First year teaching: #5. ‘We’ made it.

We made it! I made it through my first year of teaching OT in Khmer. My students made it after suffering through my poor Khmer in order to understand God’s Word better (treasure in a jar of clay). They have managed to decipher meaning from my poor pronunciation. One time I was talking about sin, ‘the enemy within’, and they all heard about some sort of animal inside us. Other times I called the disciples horses instead of students (the vowels are similar). And I know the word for help can often sound like a very rude word if pronounced slightly wrong. Basically, my students were doing a lot of interpretation just to sit through my classes in Khmer. But I’m confident they were able to learn things too, not just struggle with my pronunciation.

As a teacher, I was constantly learning too. My students, whom I love dearly, helped me to learn. Some of their teaching was ‘brutally’ honest. One student remarked in a conversation, ‘Teacher, you sound like Google translate’. It was just an honest assessment and I needed thick skin in order to receive.

I have also learnt a lot this past year about teaching from my mistakes. I learnt on day 1 that while you can have good things to teach, there is a right and a wrong time to teach that stuff. Day 1 is not the day to give an overview of the history of OT theology. Important as it is, probably better a mid-semester topic so I don’t scare too many away on the first day.

There were also easier lessons to learn. One time I looked over at my translator waiting for him to translate and he looked back at me weirdly. Then it dawned on me; I’d been speaking in Khmer and hadn’t realised it and was wanting him to translate for me, but he didn’t need to at that point. The Khmer was coming to me so easily I had not realised I was speaking in my non-native tongue. So there were times where I learnt that my Khmer was better than I thought it was (a nice lesson to learn sometimes, particularly in the context of often learning that your language is not as good as you think).

One capstone of the year was a random conversation over lunch near the end of second semester. Some students asked me a question about a story from 1 Kings (some of the content from our classes). We were able to have a discussion together about this question for a decent amount of time.

To survive the first year of teaching the OT in Khmer was my major goal of this year. To converse in Khmer about a biblical topic was the cherry on top.

First year teaching: #4. Preparation process (during semester)

What a mess! My Khmer material in diagram.

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.

First year teaching: #3. The prep process (before I began)

There were so many unknowns as I started to prep for teaching. The big unknown was: would I be able to do it? Would I be able to teach the Old Testament in Khmer? The second big unknown was: how would I do it?

I began my teaching prep thinking I would read an OT book in Khmer to learn the vocabulary and help give me ideas for teaching. That plan soon changed. My new plan became; research in English, write notes in English, then translate those notes into Khmer.

My next big worry came about whether I would be able to read those Khmer notes. I had talked with some long term missionaries who said they prepared in English and translated on the go, rather than reading Khmer. I pushed ahead, partly because while I was learning new Khmer words as I went, the value of this plan was that I was using a level of Khmer that I could read. But also, from Bible college days, I remembered the phrase “writing is thinking”. So as I practised writing in Khmer, it also help me to think in Khmer as I prepared.

I was still concerned as to whether my plan would work out or not, so as I prepared I came up with a range of contingency plans. These plans ranged from my plan A teaching in Khmer using my own notes, plan B having a translator translate my notes and I use their notes, plan C (if I wasn’t keeping up) to prepare in English and be translated. These plans allowed flexibility; it could have meant a combination of me starting by teaching in Khmer, but if the workload got too much, switching to being translated in order to finish the content. You can tell that I wasn’t sure how it would go and so contingency plans allowed me to aim high while still having a back up plan.

More, later, on how my preparation process changed during semester.

First year teaching: #2. Add a dash of Khmer.

Being taught how to tie a Khmer dish of sticky rice and banana.

In the lead up to teaching at the Bible school there were days where I felt nervous about teaching in Khmer. Naturally. Partly this was because I was attempting to teach in Khmer after less than two years of language learning. And while I knew it would be really helpful for my Khmer it was also going to be painful as well.

One of the bits of advice that helped calm some of my nerves and continue on with teaching prep was this: “You’re not teaching Khmer, you’re teaching THE BIBLE in Khmer.” This advice was, in some ways, freeing for me. I didn’t need perfect pronunciation. The goal was for my students to grow in understanding the Bible. That could happen even if my pronunciation or use of Khmer phrases left a lot lacking. I needed to remember I’m teaching OT, not Khmer. Khmer, in this sense, is the instrument, not the goal. So even if I only had a few notes to play in Khmer, it was helpful to remember that a skilled musician only needs a few notes to play beautiful music.

