Role Of Thai Co-Teacher To Instil Discipline Rather Than The Foreign Teacher?

[pjy888]

Hi to all the foreign teachers teaching in Thailand, I have a question.

I am currently teaching as well but facing huge problems disciplining the classes and getting the students to pay attention. My Thai co-teacher is a very friendly person but does not really maintain much discipline, thus my classes are always very very noisy and disorderly....

Does anyone of you know whether the role of a co-teacher is indeed suppose to discipline the class, and not the duty of the foreign teacher? I am quite stressed out because the students would not learn a single thing if my classes continue to be so noisy and disorderly! Hope you guys can provide some advices, views and experiences on this!

[Scott]

You might want to clarify a few points. First, what is the age of the students and the size of the classes? Second, is the co-teacher actually a co-teacher who teaches with you or are you talking about a homeroom teacher?

I will assume you are talking about a homeroom teacher. If this is the case, then they should be involved in assisting in the management of the class. I have worked with quite a few and then come in all sizes and levels of cooperativeness. The worst were actually a hinderance--they spoke in Thai, handed out notebooks and one even told the students the subject wasn't important. The best kept them quiet, sitting in their seats, books open and participating.

You might want to try and add some structure to the class which makes the class less chaotic. For example, after the students greet me, I do not let them sit down until their books and notebooks are out. Sometimes it takes a couple of tries to get them to understand they can't sit down, bend down get your book and notebook out. If they don't have them, then I move them next to someone so they can share.

If they are talking, they have to stand up. If they persist, they stand at the back of the room. I only have them stand for a few minutes and then ask if they are going to be quiet and listen. Each time they stand, they get further isolated and a longer period.

A lot of times, the Thai Teacher isn't sure what you want them to do. Most will be helpful, but it takes time getting used to one another. It's a little like dancing without music.

[Towzak]

As I see it the co-teacher is there to assist you and to maintain some kind of order so that the students can learn. However, it may be s/he is not that kind of teacher - a rote teacher perhaps who just distributes worksheets then sits in a corner until the students hand them in. The students will already know s/he is a pushover - however you have not got to be and do not be afraid to set down some ground rules and strategies......be patient and give them a little time to work. If all else fails then talk to someone higher up, be nice about it and maintain a smile without sounding like you are complaining and can't cope. You are not alone as many foreign teachers experience this - Thai students have the sanook factor and it does not stop at the classroom door. It's just how you choose to deal with it without being overly stern or serious. I've been in a situation where I had 200 students in one room with no co-teacher !

The co-teachers I have now are very helpful and in addition to maintaining classroom behaviour they will assist me in explaining what I want them to do. But, I very rarely have a class where you can hear a pin drop and the chatter levels will gradually increase, It's just nipping it in the bud before it gets out of hand. Good luck ! be patient, keep smiling, and exercise a bit of jai yen yen

[jaiyenyen]

Thanks for the namecheck Towzak

Good advice.

I teach all levels of Mattayom.

If I have a class that has got too noisy, I ask "Quiet Please!!" a couple of times. If this doesn't work, I'll ask all the students to stand up. I then stand still, and silent, until the class quietens down.

This can take a couple of minutes, but a few, well aimed black looks usually work on the students that haven't cottoned on that I want them to stop talking.

I explain to them that I've asked them politely to be quiet, as I want to explain something to them.

I then let them sit down.

Sometimes they will just carry on talking after they've sat back down. I will then ask them to stand again.............Repeat.

After a short time, I find the students start 'Self Policing'.

[jcartermad]

I've never had a co-teacher in any class that I have taught. I was assigned a co-teacher for Information and Guidance lessons but she never turned up. She did however ask for my lesson plans and then promptly used them in her solo classes!

Any isolation does work as Scott suggests. I have found jumping in the corner works. Just jump up and down for two minutes stops them talking real fast...especially if you do it at the same time to encourage them to jump higher than the old man!

Even at a young age face works. Jumping loses face. Face loss stops talking. Not always but 80% of the time.

Good luck and have fun.

Have a nice day. Regards John.

Edited August 7, 2011 by jcartermad

[Phatcharanan]

I have found jumping in the corner works. Just jump up and down for two minutes stops them talking real fast..

I think if I saw a teacher jumping up and down in a corner then for sure I would stop talking too.

In fact I would be on the phone to my father to 'get me the hell out of this class, the teacher is acting weird'.

Edited August 7, 2011 by Phatcharanan

[jaiyenyen]

Is that Quote from jcartermad, or jcarterismad?

[kanderson]

I have found jumping in the corner works. Just jump up and down for two minutes stops them talking real fast..

I think if I saw a teacher jumping up and down in a corner then for sure I would stop talking too.

In fact I would be on the phone to my father to 'get me the hell out of this class, the teacher is acting weird'.

Actually (toung in cheek a bit) kinethetics has it's place (touch, feel , listin smeel etc.).

No one is jumping in any corner that I know of.

[Ijustwannateach]

We still haven't heard from OP regarding the important information Scott is asking for- and it does matter, age of students, class size, and other logistical details, in maintaining class order.

However, I'll venture a couple of suggestions:

1. Are you grading your language appropriately? (Are you speaking in full sentences to a class that barely understands individual English words?)

2. Are you using too much teacher talk? (Anything which takes more than a sentence or so to explain will start to lose the class. Consider modelling much more to provide examples. Show [with a student volunteer if necessary] what you want done, without trying to describe it verbally.)

