Peace Corps Thailand Volunteer Wiki - Recently Updated Pages

Welcome

showeropera — Mon, 28 Dec 2009 14:28:05 CST

Welcome to the Peace Corps Thailand Volunteer wiki.* Explore the site through the section links below, or use the search box above to the right.

Help current and future Volunteers stand on the Shoulders of Giants. Contribute information to the wiki!


	Community Development		Teaching English
	CBOD-like Project Ideas; Human Rights Information, Links; OTOP; Thailand NGOs: Organizations; Information; Best Practices Project Database		Co-Teaching, English Camps, Teacher Trainings, Phonics, Speak English, Create a Self -Access Learning Center, World Map Project

	Life In Thailand		GIGs and Committees
	Cooking, Internet Connections, Mail, Money Matters,Travel Tips, Telephones, Thai Language		CEC, GAD, HIV/AIDS, ICT, PRC, Root Group, TYT, VAC, Youth Development

	Life After Peace Corps		In-Country Resources & Publications
	DOS, International Grad Schools, Jobs After Peace Corps, Packing Up and Shipping Out		IRC Library, Online Resources, Sticky Rice, PC Admin Documents, Project Bulletin

	Secure Wiki -- PCVs Only		About The Wiki
	PRC, Skills Bank, Travel Ideas		Wiki Policies, Glossary, Pages Worth Checking Out, Information Requests

The Project Bulletin

showeropera — Mon, 28 Dec 2009 14:27:02 CST

Welcome to the Project Bulletin for Peace Corps Volunteers in Thailand! This bulletin is our attempt to help PCVs by telling about some of the great projects that other volunteers are doing at site! With these bulletin articles and their corresponding wiki pages we hope to let everyone know about some cool new project ideas, give information that would be helpful if you decided to undertake a similar project, and to let you know who’s already done the project in case you could use some help or advice. Our aim is to bring you a new bulletin every quarter with unique and replicate-able project ideas for your reading pleasure. In addition, we’ll constantly be adding wiki entries on less unique projects that won’t be featured in the actual bulletin. We know the PCTH wiki is a big, scary, confusing place, but we hope you can think of this as a safe zone that you can go to get ideas and help. If you know of a project that should be in the next bulletin, or if you want to help us with this endeavor, then let us know at PCTH_ProjectBulletin@gmail.com.

Old Bulletins – look through old bulletins to see if something catches your eye!

All Projects – here’s the meaty part – full write-ups on every project we’ve highlighted!

School Music Program

BGambold — Tue, 22 Dec 2009 11:57:43 CST

Description
This school music program was designed with four goals in mind:

• Goal 1: Teach students music theory using the participatory learning methods that were taught during PST.
• Goal 2: Develop students’ improvisational skills through focusing on their musical confidence and knowledge of themselves and their relationship with their instruments.
• Goal 3: Create a music curriculum that teachers can use as a resource for future music teachers at the School.
• Goal 4: Train teachers to develop their knowledge and personal interest in basic music theory so they will have the confidence to take ownership over the music program in the future.

Three separate mediums are being used to work towards the project’s goals: Rock/Jazz bad, Marching Band and Private Lessons.

Rock/Jazz Band: The Rock/Jazz band is comprised of the older Matayom two and Matayom three students. Most of the band members have had prior experience playing Thai pop song covers. The students had purchased the music at a local music store. They play through one of the teachers PA systems using a keyboard, base, guitar and drum set. They are currently working on perfecting their 10 Thai pop song covers. Once they have mastered the songs, they will have a concert. The volunteer is currently playing with them and would like to work up to giving them a rhythm to foster improvisational jam sessions.

Marching Band: The marching band is comprised of matayom girl students. They have already mastered the Thai National Anthem and a National Patriot Song. The songs were downloaded from the Internet (Wikepedia.org is a great music source). The band is now learning how to march. Long-term goals include the band to playing at sporting events and in the morning at school.

Private Lessons: The volunteer teaches private lessons to students who show a sincere interest in learning music. In the beginning he taught these lessons to develop a relationship with students outside of school. From there he learned more about the children and their way of life, and also acquired some priceless friendships.

Evaluation – The volunteer and counterpart have cleaned out a storage room which will be used as the music room, acquired instruments and developed interest in both the teachers and the students at the school. He has started teaching lessons to the marching band and the Rock/Jazz band. He is also working on a curriculum.
Variations
This project focuses on music, but the idea can expand to any topic that a volunteer is passionate about and can raise interest about within the community or school. Similar programs could develop for sports, art, chess, etc.

Origin
Since the volunteer is very enthusiastic about music, he decided that he would start playing within his community. He found a couple of students who could play the acoustic guitar and he started playing with them. From there, the volunteer’s co-teacher expressed an interest in starting a music program at the school. The volunteer jumped on the opportunity and since then the project has continually gathered momentum.

Counterparts / Key Actors
Primary Counterpart: The volunteer’s primary counterpart is his co-teacher. This year is the teacher’s first year at the school. Before he moved he worked at a school with an active music program.
Possible Second Counterpart: There is another teacher at the school that played guitar in college. He helped give private lessons to some students in his community. It seems as though the teacher will become active once the program has developed.

Action Plan
1. Find students and teachers that are interested in music.
2. Bring an instrument to school and sit down with the students and play music with them. Listen to them play and play together. Acoustic guitars are a great starter instrument.
3. Give a couple of private lessons to students to get to know them on a personal level.
4. Think about what size you want the program to be. A small simple informal music program works the best. The simple informal program may morph into a very large more organized project.
5. Put time into it.
6. Re-evaluate and speak with co-teachers or students. Write goals and objectives with teacher. Try using the PDM.
7. Adapt the program to your skill level. Start a guitar club. Once you get electric things get more complicated because it gets louder and more expensive.
8. Gather materials as you go. Keep your eyes open . Work with what you have. A couple of guitars and a cord structure book will work. Find basic things and start from there.

Funding Sources and Approximate Cost
The overall cost of the project depends on the instruments that are used for the program. Funding sources vary. The school has funded some of the equipment, the co-teacher some, the volunteer some and the students have funded some as well.
• Drum Set : 3,000 ฿
• 2 guitars: 2,000 ฿ each
• Guitar Amp: 3,500฿
• 11 Melodeons: 2,000 ฿ each
• Bells: 3,000 ฿ for two sets
• Red white and blue marching band drums
• Bass: Unknown
• Bass Amp: Unknown
• Snare: Unknown

Successes and Challenges
Successes:
- Ownership: Students have taken ownership over the music room, instruments and the program. One student even has the key to the music room. They organize, clean and fix the room on their own, and they all pitch in when something needs to be repaired or replaced, without someone asking them to do so. They truly love the music! Also, some of the older students have started to regulate the drum sets during school hours so that the noise doesn't disrupt class during school hours.
- Harvesting a passion for music: One student in particular has shown a strong interest in learning theory. He is a keyboard player and is also in the marching band. The student wants to learn how to play music that the volunteer is composing. This student cannot wait to learn how to play one of these pieces, and the volunteer gets a lot of motivation from his student’s interest in his composed music.
- Personal Growth: This program has helped the volunteer polish up on his music theory. He is also growing and learning with the students in his program.

Challenges:
- Teaching Thai music theory on western instruments: The Thai co-teacher teaches with Thai letters, so Thais read notation differently. In the future they will start to learn reading western music.

Tips
- Definitely an interest/passion in music and basic knowledge of music does help. If you don't have the music knowledge, there are a lot of resources available online.
- Be very flexible and persistent!
- Every school will be different. This school was fortunate to have a good space, and musically talented staff from the get-go. If you are planning a similar project, be sure to consider the school’s resources when determining the feasibility of the project. Also, do not forget that if the students or school cannot afford instruments, there is the possibility of finding outside funding sources.

