Tag Archives: bilingual

Career Opportunities

Native English Speaking Teachers

Panyaden School is looking for native English speaking teachers to join us for our next school year, starting March/April/ 2012. We require pre-school and primary homeroom teachers and a Maths/Science specialist teacher.
You must have teaching experience, be comfortable working in a bi-lingual/cultural environment and hold a teaching qualification. Importantly, candidates should be open-minded, resourceful and flexible and be committed to the school’s values and educational approach.
Please send a personal statement and your CV to administration@panyaden.ac.th. Or call 053 426 618 for more information.

 

How To Make Cotton Fabric

Panyaden School Cotton spinning, growing and weaving project. A sustainable crop program.     Panyaden School students learning the process pf cotton weaving and fabric making
Panyaden’s Cotton Project was part of our self-sufficiency crop programme for our students. Today, we share with you (in both Thai and English) the traditional Northern Thai process of making cotton fabric that our children have learnt.

The essential tasks are as follows:

1. Producing cotton fiber
2. Dyeing
3. Weaving

กระบวนการผลิตเส้นฝ้าย การย้อม และการทอผ้า กระบวนการสำคัญก่อนที่จะ มาเป็นผืนผ้าที่สำคัญคือ

1. การทำเส้นใยฝ้าย
2. การย้อม
3. การทอ

1. Producing Cotton Fiber

Cotton fiber is made of wool from cotton trees.

  • ‘Id-Fai’: Separate cotton seed from cotton wool by using a machine called ‘Id-Fai’.

Carding machine for removing cotton seed. At Panyaden School

  • Shooting cotton: shoot or flip the wool with a ‘Gong’ (a kind of equipment for shooting/flipping the cotton wool) to make it fluffy and separate the fiber, making it more manageable.

Fluffing and beating cotton fiber

  • Tying down cotton tail: spread the cotton wool and roll into a tube before spinning.
  • Spinning the cotton: pull out the cotton fiber from the wool of the cotton tail into lines, then spin and twist to make it strong by using the wheel of the spinning machine, called a ‘Phien’.

ฐานที่ 1: การทำเส้นใยฝ้าย

เส้นใยฝ้าย ทำมาจากปุยของดอกฝ้าย จากต้นฝ้าย มีขั้นตอนดังนี้

  • การอิดฝ้าย คือการแยกเมล็ดออกจากปุยฝ้าย โดยใช้เครื่องมือที่เรียกว่า “อิดฝ้าย”

  • การยิงฝ้าย เมื่อได้ปุยฝ้ายแล้ว นำมายิงหรือดีดด้วย”ก๋ง” ลักษณะคล้ายชุน เพื่อให้ปุยดอกฝ้ายฟู เส้นใยไม่ จับกันเป็นก้อน ง่ายต่อการนำไปปั่น
  • การมัดหางฝ้าย คือ การคลี่ปุยฝ้ายที่ยิงหรือดีดแล้วให้แผ่ออก ม้วนให้เป็นหลอด หรือเป็นหางฝ้ายก่อนนำไปปั่น

Rolling cotton fiber into a tube to prepare for spinning

  • การปั่นฝ้าย คือการดึงหรือสาวเส้นใยออกจากปุยหางฝ้าย ที่ม้วนไว้ให้เป็นเส้น ปั่นและตีเกลียวให้เหนียว แข็งแรงโดยใช้การหมุนวงล้อของเครื่องปั่นฝ้ายที่เรียกว่า “เผี่ยน”

Spinning yarn. Panyaden School project

2. Dyeing

Normally, dyeing can be done by dyeing the cotton fiber before weaving or dyeing the complete fabric. Using colours makes pattern designing easier.

There are 2 ways of dyeing:

Bark, tumeric and other natural ingrediants are used for dyeing cotton Teacher helping child to pound tumeric for Cotton Project at Panyaden

 

  • Cold dyeing: can be done by soaking, fermentation, or colour dilution from c old water and then dyeing. There are various ingredients for dyeing such as indigo leaf. The fermentation process is delicate and complicated and takes time. Cold dyeing from natural colour comes from leaves, flowers and fruits from different kinds of plants.

