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Last Day of the 1st Semester 2012

16/2/2012

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Hi everyone,

We finished up our last teaching day for the first semester of the 2011-12 school year, and  we all made it through the 104 teaching days!  The BEA kids will be on their "spring" vacation for the next three weeks while Shally and I head to Phnom Penh for the CamTESOL conference, and then start revising the curriculum for the second semester and taking care of building repairs.  The break will still keep both of us quite busy.

Awards Ceremony:
One of the traditions we've started at BEA is to hold a small awards ceremony on the last day of the first semester.  Student who received top marks in their courses, as well as those with perfect attendance, are presented with prizes for their outstanding effort during the semester, such as dictionaries and notebooks.  However, we had to expand our prize pool to include grammar textbooks and graded readers  The reason is that some students in their courses last year placed in the top three, and had already had dictionaries.  In total, we gave out 20 prizes this semester.  I'm still amazed that six of the BEA kids got perfect attendance prizes, especially since they go to public school, work part-time and have household responsibilities.  Such dedication and determination for such young adults.  I've never been prouder of them, and especially proud of Shally.  Despite the endless challenges he has to go through each and every day, he's been an incredible inspiration for the BEA kids, and to me as well.   At times, there is just so much despair in this job, but days like today really make up for all those tears.  

Graduation Ceremony:
At the end of our awards ceremony, we also had our certificate ceremony for those students who passed their courses for the 2010-11 school year.  BEA received accreditation as an educational institutions from the Ministry of Education, Youth and Sport (MoEYS) and the Ministry of Interior last year in August, which means we can issue our own certificates for our English language and teacher training programs. There's always a waiting period for government-approved certificates, but we finally got them!  The BEA kids were just beaming when they got their certificates.  They put in an incredible amount of work to pass their course, so their certificate really means something to them.  I had no trouble at all getting them to smile for their photos with Shally.

CamTESOL:
Now that we're on a break, I have time to starting preparing our presentation for the CamTESOL conference next week.  The CamTESOL conference series started in 2005, and is an international conference to foster the professional development of English language teachers in Cambodia.  The theme of this year's conference is Language and Development, and will be held on February 25-26 with over 350 invited speakers.

Rather than doing individual workshops as we did last year, Shally and I will be presenting a paper together on BEA's curriculum.  In our presentation, we will explain how to adapt the Communicative Approach (CA) and Task-Based Learning (TBL) in the Cambodian classroom.  Both of these are different types of teaching methodologies used in teaching English as a foreign language (EFL).  Before we head to Phnom Penh, I'll upload our presentation to the website.  I'm also hoping to get this paper published in one of the bigger journals on teaching EFL in Asia. 

Onwards to CamTESOL...

The Bayon English Academy (BEA) is an accredited NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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Valentine's Day 2012

15/2/2012

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Hi everyone!

Happy Valentine's Day from the BEA kids and staff!  It was another busy day at BEA today, especially since it was Valentine's Day and the start of student conferences.

Valentine's Day Activities:
This year, I spent a lot more time planning our holiday lessons, which took almost 6 hours this morning!  The planning itself wasn't that challenging, it was all the color printing of flashcards that took forever.  Regardless of the holiday, I always find these types of lesson to be the most challenging because of the culture content.  Many of the activities I found online was mostly reading or worksheet-type activities that don't give students a lot of speaking time.  I love working with flashcards, and the students like playing card-type games, so I decided to make a Valentine's vocabulary lesson.  