Contact Information
This secure wiki link will take you to a page with the contact information for volunteers that have done this project before.

Other Resources
All of the sheet music you can use, including the Thai National Anthem and a National Patriot Song:
www.wikipedia.org

Here are some pictures of a school music program.

To all bulletin projects - To the bulletin that featured this article - To all old bulletins.

Daycare Teacher Training Network

BGambold — Tue, 22 Dec 2009 11:57:17 CST

Description
The full extent of this project has been accomplished through two training sessions, one year apart from another. The first aimed to show daycare teachers new strategies of reading stories to kids, involving a much more child-centered approach, while the second aimed to create a network of trained teachers capable of sharing their knowledge with teachers across the country. In addition to these goals, both sessions provided a multitude of free and useful teaching materials including books and games.

Evaluation
From the first training session there has been a large amount of positive feedback. Teachers from one site have already gone on to share their knowledge with another branch of motivated teachers. Another site took the training as motivation to purchase a large order of books to start a reading campaign. And teachers from a third site have organized meetings to pass the knowledge onto interested parents.
As for the second session, it might be a little too early to evaluate.

Variations
The practice of setting up a training network can apply to nearly any subject where trainings are useful, and would be helpful for volunteers to work on in any area of development.

Origin
The project idea started from a needs assessment survey done early on in the PCV’s time at site. After discussion with other volunteers, it seemed that this was something multiple volunteers felt a need for.

Counterparts / Key Actors
The education officer at the SAO helped to identify the need and was supportive of the idea. Most of the planning and organizing was done through PCVs.

Organizational Support
TWA (Thai Wisdom Association) was a vital help to both sessions in support and organization. Involved volunteers speak very highly of this organization and would suggest seeking their help with any sort of literary education projects.

Action Plan
1. First step was a needs assessment that identified the want for such action
2. Visit the daycare to identify specific needs
3. Contact TWA to begin to work out a collaboration
4. Plan with other PCV’s: work out specific issues
5. Design an appropriate budget for a training
6. Select a venue
7. Send out applications for the training
8. Execute the training

Funding Sources and Approximate Cost
Approximate cost: 68,000 ฿

The first training session was funded through a combination of Peace Corps funds and a local SAO.
The second session was funded through PCPP and from an 800 baht registration fee that the teachers had to pay. PCPP requires that some funding for any project they support come locally. For more info on PCPP, go here.

Budget
There is a sample budget attached in the Other Resources section.

Tips
- Attempt a small-scale training because t is difficult to get money for large groups. See if you can get in contact with one of the teachers who has already been trained. It is cheaper to have one trainer come to your site, where they might be able to stay with someone for free, than it is to put up a group of trainers in a hotel.

Contact Information
This secure wiki link will take you to a page with the contact information for volunteers that have done this project before.

Other Resources
The website for the organization the conducted the trainings:

http://www.taiwisdom.org/index.html

To all bulletin projects - To the bulletin that featured this article - To all old bulletins.

Resource Centers

BGambold — Tue, 22 Dec 2009 11:56:53 CST

Description
This project takes advantage of an unused room or building in your community or school by setting the space up as a place that students or community members can come to learn during their free time. The space can be a used for independent learning, computer or internet access, as a small library, or as a meeting space for English lessons or weekly trainings, or all of the above!

Evaluation
Resource Centers offer the chance for motivated students and community members to continue learning outside of the classroom. Volunteers have found that both community and school-centered resource centers are used and well-liked by HCNs.

Variations
There are a number of different approaches to making a successful resource center. Following are some of the ways that volunteers have used.

English-focused Self-access Learning Center for a School – This type of resource center is set up at a school and is aimed at giving students a place to learn, study, and practice English on their own. The center can have a wide range of English learning materials, including emerging English readers series books, games like Guess Who, Scrabble Jr., and Boggle Jr., sets of phonics activity games from the PC Resource Book Early Childhood Literacy Centers, a C.D. player, headphones and English language learning CDs.
Students learn about all the materials in the center through a short training session that can be held during their English class. The center can be opened directly before and after school, as well as during lunch periods, with different teachers taking shifts opening and watching over the center on different assigned days. These teachers will also undergo a short training so that they can help students with any questions about the center or its resources.

Community-based Resource Center – This type of resource center is located within a community and can be set up for any number of different uses. These centers can be used as a classroom for training community groups or English lessons, can house computers and/or a small library, can be a good place for a community bulletin board or information center, and may even be a suitable location for a world map.

Origin
The ideas for these centers have mostly come from volunteers wanting to make use of unutilized space within their school or community, but community actors are crucial to making the centers successful and sustainable.

Counterparts / Key Actors
Volunteers have had both school teachers and SAO officers as counterparts for this project. These counterparts were especially helpful with finding resources for the center, helping to encourage participation in the project throughout the community, and in finding other responsible community members to help run and keep up the center.

Organizational Support
SAO – SAO officers were helpful in identifying a Thai government program that supports and helps fund community resource centers. These counterparts helped contact the program and also completed the paperwork necessary to get assistance for the project.

Action Plan
Period: 2-3 months
1. Identify a space for the resource center.
2. Identify what materials will be needed to make the space workable as a resource center (furniture, books, games, general supplies).
3. Determine where the materials for the center will come from and start to gather these materials
4. Clean the space, put all of the materials in place, and prepare it to become a resource center.
5. Spread the word throughout the community or school and have an opening ceremony!

Funding Sources and Approximate Cost
Approximate cost: 25,000 – 30,000 ฿

HCC-SPA Grant – Volunteers have used HCC-SPA grants to help with this project. For more info on these grants, go here.
Thai Government Resource Center Promotion Program – This purpose of this program is to help set up and fund resource centers in Thai communities, and the program was a huge help. Once contacted, they will send Thai literature about resource centers and have been extremely helpful with funding the project as well. We’re working on hunting down the link to this program for you all, and should have it by mid January. Sorry!

Budget
There is a sample budget attached in the Other Resources section.

Successes and Challenges
Successes:
- Both variations of the resource center have proved successful, and are currently being utilized by their communities and schools.
- Funding for these centers has been relatively easy to get.
- The centers can be set up quickly and be ready for everyone to come use within a month or two.
- Communities and local organizations donated a lot of the materials for the centers, especially with regards to furniture, and even computers!

Challenges:
- -If the center is to be used for purposes other than teaching English, it might be hard to explain what and why.
- Training students and teachers in a school-centered resource center can be time-intensive and exhausting, especially in a large school.

Tips
For English-focused Self-access Learning Centers for a School:
- Communication with your counterpart about all aspects of the project is extremely important. A good indicator that you have communicated clearly is if your counterpart knows as much about the project and the process of applying for funding (or any process!) as you do.
- Choose materials and equipment that will entice students and community members to come inside. Include instructions for games and materials in Thai and train students and teachers to use the materials class by class before you open the doors to the center.
- A Self-access Learning Center is most effective if it is low tech. Books, games, worksheets and listening materials are easy to use and effective. Potential funding sources will appreciate the effectiveness of these materials over computers and software that are expensive and not necessarily intuitive.

For Community-based Resource Centers:
- Resource centers do not have to be focused on teaching English! Do not let your dislike for teaching English keep you from making a resource center. There is endless potential for these centers, and they can be tailored to meet the needs of the community or even the skills of the volunteer.
- The SAO might be reluctant to help at first, but if the project starts to pick up any speed they will likely jump on board.
- Lesson planning for small business practices is actually not very time-intensive because community members will likely take time to focus on small details to make sure that they get them right, keeping the classes from covering ground too quickly.

For all Resource Centers:
- Advertising is crucial to a successful resource center! Make sure that you have a plan for how to get the word out about your resource center and all of the opportunities that it holds for your community.

Contact Information
This secure wiki link will take you to a page with the contact information for volunteers that have done this project before.

