Insufficient teacher training, limited English proficiency among teachers, and inadequate teaching resources have adversely affected the quality of English Language Teaching (ELT), particularly in rural Cambodia. To address this pressing issue, Aide et Action (AEA) in partnership with Education Above All’s Educate A Child programme launched a collaborative initiative titled “Train Teachers on Distance Learning Methodology – Cohort I,” conducted by the Teacher Development Support Organization (TDSO), which aims to revolutionize Cambodia’s education landscape.
Located in Kompong Khleang, a vast floating village on Tonle Sap, the largest freshwater lake in Southeast Asia, we found Sophat PONG, a dedicated grade 4 teacher at Toul Taplong Primary School. With a steadfast commitment to the betterment of his students’ future prospects, Sophat consistently strives to enhance the quality of his teaching through continuous professional development. He is resolute in his efforts to provide the best possible support to the children in his community, and his unwavering positivity serves as a beacon of hope to all those under his tutelage.
It has been observed that despite limited resources, there is an increasing trend among parents residing around the Tonle Sap Lake to encourage their children to pursue their education, recognizing it as the most effective means to break the cycle of poverty and secure a better future. However, English language teaching and learning in Cambodian public schools remains inadequate despite this trend. The lack of adequate English language skills creates significant obstacles for students in pursuing higher education, securing better employment opportunities, and participating in a globalized world.
Regrettably, despite Sophat’s unwavering dedication and commitment to his teaching profession, he faces formidable challenges. His inadequacy in teaching pedagogy, coupled with his limited proficiency in English, severely hinders his ability to provide his students with the highest quality of education. Consequently, many students have lost interest in attending his English class, leaving Sophat feeling disheartened and frustrated.
“Before participating in the training program offered by TDSO, Teacher Sophat was not designated to teach English in his classroom. Although he was once tasked with teaching English to his class, sadly, the students were not receiving the appropriate guidance required to achieve favorable academic outcomes,” says Lay Chhailean, the principal at Toul Taplong Primary School. She explains, “he relied on his own personal beliefs and methods to teach English instead of following established professional standards,”
“Before undergoing the training, I used to teach English solely based on the textbook without being aware of whether it was the correct teaching technique or if I followed the appropriate procedures. I had no clear understanding of the lesson’s objectives. I lacked knowledge of the various steps involved in the teaching and preparation stages… which led to ineffective teaching practices and negatively impacted my students’ knowledge,” Sophat says. “They felt bored, which ultimately resulted in decreased student attendance,” he added.
Sophat was fortunate enough to be selected for the Teacher Development Support Organization training program, which has been instrumental in advancing his teaching profession. The program provides training in language acquisition, basic pedagogical skills, and low-threshold Ed-tech usage, all of which are essential for teaching English as a second language to primary school students. Sophat’s participation in the program has yielded significant benefits for him, as evidenced by the praise he has received from the school principal, colleagues, and students alike. Despite his challenges along the way, Sophat’s dedication to improving his skills has put him on the path to success.
“…Sophat’s pedagogical approach has recently undergone significant refinement, resulting in a marked increase in student engagement and the establishment of positive rapport between the teacher and students,” addresses Vuthea, Sophat’s colleague at Toul Taplong Primary School.
“I gain lots of teaching experience from the training,” Sophat says. “With my interesting teaching techniques, the students want to attend my class and catch up with the lesson better. They even asked me to provide extra classes outside of regular school hours,” asserts Sophat happily.
Sophat encountered a multitude of obstacles and an arduous workload throughout his training course, to the extent that he was on the brink of dropping out. Nonetheless, he persevered to finish the program. His motivation was profoundly shaped by the backing and inspiration he received from his students, principal, colleagues, coaches, and trainers. Sophat proclaims, “If I drop this training opportunity, what will happen to my students? Who would they be able to rely on?”
Sophat has truly shown a remarkable commitment to becoming a great English teacher for his students. He has consistently demonstrated a passion for teaching and has gone above and beyond to help his students achieve success in their studies. By dedicating his time and energy to improving his teaching skills and creating engaging lesson plans, Sophat has truly made a positive impact on the lives of his students and has helped to prepare them for a better future. His hard work and dedication have not gone unnoticed, and his students are sure to benefit from his guidance for years to come.
With a proud facial expression, Sophat says, “I can assist hundreds of students each year…then they can continue to share their English knowledge with other kids within their neighborhood.”