In the first part of our lesson, the kids had to write their names down on paper hearts for a chocolate raffle at the end of the class.  I told them that there were only two chocolate hearts for each class, so they had to enter a raffle for them, but of course, I got chocolate for all of them.  We then moved onto some vocabulary drill with flashcards focusing on Valentine's Day related terms.  The Basic and Pre-Intermediate courses learned noun-verb expressions, such as  give a box of chocolates, write a Valentine, and get a red roses.  The vocabulary for the Intermediate course was idiomatic, such as I'm in love, She's love struck and We're crazy in love.  Students then got to practice their new vocabulary in a game of concentration.  Rather than having the kids just turn the cards over, they had to say the word for the picture on the card and then a make a sentence for it.  If students didn't use the word correctly (even if they had a pair), they had to turn the cards back over.  For the Pre-Intermediate and Intermediate courses, we also had a Valentine's Rhyming Game.  Students worked in groups and completed a worksheet.  They had to read a series of clues and then find a Valentine's Day word that rhymed with the clue.  This was quite an effective activity because it helped students with their pronunciation.  Cambodian students have a tendency to drop the final consonants on words, so this really helped them to pay more attention to those final consonants.For the last part of class, all the BEA kids got their chocolate and wished my a Happy Valentine's Day!  I even got a few hand-made paper roses from some of the students.  If any of you are interested, the Valentine's Day Rhyming activity is in an embedded document at the end of today's blog entry.  

Student Conferences:
Shally was also very busy today as well with student conferences.  He managed to talk with almost half of the students in each of our courses.  The purpose of these conferences is to give students their first semester grades, and to give them advice on how to improve their English language skills.  This also gives the kids a chance to ask Shally questions about their studies, as well as other issues in their lives.  In most cases, Shally is often the only person in their lives that they can confide in about personal issues.  

Spring Break 2012:
Tomorrow is the last day of our first semester, so the BEA kids will be on their spring break for three weeks.  However, we'll be back to classes on March 12.  Although the kids will have break, Shally and I will be busy as usual.  We'll be preparing for our CamTESOL presentation on Sunday, February 26 and revising the curriculum for the second semester.  

Back to the books ...

The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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Writing Workshops 2012

13/2/2012

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Hi everyone,

Sorry it’s been such a long time since our last BEA blog posting.  I’ve been back in Siem Reap since mid-January, and it’s been non-stop for both Shally and I.  The end of the semester is always the hardest mainly because we don’t have enough staff to over part of our workload.  What I wouldn’t do to hire a full-time test-marker and a website manager!  Anyways, we’ve been making regular updates on our Facebook page, so that’s another way you can keep up with everything that’s been going on at BEA.

Writing Workshops:  Teacher & Student Challenges
I wasn’t able to blog daily about the writing classes this year because most of my time was spent revising our workshops from last year, and marking first and final drafts.  However, I think we’ll be able to produce our own writing textbook for next year’s writing workshop for the Basic and Pre-Intermediate courses. 

Rather than having two writing tasks this year, we decided to have just one, but spent more time on classroom instruction.  One of the biggest challenges students had last year, as well as this year, was logically connecting their ideas and details in their paragraphs.  Although we spent four lessons on paragraph structure, this still wasn’t enough time for the students to fully understand the structure of writing in English.  For next year’s lessons, students definitely need more classroom practice on differentiating between supporting ideas and details, as well as choosing appropriate details for ideas.  This was a challenge for students in all of our courses.  One of the reasons for this is that most of the students are not taught writing in their own language in public school.  Most writing classes end at the end of primary school.  As a result, this becomes quite challenging for the kids since they have to use critical thinking skills for the first time, and in a second language! 

Regardless, the majority of the students were able to produce a well-written paragraph.  Some of their writings will be uploaded to the Journals and Writing Workshops on the website in the next few weeks.  I’m also hoping to make the lessons and materials from the Basic and Pre-Intermediate courses available on the site for other Cambodian teachers.  The Intermediate lessons won’t be available until next year since they need to be revised and re-tested in the classroom so that all the kinks can be worked out. 