Other Resources
Sample Budget

Thai Government Resource Center Promotion Program (coming soon)

More about a Self-Access Learning Center Project

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English Teacher Network

BGambold — Tue, 22 Dec 2009 11:54:28 CST

Description
Co-teacher A This project allows all the English teachers in a district to come together monthly for methodology trainings led by 5 teachers from one School. It also serves as a networking forum. The trainings are primarily led and planned by these teachers as to increase the sustainability of the project. During the trainings the participating teachers play the games and activities being taught, as well as make materials to bring back to their classrooms. They also have a “worksheet table” where the participating teachers bring in copies of worksheets they use in their classroom (bringing 40 copies each, as 40 teachers usually participate). The volunteer also provides worksheets for all grades gathered from the internet to supplement what the teachers themselves provide. Future meetings ideas include: phonics and learning to read, getting ready for the national test (test prep ideas), bring your best game (every teacher has to bring a game or activity idea).

Evaluation
At each meeting the volunteer places a survey at the front of the room asking which previously presented ideas the teachers have used. The volunteer also conducts informal assessment by conversing with the teachers about presented ideas before and after the meeting, as well as during the break. The volunteer then takes notes on which ideas the teachers seem to be using and tailors future trainings to the teachers’ needs. (more to come)

Variations
Forming a training network is a concept that could prove useful for many different groups, including health center workers and community groups. Nearly every profession could be well served by an exchange of best practices! (See: Project Bulletin, PCTH)

Origin
The teaching network used to exist at the volunteer’s site, but had been abandoned because the teacher leading it had left the area. It had only met twice a year. The volunteer’s co-teacher approached her with the idea to start up the teacher network again, so they began discussing topics for meetings. The volunteer’s co-teacher thought that she would be able to assist in motivating teachers and providing training ideas. She also thought that the project might encourage the ESAO to provide more teacher trainings as they would be able to see both a desire for such training and a structure through which to provide such trainings. The volunteer currently works with 5 different schools. She reached out to the teachers in these schools to gauge interest. One of her co-teachers was responsible for contacting the other schools in the district. Originally a letter was sent inviting teachers to the meetings, but now messages are sent by email.

Counterparts / Key Actors
The volunteer’s co-teachers as well as other teachers in the district are involved.

Organizational Support
The ESAO is slightly involved in that they provide certificates to the teachers. The largest primary school in the district hosts the trainings and provides coffee and snacks for the teachers.

Action Plan

1. Securing meeting space
2. Discuss project with ESAO
3. Write invitation letter
4. Write grant proposal
5. Talk to local teachers during other trainings
6. Plan workshop themes
7. Buy materials
8. Set up meeting rooms
9. Research/organize workshops, what specific ideas will be presented (will occur the month prior to each meeting)
10. Lead workshops
11. Inform teachers about future workshops

Funding Sources and Approximate Cost
The volunteer wrote an HCC-SPA grant to get money for all the supplies that would be needed. The first training was a "make-and-take" training. All the teachers got materials to make 6 games that could work for any unit. This included future board, poster paper, card stock, etc. Money also went towards buying the network supplies that would be used at future meetings: markers, scissors, glue, etc. The original cost was around 15,000 baht, but now they have materials that will last a long time. The largest primary school in the district lets them make copies for free and provides the room and snacks for the meetings. The school is willing to pay the cost of snacks because hosting the trainings enhances their image.

Budget
There is a sample budget attached in the Other Resources section.

Successes and Challenges
Successes:
- Teachers keep showing up. They enjoy themselves at meetings: participating, laughing, and showing general excitement.

Challenges:
- The ESAO kept scheduling meetings/competitions on the same day as the trainings. The volunteer went and talked with the English supervisor at the ESAO and compared schedules to avoid the scheduling conflict.

Other Resources
Sample Budget

Sample Teaching Games

Sample Teaching Christmas Games

To all bulletin projects - To the bulletin that featured this article - To all old bulletins.

The Bulletin Projects Page

BGambold — Tue, 22 Dec 2009 11:51:27 CST

Welcome to the Project Bulletin project database! Here you can find entries on every project that we’ve highlighted, complete with project descriptions, action plans, approximate costs, tips, and a lot more!

Daycare Teacher Training Network
Resource Centers
School Music Programs
English Teacher Network

Old Bulletins

BGambold — Tue, 22 Dec 2009 06:54:39 CST

Here you can look through old bulletins to see if anything catches your eye. Happy hunting!

Issue 1: December 23, 2009 – Classroom Management Teacher Trainings, Daycare Teacher Trainings, Resource Centers, School Music Programs

E-learning English

showeropera — Tue, 15 Dec 2009 12:37:10 CST

Teaching English

Many websites provide opportunities for learning and practicing English. Here are some that teachers and students can try.

This content has migrated to the page: Web Sites for teaching English. Check out that page for lots of great links and tips.

Web Sites for teaching English

showeropera — Tue, 15 Dec 2009 12:34:30 CST

Grammar Practice

DekGeng.com http://www.dekgeng.com/english/index.html
Find test questions broken down by levels (Prathom 1-6). Much of the site is in Thai, making it more user-friendly for Thai students and teachers (but tough to use if you can't read Thai).

English-Room.com http://www.english-room.com
Plenty of online grammar practice, including fill-in-the-blank and multiple-choice questions where you can instantly check your answers. It also has some grammar explanations in Thai, since it is a Thai primary school website.

www.teachers-pet.org:From the web page: The Teacher's Pet toolbar is a unique add-on for your word processor that can transform any text into fun classroom activities. Created by a teacher, the toolbar can make crosswords, bingo cards, jumbles, word search puzzles, flashcards, cloze tests, pair-matching puzzles and much more. This is a macro you add to your word processing software. Most are free, however there are some that, after a 3 time trial use, you must then pay a subscription fee to use again.

www.mes-english.com: From the their web page: ree resources for teachers of young learners. All of the resources are designed to be versatile and useful in many K-6 classrooms. I have free flashcards, worksheetsand handouts to match, free phonics cards, free ESL games, an international project exchange library, printable certificates, printable stickersand activities all ready for printing.

dictionary.reference.com: Use this for word definition, part of speech, common usage, synomyms, and such. Also has word games section. But great to learn part of speech for target vocabulary.

bogglesworldesl.com: LANTERNFISH (the site's name) contains printable teaching resources for language arts, TESOL, TEFL and ESL. Diverst headdings such as: BW ESL, Crosswords, Word Searches, Flash Cards, Verbs, Songs, Creative Writing, Work Sheets, Phonics, ABCs ESL Science, Survival English, Business ESL, ESL for Adults, ESL Articles, Lesson Plans, Holiday Worksheets, ESL Jobs

Daves's ESL Cafe: Pretty much all things ESL, including teaching resources and jobs.

www.readwritethink.org Lesson plans for teaching English, complete with pre-made worksheets.

www.ajarn.com Perhaps the most definitive page on seeking jobs teaching English in Thailand. Also listings for TEFL courses. If you are planning to stay in Thailand and teach English, this is a must see web site.

www.funfonix.com: It lets you make your own phonics worksheets.

Starfall books: Resources for teaching English with printable stories accompanied by lesson plans. Great for teaching short and long vowels.

earlyreading.info From their web site: "earlyreading.info website is designed to help classroom teachers and grant writers find resources for prekindergarten through 3rd grade in five reading components." Searchable index with lots (I mean lots!) of information.

puzzlemaker.discoveryeducation From their web site: "Puzzlemaker is a puzzle generation tool for teachers, students and parents. Create and print customized word search, criss-cross, math puzzles, and more using your own word lists."

http://www.usingenglish.com From their web site: "UsingEnglish.com provides a large collection of English as a Second Language (ESL) tools & resources for students, teachers, learners and academics. Browse our grammar glossary and references of irregular verbs, phrasal verbs and idioms, ESL forums, articles, teacher handouts and printables, and find useful links and information on English. Topics cover the spectrum of ESL, EFL, ESOL, and EAP subject areas."

