.

Many of the management techniques are ones I use on a regular basis, but it’s easier when you only have 1-4 students at a time, so it was helpful practicing during English camp before taking on an actual classroom.

What I have learned since I started teaching is that Thai students will talk NON-STOP in class and are ALWAYS on their phones. Even when I tell them I will take their phones and do, it doesn’t stop them. And honestly, most days it is not worth the fight between the 30-50 students in each class and me. The students also tend to do other classwork, NON-STOP during English class. This isn’t anything I take personally and have just accepted the fact that no matter how hard I try, there will be students completing homework. I mean I get it. These poor students have so many assignments and projects that need to be completed on a daily basis, that sometimes they just can’t get it all done.

Was I prepared for this factor? Absolutely not. There is not much I can do to stop the talking, the cell phone usage or the completing homework, and that has been something I’ve had to learn to adjust too. Now, my smaller classes and the classes with higher English proficiency are a little easier to manage, but the general rule of thumb, cell phones, talking and homework will happen during class, and I have begun to learn to accept it as best I can.

My secret weapon to try and minimize the chatter during class are two soft toy dice. These inexpensive, plush toys come to class with me every day and when they talk excessively, and after I repeatedly ask them to be quiet, I throw the dice to two students and make them talk to each other in Q & A format. It’s one of my greatest tools and very entertaining for me to watch the students plot who they will throw it too next. And by plot, I literally mean, plot! It’s the most enjoyable thing to watch them try and find someone who isn’t paying attention or plot to throw it to a boy and a girl, who are sometimes dating each other (or like each other, I’m assuming). There have been many times my students have hit each other in the head both purposefully and accidentally (the dices bounce).

In addition to management, it was helpful to learn how to teach “practical usage” of the English language, meaning focus more on conversational skills and functional purpose. Here in Thailand, many of the Thai English teachers focus heavily on grammar, while native English teachers usually focus on speaking English in a conversation style manner. However, let me emphasize, every school is VERY different in how they want their native English speakers to teach. Some schools have a strict style of teaching, including a curriculum, and as teachers, you must learn exactly what your school asks of you.

For me, I’ve been fortunate with a school, which gives me a lot of free reign in my classes and curriculum. I do have a general outline of what my Thai co-teachers are teaching, but I can generally teach what I want to teach and use whatever style works for me!

In regards to teaching style, the way the TESOL course taught seemed more directed towards younger children; present the vocabulary words with pictures, have Q & A sticks for practice, then play games for speaking. Since I am placed at the Mattayom level and teach 15 to 17-year-olds, I have had to slightly adjust the way I teach to support language growth and language function.

I still have a selected theme, a group of vocabulary words and try to incorporate questions and answers into each class; however, I give the students opportunities to guess the vocabulary words and or definition of each word to support memory recall and comprehension (very speech pathologist of me). I also try and get the students to figure out a full- sentence answer on their own. I tend to incorporate worksheets that follow a question-answer style vs. playing games. This allows them to have to speak to several students each time and practice conversation style English or at least I try to have them practice conversational English. In reality, the students copy each other in WHATEVER I have them do in class. It’s just my reality!

Why?!? They really, really, really don’t like getting things wrong, their English isn’t very proficient, and/or they just don’t understand what is going on in class, and all of that is okay. That is my reality as a native English speaking teacher. These things happen and I have to learn to adjust things based on each class, simplify the lesson, change the activity, change the vocabulary or terminology on the fly, and realize not every student is going to understand. Many students rely on what I have written on the board during the activities to “read” what they are supposed to say and that’s okay.

I do have the occasional 2-3 classes that finish everything I ask of them in 30-35 minutes, and I have to wing things because of a higher English proficiency, but in general, I have to keep things simple. And when in doubt…I throw the dice around the room (and I haven’t laughed harder or had more fun in my classes then the times the dice are out)!

Now don’t get me wrong, do try and incorporate games into class, but with older students and only 50 minutes (reality 45 minutes on a good day), the games don’t usually work out, and they don’t usually happen in English. Again, my reality!

It has been quite an adventure learning to teach English to high schoolers and vastly different from my job as a Speech Pathologist in St Thomas, where I was working primarily with preschool-3rd graders. I have learned how to have fun again with teaching language and less on the paperwork/legality aspect that my career holds. This has been the break I needed mentally, and my stress levels have reduced significantly. I can’t say I don’t miss my career, because, in all honesty, I genuinely do! I miss the little buggers I use to work with, I miss their smiles and their hugs, but my mental health needed this extended break, and I’m happy with where I am at and teaching English!