  • Hot dyeing: is the usual way of dyeing cotton fiber. Bark, roots and heartwood are regularly used for hot dyeing by boiling them to extract the colour. Then, leave until cool before dyeing or boiling the fiber in hot water.

ฐานที่ 2: การย้อมสี

Colourful cotton yarn dyed with natural ingredients

การย้อมสีโดยทั่วไป จะมีทั้งการย้อมที่เป็นเส้นใยก่อนการทอ และการย้อมที่เป็นผืนผ้า การย้อมสีเส้นใยก่อนนำไปทอจะช่วยให้ได้สีของผ้าตามต้องการ และช่วยในการออกแบบลายผ้า เช่นลายขวาง ลายตาราง หรื

อการสลับสีในรูปแบบต่างๆ การออกแบบลวดลายนี้มีการใช้เทคนิค และการใช้เส้นฝ้ายสีต่างๆช่วยให้เกิดลวดลายขึ้น

การย้อมสีมี  2 วิธีคือ

  • การย้อมเย็น: เป็นการย้อมโดยไม่ผ่านความร้อน อาจโดยการแช่ หรือการหมัก หรือการละลายเนื้อสีจากธรรมชาติในน้ำเย็น และทำการย้อม โดยอาจมีส่วนผสมที่แตกต่างกันออกไปในแต่ละสี เช่น ใบฮ่อม ใบคราม ใช้วิธีการหมัก และขั้นตอนกระบวนการที่ละเอียด ซับซ้อน ใช้ระยะเวลาและการดูแลรักษาที่ยากขึ้น การย้อมเย็น ในสีธรรมชาติ มักใช้กับใบ ดอก และผลของพืชบางชนิด

Cold dyeing cotton yard at Panyaden School

  • การย้อมร้อน: การย้อมสีเส้นใยโดยส่วนใหญ่ ใช้กระบวนการย้อมร้อน ซึ่งมักใช้กับพวกเปลือก ราก แก่นไม้ โดยการต้มเพื่อสกัดตัวสีออกจากพืช จากนั้นทิ้งไว้ให้เย็น ก่อนที่จะทำการย้อม หรืออาจต้มเส้นใยในขณะที่ร้อนก็ได

3. Weaving

Panyaden School students weaving cotton yarn on the loom

Weaving is the method of making the cotton fiber into the complete fabric. Two types of cotton fiber preparations are necessary before weaving. They are called ‘stand-up’ cotton and ‘lie-down’ cotton.

  • The stand-up cotton is vertical cotton fiber that is put in the ‘Gee’ (weaving loom). The width and length of the fabric must be carefully calculated to choose the right size of equipment, such as the ‘Phuem’ (a tool that is part of the loom) that helps to separate the cotton fiber.
  • The lie-down cotton is horizontal cotton fiber that is weaved against the vertical cotton fiber. It is spun into a cotton tube and put into a bobbin.

There are two types of weaving looms commonly used in Northern Thailand:

  • ‘Gee Cee Sao’ is the 4-pole loom that is popular in lowland villages;
  • ‘Gee Aew’ is popular in the highlands.

Preparing cotton yarn before weaving. Cotton fabric-making at Panyaden School Preparing cotton yarn for the loom before weaving. Cotton project by Panyaden School

 

ฐานที่ 3: การทอ

Close-up of hand on weaving loom. Cotton project at Panyaden School

คือกระบวนการทำเส้นใยให้เป็นผืนผ้า โดยมีขั้นตอนการจัดเตรียมเส้นฝ้ายที่จะนำมาทอเป็น 2 ชุด คือเส้นยืน และเส้นพุ่ง

  • เส้นยืน คือ ชุดเส้นฝ้ายทางยืนของผืนผ้า ที่ขึงติดอยู่กับกี่ มีการจัดเตรียมโดยการคำนวณขนาดของความกว้างและความยาวของผืนผ้าที่ต้องการและเลือกใช้เครื่องมือที่ตรงตามขนาดโดยเฉพาะ “ฟืม” ที่จะทำตามที่กำหนดหน้ากว้างของผืนผ้า และช่วยจัดเรียงเส้นผืนให้แยกจากกัน ขณะเดียวกับช่วยทำหน้าที่ในการทอเส้นพุ่งให้เรียงชิดติดกันเป็นผืนผ้า
  • ส้นพุ่ง คือ ชุดเส้นฝ้ายทางขวางใช้ทอขัดกับเส้นยืนที่ขึงอยู่กับกี่ หรือเครื่องทอผ้า โดยนำเส้นฝ้ายมากรอเข้ากับหลอดฝ้าย และใส่ในกระสวยเพื่อใช้เป็นตัวพุ่ง

