My preparation looked drastically different for the Book of Kings (the picture above is a summary of the structure) as opposed to my preparation for Genesis. Prepping for my first class, on Genesis, I was going in to the classroom blind in some ways; I didn’t know my own Khmer abilities, or the students abilities, and so I guessed. Prepping for Kings (mid semester 2 as opposed to Genesis early semester 1) was a different story and the picture above captures the heart of the difference.
By the time of mid-semester 2 I had found my preparation stride. I knew more where the students were up to. I was more clear on my own abilities (strengths and weaknesses). Most importantly I’d found my prep stride. I was clearer on what I wanted from my teaching and from the students and so I was able to structure class time around that with a mix of what Chelsea Cooper (an actual teacher) shared with me (‘I do, we do, you do’ framework). Much of the many good ideas that I incorporated (like Chelsea’s above) have come from ‘actual’ teachers as I have sought their advice. There is even some modelling that I’ve taken from the language school that I learnt Khmer at.
So what did preparation look like for me mid first year teaching? Two lessons.
Firstly, early on I realised that rather than using dot points in English, translating them to Khmer and then filling them out in Khmer (the aim being to write more in a Khmer way). I realised I needed to make pretty full English notes and then translate them. That way I wasn’t trying to do two things at once; think of what to write and then thinking of how to say it in Khmer.
Secondly, pictures were my staple. Rather than powerpoint pictures, I’d draw them on the board, giving myself and my students a breather from my Khmer. The benefit of the pictures was that it helped the students to get a sense of a whole book. And in my prep the pictures were my way of getting sense of a book as well. So pictures (like the one above) became one central feature of the way I taught.
Along with learning how to prepare lessons, what I saw during semester was an efficiency improvement. I got quicker at prepping each lecture in the same way that in my first 3 years of ministry I got more efficient in writing sermons. For my teaching, I knew that I needed to have my English notes done by the Thursday or Friday before class the next Wednesday. Then there was translating, checking that translation, turning that translation into activities and handouts and then practising my notes. This efficiency was particularly noticeable in second semester, where first semester was just trying to find my way.
I have much more to learn about how to prep for classes, but this first year of teaching has laid a great foundation for further lessons that I need to learn about teaching.
Post script: I taught a seminar out in the province just last weekend. The pastors comment was a wonderful encouragement. He said “Your pronunciation is not clear. Your drawings are like a child has drawn them. But your teaching is very good.” This showed not only that he felt close enough to me that he could speak in such a direct way, but more that my prep learning had and is paying off in many different ways.