121teaches.wordpress.com This is a blog made by a volunteer which provides lessons and resources for teaching literacy.

Thai Online Learning Resources

showeropera — Fri, 11 Dec 2009 21:16:01 CST

Check out the useful links below to find great online resources for improving your Thai.

Thai-Language.com

Basics:

over 12,000 audio clips
over 30,000 dictionary entries, all with transliteration
751 images and illustrations

Thai-language.com also has a "Reverse Phonetic Transcription" option that allows the user to enter a word "as you heard it." The site will then present a number of potential word options.
For those doing heavy SDL'ing, the site has a selection of "Categories" that contain various words and phrases related to a specific theme.

LearningThai.com
This site also has a number of resources, some of them with audio clips. Emphasis seems to be placed on having stories in both Thai and English, which might help if you want to practice reading something beyond the Peace Corps workbooks. The site is supported by advertisements for purchasing Thai resources books. Thus, it conveniently also becomes a starting place for finding non-web resources.

Learn Thai Podcasts
Find lessons with text, audio, and video to practice listening and speaking skills. For beginner to intermediate levels.

The Sounds of Thai: Thai Romanization
There's a chart where you can see an explanation of the sounds in Thai, along with the symbols used to represent them. It includes an equivalency chart between the International Phonetic Alphabet (IPA) and the system used in the Thai-English dictionary by Poomsan Becker. For more information about the IPA, go to the Phonetics page.

Reading Practice

DekGeng.com
For advanced readers. The left column contains link to sayings and parables (table 1), comprehension questions with answer feedback (table 2), and test questions for primary school students (middle column). Bonus: site also has English page with practice questions for ESL students.

Southeast Asian Language Projects

Just Read: If you just want to practice reading, their simplest tool is Just Read. You can choose a story from the drop-down box at the top. You can also choose whether you want to see Thai, English, or both

Lab: The lab has more complicated but really powerful tools

Click on an "R" and it has reading practice. You can have it flash up words one at a time, it can segment the words (put spaces in between separate words)
Click on W and there are writing activities
Click on V for vocabulary-building practice
For reading practice broken down by Prathom levels 1-6, look for the Basal Readers link at the bottom left of the Lab page. Can you keep up with the Thai elementary school kids?

Collocations: Do you know a word but aren't sure how to use it? On the Collocations page you can type in a Thai word, then click the "Collocates" button below. It gives you examples of what words tend to go with the word you entered. The list is ranked by which words are most commonly used together. This tool is helpful for when someone knows a word but is not sure how to use it in a sentence.

Thai Language Home

Peace Corps Resources:

Karen

Speak English

orangetree80 — Wed, 09 Dec 2009 03:20:49 CST

Teaching English

Here are the links to the most recent issues of Speak English, a publication by Peace Corps volunteers about teaching English as a foreign language in Thailand. Learn from these these shared tips and experiences. Downloads are in .pdf format (needing Adobe Reader or similar program).

December 2009
Fall 2009
June 2009
February 2009 (zipped file)

Keywords: TEFL, TESL, EFL, ESL

Youth Development

lorenbr — Tue, 01 Dec 2009 12:27:49 CST

Welcome to the
Youth Development GIG

Who are we?

The Youth Development GIG is a group of Peace Corps Volunteers interested in promoting leadership and community development skills among the youth in Thailand. We want to encourage Thai youth to take on a more significant role in bettering their communities and be a catalyst for change.

The Youth Development GIG at the 2009 Conference
"Dream. Believe. Achieve."

Mission Statement

Volunteers working to develop and disseminate tools geared towards the youth community (children, adolescents, or young adults) to assist local communities construct effective projects and activities related to youth development.
.......................

Purpose of this Wiki Page

The purpose of this page is to provide easy and quick access to as much information as possible about youth development, youth development activities, organizations and projects in general and the Peace Corps Youth Development Global Initiative Group (GIG) and its activities in specific. If you can't find something you need here, if you have a question, a thought, an idea or suggestion pertinent to youth development or the mission of the Youth Development GIG feel free to contact any of the GIG Members, information for whom is listed along the right side of this page.

The Wiki is a fluid tool intended to grow as Volunteers get new ideas, enhance existing ideas, modify true and tested projects or create new ones. If you can improve the wheel, let everyone know how you did it so that the benefit can be far reaching.

...........................................................

Upcoming Events:

Check out our Calendar of Upcoming YD GIG Events

for news about upcoming meetings, conferences
and other YD GIG activities.

..........................................................

Life Skills Conference:
The 2009 Youth Development GIG Annual Conference, "Dream. Believe. Achieve." was a huge success. Check out all of the pictures at:

http://picasaweb.google.com/DYurovich/YDGIGConference2009#
http://picasaweb.google.com/DYurovich/YDGIGConference20092#
and at
http://picasaweb.google.com/DYurovich/YDGIGConference2009FinalPics#

..........................................................

Other Resources on the Wiki

Here's an extensive list of online Youth Development Resources.

NGOs can help. Here's an extensive list of
Youth/Community Development NGOs and contact information.

What do you do with a youth group? Do you need some ideas for youth related activities? Here are some beginning ideas. If you have some more we would like to add them to the list!

Do you need games? Do you have an idea for a new game or a variation of an existing game, let us know, share your ideas or simply add it to the list.

Are you looking for notes on how to facilitate and co-facilitate games and activities in Thai and English?

Do you want ideas for Youth Center Rules? Check out those that Renee Schlatter uses at her community youth center.

Thanks to Cameron Miller (120 CBOD) for this
Day Care Teacher Training Project Report

Are you teaching English?

Do you work with the daycares and
want to teach the teachers new teaching methods?

Would you like information on setting goals (in Thai)?

The Wiki has a plethora of information about:
Thai Youth Theatre & English Camps.

..........................................................

Other Online Resources:

http://www.sportanddev.org

This is a hub site devoted to materials and resources related to using sports as a key development tool. Browse their tools and resources, including creative monitoring and evaluation tools, integrating gender approaches in sports, inclusion of disabled groups, sports to promote health and prevent HIV.

http://www.righttoplay.com/site/PageServer
Creating a healthier and safer world for children through
the power of sport and play.

http://www.youthradio.org/
Youth Radio's mission is to promote young people's intellectual, creative and professional growth through training and access to media and to produce the highest quality original media for local and national outlets. Click on Teach Youth Radio Curriculum for a monthly Newsbreak as well as Media Production Tips. Some of the content is very American-focused, but click on International for a global perspective, and of course, the tools and resources are always adaptable.

http://www.peacechild.org/
A youth led development organization out of the UK, Peace Child truly puts the concept of youth participation to work. The publications and tools are written by young people. Click on Downloads or Resources for their youth action guides, Nothing for Us… Without Us and other e-books that have great ideas about how to support youth-led community projects.

http://www.service-learningpartnership.org/site/PageServer
This is a website that supports networking, innovation, and professional development for service learning practitioners. Click on Teaching Resources and note tools and lesson plans under topics such as Community Partners and Student Voice

http://www.socialedge.org/
This site is a hub for resources, ideas, and organizations on the cutting edge of entrepreneurial approaches to social change. Of note is the Podcasts of Peace Corps social entrepreneurs.