การทอผ้าในภาคเหนือ มี 2 รูปแบบคือ

  • กี่ 4 เสา
  • กี่เอว

กี่ 4 เสา นิยมใช้โดยทั่วไปในหมู่บ้านพื้นราบ ใช้เขาและฟืมเป็นเครื่องมือสำคัญในการแยกเส้นฝ้าย และยกชั้น ฝ้ายเป็น 2 ชุด ( 2 ตะกอ หรือ 2 เขา ) ใช้เท้าเหยียบไม้ที่ยึดติดกับการขึ้นลง และพุ่งกระสวยทอสลับกันไปมา ทั้งมือเท้าสัมพันธ์กันไปตลอดผืนผ้า

กี่เอว นิยมใช้ในหมู่พี่น้องชาวดอย หลายเผ่าในภาคเหนือ

Traditional Thai weaving project at Panyaden School Panyaden School teacher weaving cotton fabric

Career Opportunities

Panyaden School logo

Thai Teachers and Teacher Assistants

We are looking for Prathom and Kindergarten teachers and teacher assistants to start as soon as possible.


You must be comfortable working in a bilingual environment with people from other cultures and have a good command of English.

We need teachers who are adaptable, work well in a team and who have initiative. You must be committed to our vision and educational approach.

Please send a personal statement and your CV to administration@panyaden.ac.th. Or call 053 426 618 for more information.

Career Opportunities

Panyaden School logo

 

Native English Teacher

We are looking for an additional native English teacher for our expanding Nursery and Kindergarten 1 group. Main duties are to plan, prepare, deliver and evaluate homeroom activities for a group of 2-3 year olds.

We are looking for people who have experience working with pre-school children, comfortable working in a bi-lingual/cultural environment and hold a teaching qualification. Importantly, candidates should be resourceful, flexible and committed to the school’s values and educational approach.

Please send a personal statement and your CV to us at administration@panyaden.ac.th or call 053 426 618 for more information.


Bangkok Business News

Today, reporters from Bangkok Business News (Nation Multimedia Group) visited Panyaden School to meet with our Founder, Yodphet Sudsawad and School Director, Neil Amas. They wanted to find out more about our school vision, our unique education approach and bilingualism.

The reporters also interviewed Markus Roselieb and Ajahn Decha Tiengkate from Chiangmai Life Construction (CLC) on the use of bamboo and earth for the school construction.

Look out for the paper’s articles (Sunday section and Architecture insert) in about 2 weeks!

The End Of Summer School 2011

Student from English International School in Chiang Mai

6 May was our last day of Summer School, ‘Love the Earth’. More than 60 students explored and experienced through hands-on learning the key elements of nature and how to care for them.

Spending a week each on earth, air, water, trees, and how to care for the planet, students participated in activities like planting flowers, clay moulding, and kite design and learned about recycling and re-using objects found in daily life. And of course, they made lots of new friends! Enjoy the photos below.

International students lining up at Panyaden School, English School in Chiang Mai Nursery student from English school in Chiang Mai, Panyaden School

English school in chiang mai students and teacher Panyaden English school student at play in bamboo sala Panyaden Internation school student

More photos on the blog image galleries.

Interview with Head Teacher

One School, One Vision, One Team


The Importance of Building Self-Esteem

Michel Thibeault is the Head Teacher at Panyaden School. His belief is that a child’s potential is conditional upon their level of self-confidence. If they have this, Michel asserts, they will go on to become successful lifelong learners, proactive world citizens and responsible caretakers of the environment. “The Buddha taught us to look inside and know ourselves.  This is a very powerful way to build composure and respectful assertiveness.”

