ครูผู้สร้างแรงบันดาลใจ : ฉันจะเป็นครู I want to be a teacher (15 ธ.ค. 61)

Program overview

“I want to be a teacher” follows university students in teacher-training, focusing on the theme “Teachers in the ICT Era.” In this episode, the challenge centers on “inspiration and passion” for teaching.

Teacher trainees:

• Plan lessons
• Prepare activities
• Run activities with children
• Reflect on what worked and what didn’t

Lifestyle / practical teaching-life highlights

• Teacher trainees must comply with specific training requirements—following a teaching mission under the ICT-era theme.
• Daily life and commuting choices vary:
  • Some trainees commute by motorcycle
  • Others rely on public transportation
  • One approach is to stay near the school in dorm/accommodation
• Example end-of-day routine (described):
  • Leave school and return around ~5 PM
  • Use options like tuk-tuk drop-offs near Chao Phraya
  • Then walk and visit nearby places (market/mall, 7-Eleven)

Key teaching challenge: “Create inspiration and motivation”

Core ideas emphasized by the program / professor

Modern teachers should:

• Be student-centered
• Understand the nature and context of learners
• Bring out each individual’s potential
• Create motivation that works beyond just one activity

Teachers are encouraged to interpret the same teaching problem in different ways to find better approaches for engagement.

Episode teaching activities & outcomes (what they did + takeaways)

Teacher Fah: game-based “bomb question” points system

Activity concept

• Students find hidden “question” tiles.
• Correct answers earn reward points.
• If a student opens the “bomb” tile, points disappear.
• Reward certificates depend on accumulated scores.

What went wrong (observations)

• The classroom was big, but the game was only placed in one area—reducing engagement.
• Timing and logistics limited how well the game could be used across the room.
• Some students were quiet/scattered and showed limited interest.

Feedback themes

• Games can boost motivation, but require:
  • Clear explanation
  • Fair/accessible placement
  • Ongoing attention management (not just a single-point event)
• External rewards can help, but the class must also generate genuine learning interest.

Teacher Ice: inspiration via video stories of overcoming illness/disability

Activity concept

• Use video clips featuring a sports-related comeback story (injury/illness → perseverance → return to play).
• Discussion prompts connect the story to children’s dreams and self-confidence.

Main message delivered

• Encourage learners to avoid self-limiting thoughts (e.g., “you can’t”) and persist despite obstacles.
• Motivation can come from identifying with others’ experiences, not only direct instruction.

Self-reflection / improvement points

• Ice noted a need for clearer speaking/voice projection.
• Feedback suggested adding more detail and avoiding comparisons that feel too far removed; examples should feel relevant to children.

Teacher Noon: “community roles” problem-solving simulation (group project)

Activity concept

• Students work in groups with assigned community professions/roles, such as:
  • Teachers
  • Merchants
  • Village Headmen
  • Hospital Owners / health roles
• Groups discuss real community problems and propose solutions based on their role.
• Brainstorming may use drawings or storytelling rather than only writing.

Example problems and solutions referenced

• Waste management
  • Promoting cloth bags instead of plastic bags
  • Setting up designated trash disposal areas
• Community cooperation: “every problem can be solved” through collaboration

Mentoring aspect

• Noon frequently motivates students informally and offers encouragement beyond formal instruction.

Reflection themes

• Some feedback suggests role choices must connect more naturally to children’s daily lives.
• Even small activities can help children discover identity and understand their role as community members.

Teacher Oom: first-grade math lesson through a structured “counting competition”

Activity concept

• A playful classroom contest where children count objects (example: “14 eggs”).
• Students explain why their answer is correct (reasoning and counting method).

How counting was taught

• Counting through relationships, not only one-by-one:
  • Counting in steps (e.g., increments of 2, 3, 10)
  • Showing how adding groups leads to the total

Classroom management emphasis

• First graders can be energetic; the teacher sets rules carefully.
• Emphasis on:
  • Respecting rules
  • Involving different children (not only the fastest answerer)
  • Listening to others’ methods

Main learning outcome

• Multiple approaches can be valid—the goal is helping children see number relationships and build transferable thinking.

Episode wrap-up: the “three key words” summary

The professor summarizes lesson-design mindset into three words:

• F: Focus on teaching engagement (capture attention)
• M: Motivation (build learning drive from within; drive to learn)
• I: Inspiration (teachers/model examples; learn from others’ success)

Final guidance themes

• Don’t focus only on delivering content—prioritize inspiration, motivation, and engagement.
• Teaching is also about daily-life living together and communication.
• Mentoring and support (including behind-the-scenes mentor teachers) help new teachers grow.

Notable locations, products, or speakers

Locations mentioned

• Chao Phraya (drop-off/walking route)
• Market / mall area

Product mentioned

• 7-Eleven

Speakers / notable people

• Professor Atthapol
• Teacher trainees highlighted:
  • Teacher Nun
  • Teacher Fah
  • Teacher Ice
  • Teacher Noon
  • Teacher Oom

Students demonstrated learning through role-playing scenarios (e.g., assigned community professions) and activities such as the first-grade math counting lesson.