Writing Workshops:  Teacher Training
During last year’s writing workshops, I taught almost all the classes.  However, for this year’s workshops, Shally taught the majority of the lessons. This is part of Shally’s on-going teacher training program as part of his professional development.  We have set up a system in which I plan his writing lessons, as well as the lessons in the Intermediate course, and he teaches them using my plans.  We have found this to be an effective training technique because these model lessons help him with his own lesson planning.  Since writing is the most challenging to teach out of the four skills, this was a challenge for him.  Although it was his first time teaching writing, he did an amazing job, especially in his explanations of paragraph structure.  One of his strengths is that he’s able to give concise examples to get the point across to the students – all in English.  Even the students in our Basic course, who were complete beginners at the start of the school year, were able to follow in English-only instruction.  In the end, most of students did indeed use correct paragraph structure and wrote on topic for their tasks. 

End of the Semester:
The end of the first semester is coming to an end this week for the BEA kids and staff.  We’ll be holding student conferences, as well as having semester wrap-up activities in class.  Since lesson planning won’t be as demanding this week, I’ll be able to blog a bit more about what we’re up to before our break.

In the meantime, it’s back to the books…

The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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BEA Holiday Greetings

25/12/2011

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Happy Holidays!

It’s the Christmas weekend, so the BEA kids enjoyed a bit of Christmas cheer at the end of their Friday lesson.  One of our Christmas traditions is to treat the BEA kids to chocolate and greeting cards.  I make my annual pilgrimage to Costco, an American outlet shopping center in Japan, for a five-kilogram bag of chocolate.  I then wrap it up small packages for each of the BEA kids and send them off to Cambodia.  Since we have more students this year, it took an entire afternoon putting everything into little bags and tying them up with ribbons.

Shally then has the more difficult task of making individual greeting cards for each of our students.  However, he gets to see the kids’ faces when he hands out the chocolate and cards in our Christmas lesson. As usual, the kids couldn’t wait to get home to eat their chocolate.  They ripped everything open as soon as they got it.  Normally, I don’t like to give out chocolate, but I always make an exception for the holidays since most children in developed countries get to indulge in treats during the holidays. 

All the BEA staff and kids would like to wish you a happy holiday season with your family and friends.  We’re especially grateful to all those who have supported us through the ups and downs in 2011 to help give the BEA kids a quality education and the chance for a better future. 

Merry Christmas!

The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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BEA Christmas Cheer

24/12/2011

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The BEA staff and kids would like to wish everyone a very joyful holiday season! A million thanks to those who have supported us through the ups and downs of 2011 to give the BEA kids a quality education and the chance of a better future.  

Merry Christmas!


The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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Mid-term Tests and Writing Exchange Project

11/12/2011

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Hi everyone,

It's been a while since our last updates from BEA.  We don't mean to ignore you, but it's that time of year when all the marking starts to pile up, and everything else goes to the bottom of your list of things to do.  Despite all the marking, the BEA kids have been kept very busy in November and December.

Mid-Term Exams
In mid-November, both Shally and I were kept very busy with mid-term tests for all of our BEA courses.  Based on Shally's recommendations, I revised this year's curriculum to mid-term and final tests, and to have these tests run for an entire week.  One of the challenges Shally had with speaking tests last year was that there wasn't enough time to test all the students in only three days.  For this year, students had four different tests to take for their mid-term exam.  These tests included a three writing tests (vocabulary, grammar and paragraph writing) and a speaking test.   While students were taking one of the writing tests, Shally would call one student at a time to the office for his/her speaking test.  Our testing period was much more manageable this year, so we'll definitely keep these revisions in our curriculum for next year.  

One of the biggest challenges I had was the actual writing of these tests.  Test-writing is indeed one of the hardest teaching skills to develop.  This is because it's not possible to test everything that has been taught in the classroom, so you have to pick-and-choose the most important elements from the course to test.  In addition, you also have to decide how to test the content you've taught in the course, such as multiple choice or short answer questions.  I used a variety of testing methods, and as a result, it took me three entire days to finish writing the twelve tests for the Basic, Pre-Intermediate and Intermediate courses.  I really felt that I made the test more challenging that the ones from last year, but there were a few students in the Intermediate course that finished the vocabulary test in less than 10 minutes!!!  