“As a teacher, it is very important for me to try and build children’s self-esteem within and outside the classroom, so that they feel valued as individuals. We can only learn as much as we believe we can learn; we can only do as much as we believe we can do. With low self-esteem, we can’t get very far.”

Michel has more than twenty-three years of experience as an educator and senior manager. He is fluent in three languages and has worked with young people in different capacities as a teacher and school principal.

In Canada, after six years as principal of a primary and secondary school, he founded and led an outdoor education centre that focused on building students’ self-esteem through outdoor challenges and teamwork.

Buddha said: “Believe nothing, no matter where you read it, or who said it, no matter if I have said it, unless it agrees with your own experience and your own common sense.”  Similarly, Michel believes that “learning does not actually take place through listening but mainly through experience, and through verbalizing that experience to support and enrich it. I am very excited to be a part of Panyaden School because this is what we are going to do. We will give the children a chance to experience what we are talking about through hands on projects and the enquiry approach.”

“Good teaching is more a giving of right questions than a giving of right answers.”

Josef Albers (artist and educator)

The above quote was paraphrased on a T-shirt Michel’s daughter once gave him. It reminds him of his own belief in motivating children to explore and to ask questions. In order to bring out a child’s natural curiosity, teachers should not just go through the curriculum but focus on the learning process that takes place.

“It is important to assess each student’s level of learning, interest and preferred ways of learning. With all this information, teachers can prepare activities that will suit the individual child. Then, we have to create situations where children will actually be engaged, be willing to learn what we have to offer. We have to make it appetizing and interesting.”

Changing the Context

What about ‘difficult’ students who do not seem to want to learn? “It is important that all the children know we are on their side; that they are respected and loved as individuals.

“Context is what’s difficult sometimes and also the false belief that ‘other people can make us do things’. In a Buddhist approach we focus on recognizing that we are solely responsible for all our actions. Nobody controls us. We can guide the students to experience this truth by creating an environment that will suit them. Not all students are equal in terms of readiness, aptitudes and desire to learn. Our job is to create and present a variety of activities in ways that will reach all in one way or another. Let’s make the children aware of their strengths and weaknesses as well as their different learning styles and work it out with them.”

This could mean spending a lot of time with each child. “Knowing and understanding each child individually is important; a low teacher-students class ratio is also beneficial. Panyaden plans to have a class ratio of 1:10.

“Language acquisition will be facilitated by the presence of a Thai speaker and an English-speaking teacher with most groups of students. They will plan and teach the lessons together, exposing the students to both languages.”

One School, One Vision, One Team

Michel mentions that the teachers themselves will also be working on their language skills (Thai teachers will learn English and vice versa). Teachers are role models and students will have a chance to see lifelong learners in action.

The different cultural backgrounds of the staff and teachers will also show the students that diversity can work together, that we are all a team or as he puts it. “One School, One Vision, One Team”. This team includes everyone from the support and administration staff, the cleaners and janitors to the teachers, founders and directors.

“We will all need to learn the spoken and unspoken ways of different cultures, and to find the means to bridge them. We know we will encounter challenges. The question is how will we face them? With the ultimate goal in mind: the welfare of the students. Both staff and students chose to come and live the vision that is Panyaden. We need to embody that vision which calls for working together as a team, mutual respect and doing our best at all times.”

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*Michel’s extensive teaching and management experience is on https://www.panyaden.ac.th/team/michel-thibeault/

Source of Josef Albers’ quote: https://hubpages.com/hub/50_Inspirational_Quotes_for_Teachers

Teacher Training At Panyaden

Leading By Example

Teachers and students at english international school in Chiang Mai

Our students’ achievements are dependent not only on their teachers’ skills and knowledge but also on their actions. At Panyaden School, we believe that our teachers should lead by example. This is why we place high priority on regular training and professional development of our teachers. Most of our teachers have been on our in-house training programme for between six and twelve months.

Teacher of Panyaden School, English school in Chiang Mai Panyaden school teachers at meeting, bilingual school in Chiang Mai

Our training programme includes:

1

Personal and spiritual growth through the practical application of Buddha’s teachings and meditation: courses, discussions and retreats to know and experience the Buddhist way of life and how we apply it to our school.