The 2008-2011 YD GIG Committee Members, Contributors and Staff

Renee Schlatter

President

(120 CBOD Chiang Rai)

Megan Wolf,

Secretary

(120 TCCO Trang)

DaleYurovich Finance/Information

(120 CBOD Uttaradit)

Paul Gauci

Member

(121 CBOD Ranong)

Eli Seemann
Member

(121 TCCO Phayao)

Nathalie Aguedelo, Contributor

(120 CBOD Phrae)

Chadchaya Wattana

Peace Corps Staff Liaison

Tony Barnes

Contributor

(120 TCCO Ubon)

Teaching English

orangetree80 — Tue, 24 Nov 2009 03:28:06 CST

Whether you are a volunteer in the TCCO (Teacher Collaboration and Community Outreach) project or just someone who got roped into teaching English on the side, please share and "steal" ideas from here to help get the job done easier and more creatively.

Web Sites: Got a favorite place or places you like to go for ideas, creations or what-have-yous? Put it in here. Please add a brief description of the site.

Speak English is a quarterly publication that's all about English! Here you can find games and ideas for English camps and teaching in the classroom. You will also find useful tidbits like GRE practice words.

E-Learning English

The Internet is full of tools for learning English, and Thai schools are increasingly gaining Internet Access. Go to E-Learning English for recommended sites.

Great English Teachers

Check out people and organizations who do a great job teaching English. Pick their brains. Invite them to come help.

Co-Teaching

Figuring out the dynamics of working side-by-side with a counterpart in the classroom can be challenging for both Thais and Peace Corps Volunteers. Check out this page to share ideas about different approaches to co-teaching.

Classroom Action Research - Consider doing a research project with your co-teacher. It could earn your co-teacher a promotion, and at the very least it will likely improve teaching methods.

Textbooks

Read and share reviews on English textbooks that are available in Thailand. Browse by level: Pratom Books, Matayom Books.

Curriculum Project

Several years ago, a volunteer in group 113 translated the official National English Curriculum for Prathom 1 through 6. He also created units, lesson plans, and tests in an attempt to follow the national curriculum. You may have been exposed to this resource as the PCV-MOE curriculum, or the Phrae Curriculum project. The lesson plans have a lot of good activities in them, but the progression of the grammar being taught isn't always logical. Sometimes the structures are too difficult for Prathom students. For more discussion of the pros and cons of the Phrae Curriculum Project, see the Phrae curriculum discussion.

The full thing is available on Sharepoint. If you ask nicely enough, maybe a Peace Corps staff member will be kind enough to burn you a CD of all of the files.

Fun Activities

Want to know how to keep those kids (or adults) engaged without them really knowing that they're learning?

Free English Language Books

Want to bolster the English-language library at your school or in your community? These organizations will give you free books!

Free online teaching materials: download and print flashcards, games, lesson plans, and everything else you need. MES ENGLISH is a website that provides easy to find materials that pose no copyright infringements or anything else like that. For free stickers, certificates, handouts, phonics cards, ESL games, it's all there, and printable! See for yourself at www.mes-english.com

The Sounds of Language

By understanding more about Phonetics and Phonics, you'll have a better set of tools for helping students understand and produce spoken English.

ESL Lesson Ideas

Created in a similar fashion to Thai language lessons from PST here is a link to some
worksheets/vocabulary guides arranged by topic to introduce different units to Thai learners (especially
adults).

Lesson Plans

Share your favorite lesson plans

Flashcards

Here are some flash cards made by Andrea LeJeune. Feel free to add some of your own to the collection.

World Map Project

Ideas on how to create a world map in your school or community.

Templates

Activities (Create me! Click add new page on right, make it generic, and click "Save as Template")

Keywords: English education, ESL (English as a Second Language), TEFL (Teaching English as a Foreign Language), lesson plans

World Map Project

orangetree80 — Tue, 24 Nov 2009 03:26:06 CST

The World Map Project is a popular project that many volunteers find achievable and beneficial for students. The final product is a colorful painted map of the world in the form of a mural. The process teaches students to follow directions, work as a team, and learn a little geography and English at the same time. The project is often done in the schools, but both TCCO and CBOD volunteers have met success with this project. To learn more about the World Map Project, see the sites and resources below:

· FAQs about the World Map Project This page contains answers to a few questions related to the World Map project, cost, and types of materials to use.

· World Map for Dummies - a description of the process by Tony Barnes of group 120

PowerPoint Presentations:

Worksheets (these are worksheets on each continent in Word format.)

Images (maps of the continents are in a zipped folder)

Karen

showeropera — Mon, 23 Nov 2009 19:04:13 CST

Karen is a hill tribe language in northern Thailand, typically along the border with Burma (Myanmar) and northern Laos.

Karen Language Websites

Downloadable Dictionaries: (towards the bottom, under "reference")
Reading Karen, speaking Karen, and transliteration
Wonderful beginning Karen Language "Course," with transliterations and sound

Thai Language Home

Peace Corps Resources:

Karen

World Map for Dummies

showeropera — Mon, 23 Nov 2009 18:28:33 CST

World Map Home | FAQs

Here are the materials for the World Map project completed by Tony Barnes, TCCO 120. He chose to use a more updated map instead of the one provided in the project packet. He's written instructions on how he completed the project as well as included useful information. The complete document can also be found on Share Point, but I've taken it apart to make it easier for you to access.

Note: All attachments are in Word format and can be downloaded by either clicking on the links or scrolling down to the Attachments section at the bottom of the page.

The World Map Project: 10 Questions

How did the World Map Project get started?

Back in 1988, Peace Corps volunteer Barbara Jo White was waiting for a bus in the Dominican Republic when she got an idea. Getting kids interested in geography was tough without materials, so why not paint a map of the world straight on the wall? With the approval of school authorities, Barbara Jo and her students set to work. From there the project blossomed. Soon the brightly colored maps adorned the walls of over a hundred schools in the Dominican Republic.

Within two years, Peace Corps volunteers had introduced the Project to communities around the world. Back home, returned volunteer groups adapted Barbara Jo’s original manual to share the idea with U.S. teachers. Interest in the project kept growing. Former president Jimmy Carter publicly commended it. Corporations lent support too, including IBM, which has promoted the project in all its “adopt-a-school” programs in Atlanta.

Why the big interest in the World Map Project?

First, the maps are fun to make. They instill pride in accomplishment and boost confidence. They encourage cooperative problem solving and build community. Just as important, they spark excitement in learning about the world everybody shares.

Who can do this project?

The project is for everyone. Mapmakers of all ages and abilities have had success: deaf children in Ghana, school students in Thailand, youth groups in Tunisia, 4-H’ers in North Carolina, returned volunteers in Oregon, at-risk kids in Atlanta. There’s room for your group, too.

How big can we make our map?

The world map is adapted using the Robinson Projection. The length of the map is twice its height. This means your map can be any size (metric or U.S. standard) as long as it retains this 2:1 ratio of length to height. Most groups have made maps at least 6 ft. x 12 ft. Mapmakers in Atlanta created one measuring 15 ft., 2 in. x 30 ft., 4 in. There are rumors of an even larger one in Kenya…

Help! I can’t draw! How can we make such a big map?

No worries! This guidebook gives you the easiest and most up-to-date way to draw your map: using a video projector. Because of advancements in technology, many Peace Corps countries now have access to video projectors that connect directly to computers and display any image that’s on the computer screen. This projection method allows you to trace a projected map image directly onto a wall. All you’ll need is a computer or laptop notebook and a projector.

What should we use for our background surface?

Walls are very popular: cement, plaster, drywall, cinder block, wood, or even brick. Some mapmakers have opted for non-fixed surfaces like sheets of pre-cut plywood, particle board, cardboard, or heavy plastic. (Draw your map on a single piece or try a series of panels.)

How should we color our map?

Most mapmakers have painted their maps with acrylic or latex (water-based) house paint. Depending on your background surface (and stamina), you can also use colored markers, colored pencils, or crayons. Some school children in Georgia have even made beautiful maps from colored tissue paper strips.