Shally has the hardest part of the testing process, which is marking all of the tests.  He's finishing up the last of his marking, and he's planning on returning the tests this week to students.

If you interested in how we test the BEA kids, you can see a sample of the Basic Writing and Speaking Tests at the end of this blog entry.  

Cambodian-Japanese Writing Exchange Project
The Cambodian Writing Project between the Intermediate and Pre-Intermediate courses with my students at Aoyama Gakuin University is coming to an end.  My students just finished up their third letter to their Cambodian writing partner.  For this letter, students had to explain a Japanese tradition or festival to their partner.  In last week's lessons, students got the chance to discuss their letters with their groups.  Japanese New Year traditions and the Star Festival were two of the most popular topics written about in their letters.  In many of the letters, students included photos and drawings to help their Cambodian partners visualize parts of these traditions.  

I've noticed that the length of the letters have lengthened a great deal during this projects.  Many students are now writing five to six pages to their partner.  This may be a response to the length of the letters from their Cambodian partner, which have been longer than those from their Japanese counterpart.  It also could be the result of increased motivation towards their English studies since students are able to have an authentic communicative experience in English.  Regardless, I'll find out more next week once I collect the project surveys next week from all the participants.  Although this is the last letter for the Japanese students, the Cambodian students still have one more letter to write (Cambodian write four letters while Japanese students write three letters due to more flexible scheduling on the Cambodian side).  Their last topic is the different types of education in Cambodia.  My Japanese students will get their last letter in their last day of our course in January.  

From this small project, I've collected over 1000 pages of research from both the Japanese and Cambodian students.  One of my biggest challenges for next year is to start going through all of this research and publishing a few articles.

Back to the books ...

The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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Happy Halloween!

25/10/2011

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We've had a tough few months dealing with the floods in Siem Reap, so here is a little Halloween cheer from the BEA staff and kids.  Have a frightfully Happy Halloween!

For those of you not familiar with American culture, the song "Monster Mash" became a hit song just in time for Halloween in 1962.  It's been around for ages, and is a Halloween holiday favorite.  Shally, BEA's managing director, plays the role of Dr. Frankenstein while our security guard, Net, is Frankenstein.  Our library, Srey Net, dances around as the Werewolf.  Los, our school's assistant, makes his debut as Dracula.  Finally, Nicole, BEA's executive director, is the zombie bride.  


The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia.
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BEA Writing Exchange Program

8/10/2011

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Hi everyone,

The floods have finally started to drain away, and life is slowly returning to normal in Siem Reap.  September was a very difficult month for all of us, but here's hoping the floods will stay away for now.

We were back to the books this week after our one-week break for the Pchum Ben festival.  It's back to work until our next long break in November for the Water Festival.

The Writing Exchange Program:  In Japan
During the first week of the fall semester back in Japan, my students got their first letters from their Cambodian partners.  In total, there are 104 students in four different students participating in this project.  Students in BEA's Intermediate course are paired with my Integrated English Skill seminar course while BEA's Pre-Intermediate course are matched with my English Communication course.  

Before my students got to read their letters, I prepared a 20-minute power point presentation to give my students some basic background information on education in Cambodia, BEA and the students’ lives.  My students then got their letters and had the remaining class time to introduce their partner and discuss significant points with their groups. 

In their written “reflections” after class about the lesson, almost all of my students commented that “I knew Cambodia was poor, but I didn’t know it was that poor.”  Many of the students also expressed shame because they felt that they had taken for granted their educational opportunities in Japan.  Most surprisingly, students said their partner’s letter has now motivated them to study harder and appreciate the chance they have at university to learn. 

For homework, my students had to comment on their partner’s letter and write on the first theme:  a self-introduction.  I was quite impressed with the effort the Japanese students put into their letters.  Many of them included photos and drawings from their lives, and many letters included “print club” stickers.  These are tiny photos from automated booths that print out the photos on multi-colored backgrounds.  You can often fit 5 people in these booths for group photos.  When I first came to Japan many years ago, I used to frequent the game centers with these booth taking “print club” with my Japanese friends. 

