Van and I assumed our position at the back of the cold classroom. Each classroom is where the students learn, sleep and socialize. This is evident from the rack of brightly colored fleece blankets suspended above us on a hanging rack and in the corners of the room out of the way for daytime.
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During our excursion, Van suggested undertaking the English lesson we had planned, which involved collecting items from the forest to compare using the target language. However, there seemed to be a general feeling of lethargy among the group of teachers and rousing anyone to perform such tasks seemed out of the question.
I have one advantage over the local teacher, that is to say I have no bias towards the ‘good’ or ‘bad’ children. I really dislike labeling students as good or bad; they each have different talents and learning styles.
I was away from the village for 8 weeks. During those 8 weeks, our trainee taught a grand total of 8 classes. This is down from the 24 which I wanted and expected.
It currently takes us half an hour to trudge through the mud to the monastery. The monsoon season has turned the dusty road into a mud-bath fit only for pigs and those who want to observe a lesson for which even the teacher doesn’t arrive.
At 7 am we were in the classroom and ready to begin. The day was overcast and grey; not unlike England in that respect. The difference is that at 7 am it was already 28 degrees centigrade and about 75% humidity.
We are making admirable progress with IELTS. The reading score have increased in two to three weeks.
After two weeks of IELTS practice, Van and I are ecstatic that an improvement has been made. After a further week, frustration colours our trainee's cheeks as he sighs up into his growing fringe. We have plateaued in the reading sections of the IELTS (International English Language Testing System) test.
From my previous experience in Greece, 4 hours each week for 3 months was spent solely with a class of 6 students on oral preparation for one Cambridge exam. It’s serious business.
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