As for coloring your countries, use the color scheme suggested in this guide, or make up your own. If you like the challenge of designing your own color scheme, you will need at least four colors; the more colors you have, the easier it is. Remember, light colors will show map labels easier than dark ones. In assigning colors to various nations, keep in mind that countries and their territories are the same color. Thus, if England is green, so are the Bermuda Islands and the Falkland Islands. Therefore, the U.S. can’t be green, or the Bermuda Islands would appear to be territories of the U.S. Keep in mind that boarders can change, new countries can be established and countries will gain independence, changing governance and boundaries as well.

How long will it take us to make our map?

It’s best to take your time; this project is as much about process as product. Some groups have created their map in one intensive weekend. For others, the project evolves over several months. Each map is unique. Each has its own history. Relax: the learning is in the journey.

How much will it cost us?

Not much. This is a very low-cost project. If you make a wall map, all you need is pencils, paint, and brushes. Expect to spend a bit more to purchase background surfaces like plywood, paper, or canvas. Involve your community when gathering your resources – remember businesses, the PTA, civics groups, friends, and interested observers.

Note: Some Peace Corps countries have what they call, “Small project funds” available to all volunteers which should be enough to complete the map (ask your Program Manager for more details).

Can we improvise or make the map differently than the method suggested?

Of course! The reason you’re reading this version of the World Map Project now is because some volunteers tried a new approach successfully and have documented it so that it could be replicated. Use your imagination. Be creative. Try unusual materials. Depict physical features instead of countries. Create maps of your region.

How to Make Your World Map

Getting Started

Prepare Your Background Surface

You’ll want a background surface that is as clean, smooth, and as light-colored as possible. If you’ll be painting your map, make sure your surface is non-porous. Prime it, if necessary, and let it dry. Paint the entire map area ocean blue, two coats if needed. With a blue background, you won’t have to carefully paint the ocean around the continents and islands later on. Save some ocean blue paint for touch-ups. (General mixture: ocean blue = 5 parts white + 1 part blue.)

Materials

You don’t need to “over pack” on materials. The following is a list of materials for a standard 6 ft. x 12 ft. map (not including a computer or video projector):

Materials
Quantity

Units

Water based paint
- Red
- Green
- Yellow
- Blue
- Black
- White
1 gal.
1 gal.
1 gal.
1 gal.
½ gal.
1 gal.

1
1
1
1
1
2
Clear spray coating Box (approx. 12 cans) 1 or 2

Roller 8 in. – 10 in. 1

Roller pan 8 in. – 10 in. 1

Brushes
- Painter’s brush
- Painter’s brush
- Artist’s brush
- Artist’s brush
- Artist’s brush
- Artist’s brush
¾ in.
1 in.
#2
#4
#6
#8
1
1
2
1
1
1

Pencils HB (small lead)
EE (thick lead)
8
2

Erasers Large 2

Masking tape Roll 1

Towel Hand towel 1

Plastic bottles Empty water bottle 10

Bucket 1 gal. 5

Snacks ANYTHING! Remaining funds

Materials	Quantity	Units
Water based paint - Red - Green - Yellow - Blue - Black - White	1 gal. 1 gal. 1 gal. 1 gal. ½ gal. 1 gal.	1 1 1 1 1 2
Clear spray coating	Box (approx. 12 cans)	1 or 2
Roller	8 in. – 10 in.	1
Roller pan	8 in. – 10 in.	1
Brushes - Painter’s brush - Painter’s brush - Artist’s brush - Artist’s brush - Artist’s brush - Artist’s brush	¾ in. 1 in. #2 #4 #6 #8	1 1 2 1 1 1
Pencils	HB (small lead) EE (thick lead)	8 2
Erasers	Large	2
Masking tape	Roll	1
Towel	Hand towel	1
Plastic bottles	Empty water bottle	10
Bucket	1 gal.	5
Snacks	ANYTHING!	Remaining funds

The Video Projector Method

The video projector method is the most convenient way of drawing your map on a wall (or other vertical surfaces). Select a time to trace the map when you can see the projected image the easiest, usually sometime around nightfall.

Materials:
world map outline
computer or notebook laptop
video projector
electrical outlet and extension cord
pencils
pencil sharpeners or knife
erasers
masking tape

Steps:
Set the projector on a desk or table and connect it to the computer containing the outline of the world map.
Project the image of world map outline onto your wall. Adjust the distance as well as the height (stacking books works fine) of the projector from the wall until the map is the size you want. Note: Mark your chosen spot on the floor with a piece of tape and also secure the projector to the table using tape. Do not move the projector once you being tracing.
Devise a work strategy with your mapmakers:
How many mapmakers can work at one time?
Who will check the accuracy of the tracing? Are all countries accounted for?
Trace the projected map information onto the wall using pencils.
First, trace the large rectangle that frames the map, then the oval map itself.
Next, trace the continents.
Finally, trace the countries.

Coloring the Map

Mixing Colors
Use the following guide for mixing colors – the quantity of paint can change but the parts should remain consistent.

Ocean blue = 10 parts white + 2 parts blue
Green = 2 parts yellow + 1 parts blue
Light green = 7 parts yellow + 1 part blue
Purple = 2 parts red + 1 part blue
Pink = 5 parts white + 3 parts red
Orange = 5 parts yellow + 3 parts red

Mixing tips
Colors need to be light so that map labels will show up. To prevent a color from becoming too dark, always put the light color in your cup first and add the darker color bit by bit. Always shake your paint before and after mixing for best consistency.

To color:
See “World Map Color Scheme” at the bottom.
Pre-code country colors on the large map. Although mapmakers can consult the colored section sheets, facilitate the process further by putting an appropriate dot of each color in each country. This will eliminate questions and confusion while your group is coloring.
Decide how you’ll color the background area surrounding your oval map and a rectangular boarder.
Alert mapmakers to any special care of materials, e.g. how to wash brushes
Devise a work strategy similar to the one you developed for drawing the map. Alternately develop a job chart. Go over tasks and roles with your mapmakers. In addition to painters, you’ll also need map checkers and cleaner-uppers.
Cut the tops off of the water bottles and use them as containers for paint. The mapmakers will have fun choosing their colors if they can see them.
Paint your map:
For best consistency, always shake your paint before using it.
Alert painters of the “danger” of painting adjacent to a still-wet country. Colors could mix at the border.
Non-paint possibilities:
wide tipped colored markers (waterproof)
colored pencils and sharpeners
crayons
white cover-up for errors

Labeling the Map

To Label:
For easy labeling, see the “Useful Websites" section below.
Decide what you want to label. Some possibilities:
o Continents
o Countries and territories
o Compass
o Location of capitals
o Bodies of water (oceans; seas, gulfs, bays, lakes)
o Equator
o Names of mapmakers
o Date of completion

Devise a work strategy:
Who will do the labeling
What size(s) will the labels be?
Where exactly will the labels go?
Who will check the accuracy of labeling (spelling, position)? How will it be done? How will errors be corrected?
Label:
Use a thick lead pencil to write the country names on your map (markers do not work well on wall surfaces).
Once you’ve completed your labeling, spray the map with a layer of clear gloss.
Take photos

How to Use Your World Map

Ministry of Education Curriculum Guide

Activities before, during, and after map making

The lessons included are from the Thailand Ministry of Education resources Peace Corps gives to TCCO volunteers during PST. They are to be used as a supplement before and during the world map project.

English Camp

Two other options for completing the World Map Project disguise themselves as English camps. The first option is to hold a geography themed English camp in which the students learn about the world map in each rotation. One way to do this is to assign a continent to each rotation, excluding Antarctica. After the English camp is over, they will be able to use what they learned and apply it to painting the map.

The other option is to paint the world map during an English camp. One rotation would take place at the wall and students could spend their time drawing and painting. The other rotations might have the kids practice painting or playing geography games. Use your imagination!