Deny’s partner, Mayuka, included photos from her summer vacation in Greech.  Vannack’s partner, Shoki, included beautifully hand-draw Chinese calligraphy on traditional Japanese paper.  Little did I know, Shoki is a calligraphy master!! 

Writing Exchange Program:  In Cambodia
In yesterday's lessons for the Pre-Intermediate and Intermediate courses, BEA students received their first letters from their Japanese writing partners.  Shally and I have had to quite a bit of "cultural preparation" for this program.  One of the challenges we had when the BEA students received the "profile cards" for their Japanese partner at the start of September was the large number of  cultural-specific vocabulary.  At the end of my semester in July, students in my English communication and Integrated Skills Seminar courses had to complete a one-page profile card - just some basic background information about themselves for the BEA students before they wrote their first letters.  

During the introduction to this program, Shally and I spent most of our class time explaining this culture-specific vocabulary to the BEA students.  Because of the age difference between my Japanese students and myself, I even found this quite challenging, especially since Japanese idols and fashion trends change so rapidly that it's impossible to keep up with at times.  

Since I'm back in Japan now, I didn't want to leave Shally completely only own to figure out this cultural content on his own. Last week, before I sent of the letters from my Japanese students, I spent an evening trekking through Tokyo getting as many postcards as possible that included all the cultural vocabulary my students included in their letters.  To my embarrassment, after 14 years in Japan, I didn't have a SINGLE Japanese postcard in my collection of picture files!!!  

Once Shally received the letters and postcard packets, we had one of our skype training sessions.  We brainstormed ideas how to introduce cultural concepts to the BEA students and then went through the place names and things pictured in the postcards.  Shally was then able to plan his lesson introducing these terms so that the students would recognize them when they read them in their letters.

In yesterday’s lessons, each group of students received one of these postcard packets and got 20 minutes to comment and ask questions about them.  Shally then instructed them to note these terms when they came across them in their letters.  It’s always much easier to visualize a concept rather than spend time explaining it. 

Shally commented that the BEA kids were really happy to read their partners’ letters and were excited to discuss them in their groups.  For homework, they have to respond to their partner’s letter and also write on the second theme:  daily lifestyle. The writing exchange program has gotten off to a great start on both sides, and students in both countries are now anxiously awaiting their next round of letter.  


The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia. 
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First Week of Teaching 2011-12

15/9/2011

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Hi everyone,

It's been an incredibly busy week for both Shally and I since it's our first week of teaching of the 2011-12 school year.  All the continuing and new students have settled in after our week orientation, so it's down to some serious teaching and learning for the rest of the semester. 

Textbooks
Our textbooks finally arrived yesterday.  There was a three-day delay because of the flooding of the Siem Reap River over the weekend.  Our printing place was submerged in water, so they didn't have any power over the weekend, which put them behind all of their orders.  Regardless, they arrived and we were able to hand them out to our students.  

Once again, we're using the Side by Side series.  The main reason we decided to use this series was because there is much less cultural content than other EFL textbooks.  We do include part of this cultural content in our lessons, but we have localized every single lesson so that the BEA kids can talk about themselves and their own cultures.  On average, we use the textbook for about three lessons in each course each week, and the other two lessons are supplemented with other teaching materials.  In this way, students don't get bored with the same teaching method, and it keeps them motivated and interested in learning.  

Shally will have a bit of an "easier" time teaching this year since we have kept all of our lessons from our courses last year.  His main job this year will be revising his lessons from the Basic and Pre-Intermediate courses.  Our new Intermediate course will take up most of his planning time this year. 

