If only they'd come here and tell us how good it is!
To Nemesis, Hero, Andy, and, mostly, all teachers trying to separate the wheat from the chaff, as far as schools go.
I've noticed a certain forum activity around the Phitsanulok Phittayakom school recently. Your doubts concerning Phitsanulok Phittayakom (PP), are well-grounded. Allow me to explain: until the second week of November, I was working at PP as an English and Computer Science teacher, teaching Mathayom 1, 2 and 4. However, I was given the boot for being too critical, for rocking the boat too much. Obviously, I was given other reasons for my instant dismissal, ranging from "lack of preparation for the subjects you teach" (without storming into a yea-nay discussion, how would they know? Not once was I observed or asked about my lessons or preparations thereof), "lack of student reinforcement" (whatever that means) to the utterly mendacious "waiting for the school.....before you taught the required curriculum" (makes me wonder what the students and I were doing during all those computer lessons.... That's it! We were surfing the web and chatting with our friends across the planet!). One can only smile at the immense creativity they deployed in concocting the letter of dismissal.
What I suspect has happened is that they feared bad press about the school from me and, as clever as they are, they probably thought by posting these messages they could pre-empt my "lashing out" at them (just for the record, this is the first time I'm going public with my experiences of working at PP). All I can say is: sad and typical. As far as I can see it, it all just fits perfectly well in their way of thinking, or, perhaps more accurate, lack thereof.
I'm not interested in slinging mud or stooping to their level. I'm also not going to name names, but I do think, especially after the recent postings on this forum, that people/teachers have a right to know what's going on at this school. After all, I'm not the first person to be sent away, instantly, from this school. And, as a rule of thumb, knowing a few more details beyond the skin-deep ones, helps in making decisions.
PP is a rather large secondary school with roughly 3000 pupils. About four years ago, they started an English Programme and pupils had to pass an English language aptitude test in order to enter the programme. This year or the year before (I'm not entirely sure about the exact date), they dropped this requirement, purely for financial reasons ("raking in more money", as one of the Thai staff from the English Programme said). However, this has led to problematic situations where pupils are, sadly, unable to fully participate in classes due to a complete lack of basic English skills.
Why is this relevant? Well, when I was interviewed, they promised all kinds of things: "a really good level of English", "all the facilities you wish", etc. It all sounded very promising and together with two other teachers I started very enthusiastically last May. Of course, none of the promised facilities, standards, etc. were there. Fair enough, the definitions are a matter of interpretation. However, certain expectations had been created. These expectations, or more accurate, the lack of meeting them, among other issues, were prompting an American teacher (one of the three new teachers, and a proper Harvard University teacher for that matter) to ask questions. How silly! What was he thinking? Asking questions? Rather impertinent, not? About three months down the road, we were called in for a meeting in which the Thai head of the English Programme, "haphazardly" mentioned that the school had sent out a questionnaire to the pupils' parents and that, overall, parents were happy. However, some (how many, and what questions had been asked?) parents had complained about the American teacher's standard of teaching. As you can guess, a few people in that very same meeting were somewhat surprised hearing this in that particular setting. This should have been discussed in private with the teacher concerned, before blurting this out in the open. I was the only person to say something about this chosen course of communication and dear-oh-dear, was the head of the English Programme happy with my questions and suggestions.... No, she was not! Not long after the meeting, our Harvard friend was fired. No explanations were given. No questions answered. No communication. End of story.
Not for the second new teacher. He was as disappointed as the American and I were and chose to leave. He gave them the required (as per contract) three months notice, but was coaxed into leaving after two months. Why? Because the third month was mostly holidays, which, financially, worked out a lot better for the school. Fair enough, both parties agreed, but it does say something about the school's attitude. By then, we were not even halfway the school year and two of the three new, and, in my opinion, quite capable teachers had already left. Two down, one to go! At that particular moment I thought about the whole situation and came to the conclusion I had basically two choices: 1.) shut up and toe the line and 2.) keep trying to make things better for the pupils. I opted for the latter, knowing the risk I would take. And then, one sunny Friday November afternoon, during my last class before the weekend, I was summoned to the library where I was awaited by a delegation of Thais. I was handed a letter and told that I could collect my pay for the 10 days' work in November and leave. Again, no explanations (apart from the letter containing absurd allegations), no answers, no communication.
Three new teachers at the start of the year. All three teachers gone. Three well-qualified teachers. The sad thing is that most (if not all!) of the old clique teachers at PP lack proper qualifications (I know this for a fact, by the way, not just hearsay), qualifications required by the Thai government. With that same government becoming stricter and stricter (for a good reason!), these teachers know they will have a very hard time finding work elsewhere. Result: they keep quiet, toe the line and bend over backwards just to please their Thai superiors. When talking in private, some of the western teachers don't agree with many things going on and even say extremely unpleasant things about their clique-colleagues, but as soon as they're back at work and issues arise, they all go deaf and dumb. Survival. They stick "together" for they all fear the same fate.
At the end of the day, I'm not interested in rumours, fabricated stories and other gossip-like, meaningless drivel. All I'm interested in is the quality of education (and the question of how to improve it). So, if you don't mind watching your step, your words, and especially your back, by all means, give Phitsanulok Phittayakom a go. Who knows, perhaps it just is your cuppa!
Warm regards,
Rob
P.S.1 It seems the people at PP are desperately trying to shoot themselves in the foot by posting these ludicrous school ratings. Although I don't consider myself a spiteful person, I'm more than happy to help them aim. Hell, what, I'd help them pull the trigger!
P.S.2 My background and credentials? Fair enough! I have worked in IT for about 16 years, doing, amongst other things, a fair amount of consultancy and corporate training. I've worked as a voluntary teacher at two schools in different countries and I have worked as a language teacher and assistant director of studies for 3 years at a very reputable language school in Bangkok, prior to accepting the teaching position at PP. I hold a bachelor's degree in Computer Science. About 4 years ago, I successfully completed my CELTA course and have been teaching in Thailand ever since.
Topic: Phitsanulok Pittayakom School Thailand (Read 5766 times)