Flat Stanley

Flat Stanley is a children’s book in which the main character, Stanley, gets flattened by a bulletin board and is able to fold himself up small enough to fit into envelopes. He then gets mailed and the book follows his travels throughout the world.

Although your mapmakers will not be able to box themselves up and be sent by mail to a foreign country, the Flat Stanley idea is most definitely applicable. You will need to contact friends and family you have back home and around the world but once you have someone willing to participate, the possibilities are endless. Ideas include: initiating a pen pal program; writing postcards; taking pictures; sending a chain letter. The map can be used to track the location of the letters. Again, use your imagination!

Resources for Making Your World Map

The World Map Images

Political Maps - The maps in these attachments are two Robinson Projection world maps of political boundaries as of 2007 and 2008 respectively. Stretch or crop the images by selecting them and then dragging any of the corners to the desired size. Zooming in on this document itself will also enlarge the maps. The images can be moved around and saved as well.

Useful Websites

Don’t feel like you must use the maps included in this document. The websites listed below are excellent sources for creating a truly unique map.

C.I.A. World Fact Book Website
The link below is for the C.I.A. world fact book website which has the most up-to-date reference information and maps available.

https://www.cia.gov/library/publications/the-world-factbook/

World Atlas
The link below is for a website containing fun and interesting activities including world facts, country flags, and numerous types of easy to understand maps.

http://www.worldatlas.com

Google Maps
The link below is for Google maps. Use this website as an easy resource for painting boarders and labeling the map.

http://maps.google.com

World Map Color Scheme

This is a tested, proven color scheme for painting the world map but feel free to experiment with any colors you like. Download the file by clicking here.

World Map Project Idea

showeropera — Mon, 23 Nov 2009 18:27:24 CST

World Map Home

-World Map for Dummies

-FAQs

World Map FAQs

showeropera — Mon, 23 Nov 2009 17:27:41 CST

Frequently Asked Questions

For

World Map and Mural Projects

World Map Home | World Map for Dummies

Are you considering a World Map or a mural project at your site and have never painted anything but your bedroom that brilliant pink? Feeling a little overwhelmed? This page can help answers some of your questions and relieve your doubts about having a really fun experience and a beautiful completed project for you and your community to be proud of when you are finished In my previous pre-PC life, having painted everything from cars and houses to murals, and then doing one World Map project here in Thailand with Pratom 4,5,6 students and two in the Philippines with high school students, I learned a few things. Here are some hints about doing World Maps and murals and my answers to some FAQs..

How much do they cost? It depends on the size of the mural, of course, but a good rule of thumb is about a pint of paint per square yard.for good coverage- I will let you do the metric conversions. You will also have other materials needed, so allow some funds for them. Some estimated costs are: For a 15 ft. X 30 ft World Map, about $100USD For a 12 ft X 20 ft. World Map, about $80 USD For a 4 ft. X 8 ft. World Map, about $40 USD (B1590) To see the Thai budget of a 4x 8 map, click here.

What other things do we need to buy? You will also need brushes, sandpaper, possibly paint thinner or rubbing alcohol/nail polish remover, masking tape, a box of black markers, #2 pencils, clean-up rags, stirring sticks, large trash bags, newspaper or tarps and some small receptacles to mix colors in which have a snap or screw-on lid.

Which is best- the grid or the projector method? One of the larger maps I did was a grid, the other was with an overhead projector and transparency. My experience taught me that unless I was in a place with no access to electricity- I would never do the grid method again. The smaller map we did in Thailand was with a LCD projector and a JPEG image.
To see, the World Map JPEG image file, click here.
Also the SE Asia Map JPEG image file, click here.
While the grid is a very good method to help students learn some math and perception skills, it is very time-consuming and requires a great deal of attention to detail. The students lose interest and the first part of the project becomes a challenge. So if the project goal is to complete a map or a mural, and not about meeting a challenge; and you have electricity and a projection option, keep it simple, easy and fun. Using a projector, the tracing part of the project- even for a very large map can be done in one session. Copies of the grids in the PC World Map Manual are useful to help define the lines as you trace. The image lines do get distorted and hard to determine depending on how far away you are projecting. If you are doing a mural, a hard copy of the image is helpful in the tracing. The projection method also allows for creating any words, (ie.school logo, motto or message) and having the lettering part easy to do.

Where is the best place to paint one? Obviously, where it will be seen and enjoyed- but there are some things to consider about the location and the surface you will paint on.
Consider the location. If using a projector, you must be able to be back far enough to get the
image the size you will want, so doing it in a hallway can be difficult. Of course, you will need
electricity, so consider the power source for outside locations. Another thing to remember is that
you will want dim lighting during the projection and tracing process, so you may want to consider
an evening session if you are doing it outside. Fun party after???
Consider the surface. The surface must be clean and roughed up before painting if you want the
paint to stick and your work to last. Painting on concrete or wood requires a thorough sanding
with medium grit sandpaper before you paint your background. I strongly suggest a freshly painted
or primed background to trace on. That background should be painted at least one day before the
tracing to allow time to dry. If the surface was previously painted with an enamel-based paint, you
will need to wipe it with paint thinner and sand it thoroughly before it is painted with a water
based paint. The paint will blister and flake off it you don’t do this step. If you are painting on cloth
for a banner, I suggest muslin or cotton sheeting. It is cheap and makes a good surface. Remember
that you will need a place to hang it and you will want to stretch it tight for the tracing. A wooden
wall or piece of old plywood and thumbtacks will work for that. Cloth is a good option for murals
because they can be rolled up, moved and stored easily. You may want to spray the completed
mural with a clear acrylic lacquer to help it last. Painting on plywood, use at least ½ inch plywood
so it is sturdy. Painting on future board requires the same treatment as the enamel-based paint
treatment. Future board is a petroleum-based product, so there is an oily gloss on the surface that
must be removed for the paint to stick and last. Rubbing it down with paint thinner- or you can use
nail polish remover here, and sanding it first is important.

What kind of paint should I use? Enamel paint is the longest lasting and will fade the least over time. Also the easiest to keep clean if your work will be somewhere where it will get a lot of dust and road grime. However, enamel is more expensive and requires paint thinner for clean-up. With students it can be a very messy process. Water-based paint is easier to clean, dries faster, and is easier to cover and touch-up on “Oops! Places.” Whichever paint you use, have lots of newspaper and tarp to cover the surfaces you are not painting. I also found the large trash bags useful as smocks for the students. Even with the best intentions about that school uniform or new T-shirt, they will get paint on it. Old clothes, and smocks are needed.
On the colors needed, you will need 1 gallon of white paint and 1 pint each of Red, Yellow, Blue and Green for each gallon of white. One gallon is enough for a 4x 8 surface.

What brushes do I need? A roller and kind of pan is helpful for the background, especially if it is large area. We used one of the food trays at the school and washed it good after we were done. The roller will help to achieve a smoother surface to trace on. You will need a selection of different sizes of brushes, depending on the size of the map/mural and the number of painters you want painting at one time. If you are doing a very large map, you will find one 3” brush helpful for big areas. If you are using enamel paint, maybe one for dark colors and one for light colors- as the thinner doesn’t always get them completely clean. I find having no more than 4-5 students/teams painting at one time the best, so I would have a 1” brush, a ½ “ brush and 2-3 artist brushes (the kind in a water color set) for each team. One or two 2” brushes for when you paint the very large countries are helpful. Don’t forget the stirring sticks. Chopsticks or popsicle sticks will work.

How many students do I need to do a World Map or mural? Working with a group of more than 10-12 students at a time is much more challenging. However, if it is a whole class project, and everybody wants to be involved, here are a couple of hints to keep everybody busy and the chaos to a minimum. · Make continent/or country teams. · Make a labeling prep team. · For a large class, you may want to have different groups for different sessions.

