WILLINGNESS TO IMPROVE

I watched a class on TV. It was about mood and was mainly led by the teacher. She talked to the students in English first and then translated it into Myanmar language. In my perspective, when a teacher constantly leads the activities, there is less student involvement and they soon become quiet and fed up.

I also videoed the class and showed it to our trainees. We watched it three times. At first, they  thought it was a good class and liked that the teacher talked to the students in English. But when I asked what activities she used and what the students were doing, they said the teacher talked all the time and the students did not participate very well. Our trainees found two things: the students simply went to the front and rearranged the words in order and they followed along to the teacher's reading.

Now, we brainstormed how we could improve this lesson and create stimulating activities for the students. Our trainees planned their lessons and taught it the next morning. It was much more engaging. The students drew pictures describing one's mood and placed them on the floor separately. They then acted out the mood based on the picture.

In the beginning, our teacher trainees said their students did not listen to them and were very hyperactive. But now they realize that that could change. Our trainees can keep their students interested and have them follow their instructions. Before, I had to remind our trainees to concept check; but now, they remind themselves, saying “Oh Oh!!!” When the students are happy and engaged, our trainees are happy and energetic to plan lessons. As their teaching skills improved, they became more willing to be a better teacher. Normally, a class took about an hour but today they taught two classes continuously and still the students could fully focus until the end.


Aung Free
NEH Local Teacher Trainee