In my repertoire was a decent ability to teach theology with a significant weakness in my Khmer. Having clarity on my abilities was helpful as I moved forward in my preparation. The way I visualised this, particularly on the days when I felt more nervous, was that I saw my teaching experience as a prop while my Khmer was in its infancy stages. I could rely on my ability to teach while I waited for my Khmer to improve. Two benefits that came from this thought process. The first is that it calmed some of my nerves when my mind would begin to run away with fears and anxieties. But secondly, and more on this in the next post, it helped shaped how I prepared for teaching and the content that I would use in teaching, including teaching methods.

First year teaching: #1. My non-teaching background?

Board game time on holidays

This series explores my experiences in my first year of teaching; my background leading up to teaching, my preparation, execution and reflection upon finishing.

The phrase “I am no teacher, nor the son of teacher” captures my feelings having found myself preparing to teach the Old Testament at a Bible School in Cambodia without any formal teaching qualifications. While I have much to learn on the teaching front, as I reflected (or at least steeled myself against the coming year of teaching), I realised that my background has provided me with multiple opportunities to exert or practice and refine some teaching skills.

I was explaining the rules of a board-game to someone and they remarked at how well I had explained the rules for them (whether I can play board games as well as I can teach is another matter). It wasn’t that I had taught them every single rule (people will know that details are not my forte). It was that I had captured the essence of the game and strategy in order to assist them beginning to learn and play the game. I feel like this shows some sort of aptitude for teaching.

I’ve heard it said that physio is 70% confidence and 30% skill. I can say that because in a past life, for a very short time, I worked as a physio (don’t get me started on the physio/chiro debate). An important part of being a physio is being able to build a rapport. But when I think more about what I did as a physio, I can see that at its heart are teaching skills. The essence of a lot of physiotherapy is to teach patients; teach patients about their condition and their recovery. Given that a big part of this recovery requires active participation by the patient, physiotherapy is about equipping a patient to help themselves recover. There is a teaching involved here.

As we were preparing for mission, I heard one missionary remark that preaching regularly in a church before teaching at a Bible School overseas was a great form of preparation. Being involved in ministry, from preaching regularly (to young and old) and receiving feedback along the way, to doing one-off talks, or attending camps with a series of talks, to leading small groups and their discussions, and even pursuing further study (with a thesis and so learning how to construct an extended argument), has provided various teaching opportunities in a variety of different formats. Further study in theology also enriched my teaching in terms of content. Ministry, in these senses, was a great preparation for teaching as it helped give me skills in content preparation (curriculum and weekly lessons) and delivery (communication skills). Examination skills were probably and still are one of my weaker areas that I need to grow.

Suffice it to say there were plenty of ways in which my background prepared me for teaching, even if it wasn’t with a formal teaching qualification.

Transition time: #3. Transitioning to…

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My first go at teaching in Khmer, with a favourite subject of mine Biblical Theology.

I’m about to combine two realms. Training and experience as a minister (spanning 10 years) together with learning Khmer (almost 2 years) to teaching the Bible in Khmer. The past two years, not only have I put the first of these on hold (somewhat), but I transitioned to a realm of complete newness and sucking (learning Khmer). Now I combine my poor Khmer together with teaching the Bible (a realm I feel more confident in, though hopefully never too confident in). This brings excitement (bringing in what I have put on hold) as well as fear (doing it in a new way). But it also brings excitement to the teaching as I do it in a new way and learn new things (teaching in a different context). While I’ve taught the Bible before, I don’t have any formal teaching qualifications. What I have is experience in teaching, but in different situations (small groups, larger groups), but not regular classroom teaching experience. So not only is the Khmer new, but teaching with assessments and that sort of thing is also new. COMING SOON- new blog series on first time teaching.

A further way to look at my transition is in terms of visibility. As a student (Masters or language learning) you are either on your own or in a different position from the teacher. Coming into a teaching role puts you more in the spotlight, particularly in a South East Asian context. Now I’ve had this visibility before as a minister. The difference this time is the context and the high view that teachers are given in Cambodian society. I’ll move from less structured independent language learning to part of a team at the Bible school; part of a facility with its rhythms and community life that I’ll join. In terms of thoughts about how to teach, in terms of vulnerable mission I aim to give away power by being honest about mistakes and showing myself to be a learner even as I’m teaching. So that even though I transition from learning to teaching, I don’t really transition out of learning.