Teaching Experiences in a Thai School

Reported by: Sayalay Obhasi, MA1 student
From December 2024 to February 2025, six students from the BA and MA programs were selected to teach English at Thairath Witthaya 80 School in Klong Ngae. We were assigned to two classes, Mattayom 1 and Mattayom 2, with a total of approximately 40 students. This semester, the teachers exchanged classes, providing us with a unique opportunity to gain valuable insights into managing students with diverse personalities and learning styles.

As a first-time teacher, I initially faced challenges in finding the right approach to connect with the students. However, after the first two classes, I gradually adapted, grew more confident, and discovered effective ways to make the learning process engaging and enjoyable for the students. This experience not only enhanced my teaching skills but also deepened my understanding of classroom dynamics.
Over time, our relationship with the students transformed from one of unfamiliarity to a close bond built on trust and mutual respect. As the students grew more comfortable, they became increasingly willing to participate actively - reading aloud, expressing their thoughts, and answering questions with confidence. Witnessing their steady progress was incredibly rewarding and reinforced the impact of our efforts.

Reported by: Zar Zar Tun, BA4 student
I want to share what I have learned from the experience of teaching English to Thai students. I found that the lessons are effective when they are planned well to fit the available time, not too much or too little! I made sure to review the lessons and correct my pronunciation before class. I also reminded myself to focus on student understanding rather than covering too many lessons in one class. Therefore, I tried to use a student-centered approach as much as possible, letting students do exercises on their own. To keep them interested in the lessons, I included fun activities such as games, music, and videos.

Our team had six teachers, playing two roles, such as main and assistant teachers. As a main teacher, I prepared lessons and gave clear instructions. As an assistant teacher, I helped manage students and supported my colleagues. This teamwork taught me how to collaborate with members. Mostly importantly, I have learned different teaching methods from them.

I especially enjoyed the group teaching method. We divided students into small groups, each led by a teacher. This made it easier to manage the class and encourage all students to participate. I found that this approach also helped senior teachers support juniors while juniors learned from their seniors.

Reported by: Yang Xueqin, BA1 student
I was given the opportunity to teach English in a Thai school. I found that even though each student has their own special personalities, all of them are very kind and polite. Instead of being the teacher, I prefer to call myself as the children’s companion. As a companion, I tried to observe the class atmosphere and the changes on the children’s faces because I wanted to give them timely response and to prevent them from feeling “left out”.

Over time, the children I taught have made progress in the English language, something which I am very proud of. Moreover, to a certain extent, these children are also teachers because I learned a little bit of Thai language from them too. It was an interesting and friendly exchange.
This semester, more students from International Buddhist College (IBC) went to teach English at the school. We worked as two teams every time. I have learnt different teaching styles and teaching skills from our teamwork.

Reported by: Ei Naing, BA4 student
I had the opportunity to teach in a Thai school every Friday, alongside with my friends. This experience was both challenging and rewarding, as I had to adapt to a new teaching environment while helping students improve their English skills.

One of the challenges we faced was technical difficulties. Even though we had carefully prepared our lessons using Power Point, we had to change our teaching approach on the spot due to certain circumstances. In such situations, we had to be flexible, relying on whiteboards, and verbal explanations to deliver the lesson effectively.

To ensure better student engagement, we also divided the class into smaller groups, with one teacher assigned to each group while one of us acted as the main teacher. This approach made learning more interactive and allowed us to provide more focused attention on the students, helping them gain confidence in using English. Through this experience, I learned the importance of creativity, adaptability, and teamwork in teaching.

Reported by: Khaing Zin Myint, BA4 student
This teaching opportunity allowed me to share knowledge, engage with students, and develop valuable teaching skills. My approach focused on delivering lessons that were basic and understandable, ensuring that students could easily grasp new concepts. By breaking down complex ideas into simpler components, I helped build students’ confidence and engagement in the learning process.

Effective communication between students and teachers improved significantly over time. Despite challenges such as language barrier, as I could not speak Thai, perseverance and creativity led to good results. Preparing lessons required overcoming many difficulties, but with effort and adaptation, these challenges turned into successes, fostering a positive and effective learning environment.

Teaching at the Thai school also provided valuable new experiences, particularly in classroom management. I learned how to effectively control the classroom while maintaining a positive and encouraging environment. It was fulfilling to find ways to inspire the students, not only academically but also in nurturing their curiosity and growth mindset. Teaching the students inspired me to learn the Thai Language.

Conclusion
We are deeply grateful to International Buddhist College (IBC) for providing us with this invaluable teaching experiences. This is a meaningful opportunity for us contribute to Thai society, embodying the IBC motto: For the Good of the Many. We hope that our presence as foreign teachers have inspired the students and sparked their interest in learning English, opening doors to new opportunities for their future.