2

Learning to teach: helping teachers to facilitate learning by applying proven tools and approaches such as Emergenetics® Profiling (see earlier post) and Constructivism Theory, which put students at the centre of learning.

3

Curriculum development: setting objectives, integrating topics and subjects and writing effective lesson plans.

4

The International Primary Curriculum (IPC): understanding the IPC and how to apply it to Panyaden School.

5

Bilingual learning: methods, best practice and understanding ‘what works’ in bilingual schools.

6

Team teaching: planning, teaching and assessing as a team.

7

Working together: understanding and appreciating cultural differences and how to manage these in the staff room and classroom.

8

Teaching techniques, classroom presentation and materials development:creating lively and conducive learning environments; using engaging materials; employing methods that complement the varying learning profiles of children.

9

Evaluation techniques:how to continually assess a child at each stage of development, assess strengths and areas for improvement and to arrange learning activities accordingly.

10

Classroom management: how to manage students who may be shy in class, who may have difficulty focusing, who are disruptive and so on.

11

Green awareness: understanding environmentally-friendly practices and how to apply these in daily life.

12

First aid training: all staff receive regular basic first aid training. Our fully certified first aiders regularly update their training to meet national requirements.

 

Teachers training (Panyaden School, bilingual school in Chiang Mai) First Aid at bilingual Panyaden School, Thailand bilingual school in Chiang Mai, Panyaden teachers with students Panyaden School (bilingual school in Chiang Mai) teacher with school children Panyaden School Director with students at Panyaden Summer School, English school in Chiang Mai Nursery student with Panyaden School teachers, English school in Chiang Mai

Training Our Teachers

Teacher Professional Development

To ensure a consistently high standard of education at Panyaden School and to encourage continuous growth and development, we place great importance on training our teachers. In addition to regular in-house training, we frequently engage other experts and educators to conduct workshops for our teachers.

One of these experts is Mayura Phakdeerod from Learning Gallery. Mayura has worked as a human resource trainer and coach for the last 23 years. She uses a test called the Emergenetics® Profile to help our teachers understand themselves better and to use the insights learned to become more effective in the classroom.

 

 

What Motivates Us?

The Emergenetics® Profile is a unique tool that uses colours to map out what drives the thoughts and actions that makes us who we are. It helps us to understand our strengths and weaknesses and how we can effectively use these insights to better ourselves, to communicate, teach and motivate others.

 

Extensive research has shown that thinking and behaviour are inter-related and are fundamental to understanding oneself. Drs Geil Browning and Wendell Williams created the Emergenetics® Profile that focuses on four different thinking attributes (differentiated by colour) and measures three behavioral attributes, the “4 + 3 magic formula” as Mayura calls it.

 

Magic Formula

4 Thinking Attributes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 


3 Behavioural Attributes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Understanding yourself and others, your thinking styles and how they affect your range of behaviour; for example, how you learn, how you approach different situations, how you get things done, how you communicate with people who are not like you etc

 

1. Analytical:

logical, rational

 

1. Expressiveness:

the degree of outward displays of emotions toward others, ranging from quiet to spontaneous, gregarious

2. Structural:

detailed, methodical, disciplined, predictable

2. Assertiveness:

the degree of energy invested in expressing thoughts, beliefs & ideas

 

3. Social:

sensitive, friendly, compassionate, empathic, intuitive

3. Flexibility:

the willingness to accommodate to the thoughts and actions of others, how much you dislike change, how opinionated, amiable; seeing different points of views, putting others’ needs before self.

 

4. Conceptual:

an analytical preference; inventive, imaginative, unconventional,

visionary, global and aesthetic

 

Adapted from https://www.learngallery.co.th/site/company_profile.html

Applying Emergenetics®

The test can help our teachers to improve the way they teach their class or approach their lesson plans. For example, if the teachers are green-dominant, they may need to consider adding some yellow-dominant activities to make their classes more interesting in order to cater to the students who prefer to learn through inventive games.

Using this tool, Mayura believes teachers will be better placed to transfer knowledge to their students simply and effectively, to develop in them a positive attitude towards learning and be able to assess and understand students’ learning styles.

Read more about training courses for Panyaden staff and teachers in future posts.