Thursday, February 03, 2005

More Exam Stuff & Moving


Oh dear, 4 days of exams done. What is the boy zz doing zzzzzzzzzzzzzzzzzz. Saying that stupid question again and again is doing my head in. Some of the kids have caught on and are talking about the test. IN a way I am actually quite pleased as it does show at least some level of intelligence is out there :)? I had one kid come out, sit down where I am doing the test and said "Beach". Good answer and one of the first I ask. But I hadn't asked him a question yet and the flashcard was upside down so he could only see the white backing!!!

Other beauties today. A kid that said yes or no to everything. I mean everything.

"what is your name?"
"what is your name?"
"how are you?"
"how are you?"
etc etc etc

oh dear. And of course you had the ones who went
"where are they?"
The mother, father, and two children are at the beach.
"what is he doing?"
he is sleeping on a towel on the beach
"what is he doing?"
He is swimming and looking at the shark coming towards him

Oh to have some sort of graded class. I would love to have a class of roughly the same level. It would be so much easier to teach. You would know exactly what the expectations would b. You could plan so many more interesting activities and challenges for the kids or basically go "WHAT IS YOUR NAME?" "MY NAME IS________" and give them colouring in to do.

But of course that wont happen. It would be to much against the whole notion of not being noticed, not sticking your neck out, not being different from the rest. Screw the education just be the same as everyone else.

As markign comes up, I am so tempted to grade accordign to how much I liek the kid. But I don't. I do give them a fair crack. Maybe on half points, if the kid is a trier I will give a bit more leeway but I don't turn a wrong answer into a right one. I will just get them on the report card sections for attitude, behaviour and other comments.

Seeing as how this is the last time we see the kids ( maybe ) a few of us are being really tempted to give a real report rather than a "positive" one. I would love to see the faces of the parents and school when we write something like " Although Somchai can produce high quality work, this only happens when he can shut up for more than 30 seconds at a time, isn't running around annoying the teacher or other students or isn't doing something he thinks is more important like cutting his rubber in half with his ruler. He will make a fine Minister for Education someday."

Our jobs have been advertised in the papers, so if we want to work at this school again, we need to reapply for them. Could be interesting. Anyone who is staying on will be working in the Thai staffrooms next year. Our staffroom is going to be renovated before the start of next term for the EP program teachers who will then take it over. They have in fact started already by demolishing the little store room we had across the way.

The discussion is now when do we need to leave the staffroom and how long are we going to be held to our contract. Depending on what version you hear, the school want us out of the staffroom by Feb 18 ( the last day we see the kids ) or the following week. The agency want us to move to the school library to work on report cards and do marking. Hmmm Is it secure, does it have a phocoto copier to help us copy our cvs and stuff as we are looking for new jobs - note to self, look at ajarn tomorrow - does it have a computer or computers to share amongst 20 teachers, does it have a secure area to store the report cards and papers etc etc

If the agency has their way, they will hold us til the last possible moment. I dare say the school couldn't be arsed one way or another as long as the report cards were done. So anything from March 4th to March 31st could be the release date. And oh yes, the agency is still not officially offering anyone any work for next year. BWAAHHAHAAAHHAAA!!!!!

It has offered work and some have accepted it. But not officially. Enough to make you sick.


Anonymous said...

This is the funniest yet!

Agate said...

Ah! I know what you mean about the ability levels in a classroom. I taught English as a Second Language to Inuit (Eskimo) children. At the oral exams last spring, one of my students raced through all of it, and got nearly perfect marks. Another student would only offer single words and non-verbal responses, and another started okay, but refused to read aloud, and then would not answer any questions, but instead broke a near by ruler and ran out of the room. The entire experience only taught me that the most of the kids could not speak in full sentences. I had not noticed how little they could speak because I could understand what they wanted to say so well. Arrghhh. The last week is hardly the time to figure that out!