When I head back to Japan this weekend, I'll have a suitcase full of all of Shally's lessons plans and supplementary materials from last year.  One of BEA's long-term goals is to eventually design a textbook book and teacher's book specifically for Cambodian teachers and students to use.  One of my big tasks over the next year is to start going through all of Shally's lesson plans and putting together a first draft of these books.  It just seems there is no end to paperwork...

Library Program
The library program is now up and running.  Students from the Pre-Intermediate and Intermediate courses have already started borrowing graded readers from the library.  Srey Net, our librarian, was able to process another 30 books yesterday, which now brings our graded reader total to 265 - a humble, but good start to our library collection.  In our lessons yesterday, Shally pointed out the "Graded Reader Progress Chart" in the textbooks.  BEA students are required to read two graded readers each semester before the "Book Report Workshop" at the end of January.  For this workshop, students will participate in discussions about one of their books, give a short presentation and write a book report.  Throughout the semester, Shally will be checking these progress charts to make sure students are keeping up with their reading.  

Teacher Training
I'll write more about Shally's teacher training program in more detail in a later because there's too much to write about for just one single posting.  For the first week of classes, we've been able to get in some team teaching with a few feedback sessions.  We usually spend more time on teacher training in February when we have a bit more time between the first and second semesters.  However,  I've been completely impressed with the progress he has made over the past year, especially in his elicitation and monitoring skills.  It really seems that he's been teaching much longer than just five years!  

As usual, I'll be assisting him with lesson planning once I'm back in Japan.  Last year, I planned the majority of his reading and listening lessons, as well as the more challenging speaking lessons.  After he had read through the plan, he would skype me to discuss any questions. Finally, after he taught the lesson, we had a short skype feedback session to discuss what worked well and what needed to be improved.  For this year, I'll be focusing most of my lesson planning on the Intermediate speaking lessons so that Shally can learn new practice and use activities.  

Staff Dinner
I finished up my last teaching day at BEA yesterday so that I can have a day to finish up last-minute administrative matters before I head back to Japan.  We were finally to have our staff dinner at a suki soup restaurant.  This is a type of dish where you can order different types of meats and vegetables, and then they are boiled in a big pot at your table.  It was a great way to end the day, and to give a big thanks to the staff for al their hard work.  

Back to paperwork...

The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia. 
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Flooding

14/9/2011

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Hi everyone,

Over the weekend, there were some heavy rains, which were a bit too much for the Siem Reap River, especially since there is no reservoir to handle flood waters.  As expected, the river overflowed and many parts of the city, as well as the surrounding villages have been submerged in incredibly dirty water.  Since Siem Reap has no sewage system, you have an idea of how dirty, and dangerous, this water is for people here.  We’re hoping that it’ll gone down in a few more days so that there’ll be less risk for a cholera outbreak.  The water is now really starting to smell, so that’s not a good sign. 

Because of this, a few wrenches have been thrown into our plans this week.  We had expected to give out our textbooks to the BEA kids at the start of the week, but our printing place is also engulfed in water.  It’s not even possible to get there with a motorbike since the water is knee-high deep.  I’ve completely given up driving on my motorbike since I’m not as skilled as Shally for this type of driving.  I’ve learnt that water in an exhaust pipe leads to pushing your bike through these waters.   We’ve stalled a couple of times on our way back from BEA, and have had to walk through this brown water. 

Fortunately, the BEA building is not affected by the flood since we’re on higher ground, which was one of the reasons we chose our location.  However, the some parts of villages surrounding the school have been affected by the flood.  Most of the BEA kids come from Trapeang Sess and Modulbei Villages, which has for the most part escaped the flood water.  However, other villages, such as Veal and Wat Svay, are completely submerged and almost inaccessible.  Despite this, the BEA kids from these villages have been in class every single day since the river overflowed.  Come rain or shine, the BEA kids are always in their seats in our classes!

Here's hoping the sun stays out and dries everything up because that's the only thing we can do...


The Bayon English Academy (BEA) is an NGO school that provides underprivileged youth with quality English language education in a safe, clean environment in Siem Reap, Cambodia. 
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