At 3:30 pm, the first of a series of text messages was exchanged, quickly followed by a photo outlining the skeletal plan of the 4-part test. We talked about whether he should print the test or write it up on the board. Both Van and I feel that battling the printer is unwise and wastes time and resources. Therefore, the test needs to adhere to the rigors of fair testing, but also needs to be easily presented on the board. After an hour of back and forth texts, we had a suitable test outline. Next, the student planned the particulars of the individual sections, writing the questions and choosing the passages from the text.
As we develop our model, we have to consider how often our trainee wants to talk casually and how often he needs to ask technical questions. At this stage of training, most questions for me are on straightforward technical teaching issues, while Van has settled into an every other day pattern with the trainee on teaching reports and general life in the village. However, I suspect that as the trainee assumes more of a leadership role, he will look to Van for more advice as she is familiar with Myanmar nuances, and has a sharp eye for troubleshooting and thinking outside of the box.
NEH Coordinator and Teacher Trainer