In my development goals, I wrote about the kind of qualities that I want ETM members to develop in my classes. My critical incidents in the teaching experience page show how I have helped teachers develop from 2012 to 2015. I have shifted to a more hands-off approach and try to help student teachers learn from their experience. In terms of ETM goals, I believe that my Subject Matter Knowledge and Pedagogical reasoning skills have changed the most. I am learning more about how student-teachers learn and I am getting better at responding to individual needs.
Critical Incident 1 (2012, Thailand): I discover the drawback of providing step-by step guidance about how to do a class through my experience supervising English Department students in Thailand.
Critical Incident 2 (2013, Thailand): This year I decide not to provide as much guidance to student-teachers in Thailand. What happens? The classes are worse than they were in 2012. Hmm, what does this mean?
Critical Incident 3 (2014, Thailand): This year I supervise the Puean Program together with Simon Townsend. I notice that he provides a lot of guidance to students. It seems to be very effective for him. However, when I provides student-teachers with advice before going to Thailand about a class that I KNEW would not work, they did not follow it. They taught a bad class but then improved it after the hard experience. I learned that student-teachers need to be ready for the advice for the advice to be effective.
Critical Incident 4 (2014 - 2015, Japan & Myanmar): I realized that overall I have become very hands-off and let teachers make mistakes and learn from them. This is the current state I am at my development, I am trying to support student-teachers in solving their own problems