Common Misconceptions About Thai Students


There have been several articles published about teaching English terminology in Asia, but I don’t teach English. I teach science and math in English to senior high school students. The topics discussed in this report are also relevant to teachers of different subjects, including English.

Science is well known to be a so”hard subject” among native speakers. สมัครเรียน ราชภัฏ how difficult it is to learn science in a language that you do not know well. Accordingly, it often takes non-native english-speakers longer to grasp that the subject than indigenous speakers of the identical age and ability.

Additionally, there are additional difficulties in communicating with Thai students due to cultural differences, especially the hierarchical nature of Thai general life.

I will now discuss some common misconceptions regarding Thai students.

Thai students are lazy.

They are not, nearly all of my students work hard. Some times they fight to concentrate. That is generally since they are tired. Some students stay up all night playing matches, however usually it is because they study very hard. The school day starts very early (at 8 am) and ends later than most western schools (4:30 pm to 5 pm). Due to the traffic congestion in Bangkok lots of parents drop off their children early (7 am to 7:30 am) in their way to work and pick them up after 6 pm. Besides some homework determined by their class teachers most students goto tutor centres on weekends or evenings. They may also play sport or go to piano lessons.

For this reason, it is better to schedule the more demanding classes each early hours, when the students are more awake. When I’ve a science class in the afternoon it is almost always more advisable to plan an enjoyable activity, like an experiment or a web-quest.

That is wrong, Thai students are simply as competent as their counterparts in different countries. It’s correct they do not like to write or read in virtually any language. That is only because Thai culture is cooperative. The aims of the class are far more importance than that of the individual. Thai students prefer to discuss problems with their classmates; writing and reading are individual pursuits and are discouraged. However, with globalisation, this mindset is slowly shifting and I frequently see adolescent girls reading interpreted Japanese books.

In most Asian cultures, for example Thailand there is a strict hierarchy. That is normally based on seniority; younger folks purport to elderly people. Students are not encouraged to consider, or say themselves. This is very frustrating if you are attempting to teach science, a topic that involves explaining the natural world.

Thai students are proficient at memorizing facts, but poor at applying what they have learned. I have found my students can develop critical thinking skills. By asking the students questions, either in groups or individually about, for instance, the way they solved an equation whether they can explain the outcome that they got from an experiment. With the time the students become more convinced and will exude responses.

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