What are the steps to do a World Map or mural?
1. Prepare the surface you will paint thoroughly. Make sure it is clean and roughed up with sandpaper.
2. Teach the students some basic painting skills, if they have never painted before.
They will need to know:
· That you dip the brush in a little and then wipe it on one side on the side of the can before you take it
across the canvas, paint side up, to avoid drips on completed work.
· Proper brush strokes involve a back and forth method and you lift up a bit at the end of the motion.
· When you are mixing colors, you start with enough of the light color first and add the darker color a
little at a time until the desired color is reached.
· Introduce them to a Color Wheel so they know how to mix colors.
If you need an introduction to color theory;
-from KidsZone, to see a copy of their Simple Color Theory page, click here.
-or go to http://en.wikipedia.org/wiki/Color_wheel
· It is best to paint the light colors first and then the darker colors because it is hard to cover a dark
color with a light color. .
· Paint from the top down so any drips don’t fall on finished work. If you have several teams painting
around the perimeter of a canvas, their top will be the middle of the map and they should work to
the outside edge, so they don’t drip on or smear their work. Seems obvious, but they will need to
be reminded.
· If they work in the trash bag smocks, it will keep their clothes clean and may deter some who don’t
want to look silly wearing a trash bag.

3. Paint the entire background surface a light-blue ocean color. Mix plenty of this color from the white
gallon with drops of blue added. You can use this color to mix your darker blues, aqua, greens, and
violets later. We saved back about a pint of the white and mixed our light blue in the gallon. Be sure
to save some of this light blue color for touch-up. It will be hard to match later. Saving back some of
the colors for large countries is a good idea- accidents happen.
I like to use the margarine containers for mixing and saving colors because they have a lid, so scout
out some lidded containers before you start. Foil or plastic bags will not prevent the paint from
drying out over a couple of days.

4. Allow at least a day, before starting your grid or using the projector and the World Map JPEG to
trace the map in pencil. Use copies of the grid pages in the PC World Map manual, a globe and
some reference maps to define places in the projection where the lines aren’t clear. Some students
can make the computer documents for wording to be included on your map or mural.. Use the
projector to trace those. If you are doing the grid method, you will need to get a straight
edge device- a 2x4 will work for larger grids. Once you get the first line measured and drawn, having
a piece of card board cut to the size of each grid and tracing around it, one grid at a time, is a good
method. If you do the first row, and everyone is exact, you can have people working from both sides
at once. I suggest you wait until the entire grid is made to number it lightly in pencil at the corners.

5. Once your entire map is traced in pencil, go over the map with black marker. It is easier to paint up
to the lines if they are well-defined.

6. Before you begin painting the countries, you may want to have the student color a copy of the map in
color markers. It will help you decide which colors to paint which countries. Students here like to
play with the Paint program on the computer, so you may have them do it in the Paint program.

7. Painting the countries may take 3 or 4 sessions depending on the size of your map. You will want to
split up this part into several sessions so paint in one section can dry before painting next to it. Keeps
the smearing down. If you are doing a mural, allow some time between colors and possibly do a
“paint by number/color name” tracing of your picture. Then someone can paint from each edge.
Drying time between will also allow you to mask off large finished countries and oceans before you
start the next session. Provided the paint is dry, you can use masking tape to tape at the edge of the
color. Then run a piece of masking tape along the edge of a sheet of newspaper leaving half the
width of the tape exposed. Tape that edge down to the masked paint edge to protect your finished
work. Be sure to wait until the next paint is dry and pull up the newspaper first, then gently peel back
the tape. It’s a great way to prevent lot of extra islands in your oceans and blobs in China.

8. A larger map will take longer, but you can have more people painting at a time. I used the extra
students to color with markers some copies of the grids in the World Map manual, tape them
together and use reference maps to label them. It helps to decide which countries you will label and
how big and where the label should be on paper before you label your map. On a smaller map, for
places like Europe, you may want to just label the continent and some countries that they
know about.

9. When all the countries are painted, have the students go over the country outlines again with the
black marker. They can use the colored copies of the grids to make sure they haven’t reset some
country boundaries.

10. Once the countries are finished being painted, do the labels in pencil and when all the countries are
labeled correctly, go back over them with black marker, It helps to have some lists of the countries
and the colored copies handy- keeps the names of countries and the spelling correct

11. Do any touch-ups and lettering necessary.

12. Eureka! You’re finished. Hope you took lots of pictures of the process to send to your funders for
the project and your students have a better understanding of their world.

To see an Action Planning and Computer World Map Project, click here.
To see a Thai.English Powerpoint that my students did of their World Map Project, click here.
To see a Thai-English ACTION PLAN PROPOSAL Worksheet, click here.

A good website to explore is: Map Makers of the Peace Corps at http://chrisdelcher.carbonmade.com/ You will find pictures of lots of World Maps including the one we did here in Thailand and the two others I did with students during my Philippines service.
You can take a quick look at the two Philippines maps, click here.
For a Powerpoint of the process for large maps, click here.

A great mural site is http://www.cortada.com/conference/aids.htm

Interview with Regional English Language Officer

showeropera — Sun, 22 Nov 2009 00:37:20 CST

US State Department Jobs

Written by Scott Hajek, TCCO 119

People who work for the U.S. State Department overseas are the brightest, most inspiring people I’ve ever met. This has convinced me that a job in the Foreign Service would be exhilarating and would keep me in good company. In the past I had looked into the Foreign Service Officer position, which 119 got to learn about during PST2 and Mid-Service Conference through Susan Sutton, former political officer at the Bangkok embassy. Now I’ve been looking into Foreign Service Specialist positions. Here’s the scoop on the Regional English Language Officer that I recently visited in Bangkok.

Name: John Scacco
Position: Regional English Language Officer (RELO)
Employer: U.S. Department of State

Mr. Scacco’s Background

Masters in International Relations (focus on Eastern Europe) from U. of Washington
did JET program in Japan (3 yrs), realized he liked teaching English but wanted further education
Masters in ESL (applied linguistics)
15 years teaching and teacher training in universities and international schools
managed language schools like the Yemen American Language Institute
His previous RELO post: Morocco (North African region)
He thinks a focus on technology, internet, and e-learning are the hot new directions to pay attention to

RELO Job & Lifestyle

RELOs have a home base in one country, but they do extensive travel in other countries in the region that they’re responsible for
E-mail, e-mail, e-mail: RELO has to deal with a lot of e-mail, including questions from English teachers in the region.
Advise English teachers
Culture Workshops

RELO can do presentations about things beyond just language teaching
RELO John Scacco did a presentation on lifestyles in Seattle (his hometown)

Have to go back to the U.S. every 3 years and stay at least 1 month. Aside from being a vacation, this is to make sure the RELO stays current on American culture
for more information, see http://www.foreignservicecareers.com/specialist/self_evals/iielp_jobs.html

Career Decisions Tip

If your passion is for teaching and teaching alone, don’t be a RELO. Much of RELO position is management duties and program funding decisions. There’s still teaching and training involved, but not enough to satisfy those who love the classroom and hate the office.

Where do English Language Officers work?

Amman
Bangkok
Budapest
Cairo
Dakar
Jakarta
Kiev
Lima
Mexico City
New Delhi
Pretoria
Rabat
Santiago
Tashkent
Ankara *
Moscow *

* responsible for only one country, not a region

Selection Process

Process for all Foreign Service Specialist positions: http://careers.state.gov/specialist/selection.html
only 24 Regional English Language Officers in the whole world, so it’s a competitive job
Don’t be intimidated. See ‘Stepping Stones’ section.

Stepping Stones

Maybe you don’t qualify for the RELO position yet, but there are other positions in the State Department that deal with English education that are lower rungs in the ladder
Language Fellows

teaching and teacher training, like RELO, but for 10-month contracts. More Language Fellow positions are available than RELO positions.