Mrs Kanjana Manaying taking notes as part of integrated class work

Getting the big picture

The integration of courses provides
continuity to the learning process differ

Too many times in the past, I have found myself writing courses with insufficient knowledge of where it fits into the bigger picture. The courses that I teach have to fit into a degree program, so I always ask about the aims and objectives. To my disappointment, I have sometimes been told, "Up to you."

When this style of management is in force, courses are developed that are fragmented and do not relate to each other. I sometimes get frustrated at the lack of planning and forethought, because it could ultimately prevent problems from manifesting in the future. Individual courses are developed to cover parts of a syllabus, and if control is not exerted the whole curriculum becomes covered in a way that is less cohesive. Courses should be layered progressively to be more effective.

Education, as with most things in life, has to be planned and well thought out to succeed. I have always favored the way that the European model frames aims and objectives. It explains what students should be able to know by the end of the course. This way I believe that it is easier to integrate courses and recycle learning so that the students have the best possible chance of acquiring the knowledge they need to pass their examinations.

Being consistent, but allowing change

I have occasionally been involved with the Bachelor of Education program for English majors, which is outside the normal responsibility of the Language Center where I work. Just the same, I have written many new courses for this program that fit into the curriculum over the last four years.

This curriculum has been changed three times; however change can be a good thing if it is embraced the correct way. What I have found is that Mattayom students need to be trained to behave more like university students. Many unproductive habits have been preset due to previous schooling, so my course curriculum has required adjustment from time to time.

I am of the opinion that students are vulnerable at this time, so it is the perfect opportunity to mold them into the stars of the future we wish them to be. They have to be trained to ask questions and accept responsibility for their actions. I have found that, with the right curriculum, the majority of students can do this over a ten-week period.

Hitting the same notes

I find it beneficial to explain curriculum to students so it is clear what they need to do and why it is required of all of them. My examinations are not secret. The composition of tests is explained during the first lesson, as well as the relationships between the courses they are about to study. The natural progression of learning is demonstrated with explanations as to what a student can do once they have completed a particular course.

If we treat our students with respect and are responsible for our own actions as teachers, then it should come as no surprise when our students return the compliment. Teachers should exhibit the qualities they wish their students to adopt. In other words, teach by setting a proper example for students to follow.

The learning opportunities of our students can be enhanced by a natural progression of integrated courses as part of the curriculum. This way, students have the opportunity to recycle material and build on it while practicing once again. What also has to be taken into account is that the students need to be trained to learn, and so curriculum may need to be flexible and change.

Steve Graham is an English language teacher at the Language Center, Udon Thani Rajabhat University in northeast Thailand. If there are any comments or areas for debate that you would like to discuss, you can contact Steve at: shed_chelsea@hotmail.co.uk .