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…


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.