3. Is the material age- and grade- appropriate? (Material that is either too easy or too difficult will lose interest fast, which is where most discipline problems emerge.)

If you are doing all of these things CONSTANTLY and still having discipline problems, then you do need some more advice, but we will need more information.

The class teacher has whatever role the school assigns her/him. If that doesn't actually include very active discipline, you're not going to convince them to do that simply on the basis of your idea of the job title. Look around and see what other class teachers have to do. If yours is NOT doing that, then you may have an issue.

However, relying on *another* teacher to maintain discipline while YOU are teaching doesn't tend to instill respect, and that is why I feel the issues are most likely including in points 1-3 above.

[Kilgore Trout]

Classroom management is a huge issue for a teacher, which is why there is a serious amount of attention paid to it during formal teacher training.

Teachers with no formal or sub par training probably have not studied the subject much or had a proper practicum to use strategies with a mentor teacher guiding you.

I'm not saying that is the case for you, but if it is I would suggest reading textbooks, "The First Days of School; How to be an effective Teacher" by Harry and Rosemary Wong is an excellent start and has a great chapter on the subject.

In addition to this forum, other proper teacher forums may also be useful.

Observing experienced and effective teachers also helps.

Good luck.

Edited August 11, 2011 by Kilgore Trout

[Scott]

Some good suggestions from Kilgore Trout. Different schools approve of different methods, so talk to other teachers and do some observing. Reading is a good idea as well.

A lot of teachers I work with are always looking for effective 'punishments'. I try to explain that we don't want to punish them, we want them to pay attention and learn. Most of what I suggested is to help the student to re-focus.

As IJWT has mentioned, it's also important to look at what you are/aren't doing. Be critical of yourself. Find ways to make the class more interesting. Break up the time with a song and some short activities. I used to have the students read the conversations; boys stand read one part, then girls answer etc. It works with younger kids, but Mathyom get a little testy if you do it more than once or twice.

[Phatcharanan]

Even at a young age face works. Jumping loses face. Face loss stops talking. Not always but 80% of the time.

I had to think about this one for a little while. I dare say it 'loses face' and perhaps does stop talking.......for a while. It will also breed resentment by the student towards the teacher and thus that student is never going to be fully involved with you. IMHO.

[Fookhaht]

Lose the assistant (if you can).

Although I am a university lecturer, I serve as a guest teacher from early primary ages up through the 6th year of high school in Thai classrooms on a regular basis. More often than not, the assistant (who is sometimes the homeroom teacher) is more of a hindrance than help, especially if they are known by the students to be lax on class control. I do much better "khon deaow" (alone).

If you can tactfully "un-request" the assistance of your helper, then start over with your students, letting them know that everything in that class will be solely on your terms now, using the excellent tips from the previous posters. As has been said, it's all about the teacher's technique with any group, from day one. You'll have a little more of a challenge since it's past day one, but it's not impossible. Having the assistant gone is enough of a change in classroom dynamics to convince the students that things will now be run differently, with you in charge.

I also agree with Aj. Scott that a lively, dynamic lesson (lots of variety and participation) is key to good classroom behavior management. Boredom fuels class management problems, and the attention span is pretty short with some of these younger kids. Face it, you're not as fun as their video games, so your competition out there is fierce indeed!

Once you win this battle, teaching will be a joy rather than a stressful experience--especially in Thailand.

Good luck.

Edited August 11, 2011 by Fookhaht

[TomJoad]

A lot of good advice here (I especially liked "dancing without music" 5555). I wonder if the OP read any of it...

[pjy888]

Yes folks, thanks for the advices.

I am sorry for the delay in response because I did not have access to internet for the last 7 days.

To answer Scott's and ijustwannateach's queries, the students whom I am currently teaching are in Pratom 5 (Primary 5). Any of you who have taught Pratom 5 and 6 before might understand that students at that age (11 to 12 years old) are a notorious bunch. A class is made up of, plus minus, 40 students.

I am quite sure that my co-teacher is a co-teacher, and not a homeroom teacher. His job appointment also states that he is a co-teacher.

In the last 5 days, a Thai teacher (who is the advisor/form-teacher of a class) offered to help me instil discipline by sitting in the class. It worked. The students immediately kept quiet when he stepped in. I could teach in peace without having to deal with any disorderly behaviours. However, I think that his offer of help reflected badly both on my co-teacher and myself. It would seem like without his presence, I could not teach/instil discipline.

Some of the advices you guys provided are good and I would definitely try a couple of them out. However, I am also thinking whether the solution can also be to continue teaching in a noisy classroom environment and focus my attention only on those students who are quiet, hardworking and willing to learn.... what do you peeps think? Seems like I really have lost my energy and zest to teach right?

[Scott]

First, don't let yourself get too discouraged. Some classes are worse than others.

Second, for you, experience is the best teacher.

Third, it might reflect badly on you and the co-teacher that you need assistance, but I wouldn't sweat it too much. Your goal is to teach, your problem is discipline and you seem to be focused on the goal, the problem and solutions. The Administration needs to learn to appreciate such teachers.

If you have a CD player, find a song that is easy to learn and put it on the board/printed sheet for the students. Periodically, throughout the class have them sing the song. A lot of the conversation books have songs. Use them. They really reinforce what is being taught and they are a good way to re-focus the students attention. In some bad classes I've seen, they never did learn to speak well, but, boy they sure could belt out a few tunes.

Prathom 5 should be OK with singing. About Mathyom 1, they start getting a little self conscience about singing.