Teaching English to teenagers in Thailand is hands down one of the toughest gigs out there. I’ve been in classrooms where I’ve felt like a stand-up comedian dying on stage - blank stares, heads down, zero reaction. The biggest hurdle? Most of them just don’t care. English is just another subject they’re forced to take, and for a lot of them, there’s no real motivation to learn it. If they don’t see themselves needing it in their daily lives or future jobs, then why bother? You can try explaining how useful English is, but good luck convincing a 15-year-old who just wants to scroll through TikTok.

Then there’s the fear of making mistakes. Thai culture places a huge emphasis on saving face, and teenagers are especially self-conscious. The idea of speaking in front of their classmates and getting something wrong? Absolute nightmare. Even the kids who do understand some English will stay silent rather than risk embarrassment. You ask a question, wait a few seconds, and then... nothing. They’d rather let the awkward silence drag on than take a chance.

Getting their attention is another battle. Phones, social media, gaming—these are their real priorities, and an English lesson has to compete with that. If the lesson isn’t engaging, forget about it. But here’s the tricky part: activities that work with younger kids (like silly games or songs) often feel too childish for teenagers, and traditional textbook lessons bore them to death. It’s a constant balancing act between keeping things interesting and not making them roll their eyes.

The classroom dynamic doesn’t help either. Many Thai teens don’t want to stand out, so even if someone actually enjoys English, they’ll downplay it to avoid looking like the "nerdy" kid. Peer pressure is real, and participation is often seen as uncool. In mixed-ability classes, the weaker students zone out because they’re lost, while the stronger ones get bored because they’re not being challenged. It’s no wonder that half the time, they’re either chatting, doodling, or straight-up sleeping.

Michael

As a foreign English teacher in Bangkok, I’ve always prided myself on adapting to challenges. But now it feels like we’ve taken a giant step back to 2020. Schools across the city are closing their doors not because of COVID-19, but because of hazardous air pollution. Once again, students are going to be logging in from their homes, and I’ll be staring at a grid of muted microphones and blank profile pictures. Don’t get me wrong, teaching online has its perks. No sweaty commutes on the BTS, and I can sneak a coffee refill between classes. But the novelty wore off long ago. There’s a certain energy in a classroom — the buzz of students chatting in English, the spark when someone finally nails a tricky grammar point - that’s impossible to replicate through a screen.

The pollution itself is infuriating. How did we get to a point where the air is so bad that schools have to shut down? It’s a stark reminder of how environmental issues are impacting daily life here. The irony? I’d love to take a walk after a long day of screen time, but even stepping outside feels like a health risk. I feel for my students, too. Online learning is no substitute for the real thing. Some of them are clearly struggling to stay motivated, and honestly, who can blame them? It’s hard enough to focus on phrasal verbs when the world outside your window is shrouded in a toxic haze.

For now, I’ll do what I can - plan engaging lessons, keep my energy up, and hope the pollution levels drop soon. But I can’t help wishing for the day when we can all breathe a little easier, both literally and figuratively.

Sarah B

Crossing the street in Thailand can be extremely hazardous. A while ago, I had a near-miss with a car while crossing a road in Laksi. Although many drivers slow down, stop, and signal pedestrians to cross, there are others who behave as though they own the road. During my time in Thailand, I’ve known two Filipino teachers who were victims of hit-and-run accidents, though there may be more. One major concern is why foreign teachers are often tasked with escorting students across streets. Their primary role is to teach English, not manage traffic. They typically lack both the training and the Thai language skills necessary to safely guide students in such situations—especially when their safety is at risk. Foreign teachers deserve more thoughtful consideration. Rather than assigning them roles like traffic enforcer, canteen staff, or groundskeeper, school directors could engage them in after-school activities aimed at improving students’ English proficiency. Don’t you think this would be a more effective use of their skills?

Ricardo

I taught in Thailand from 2013 to late 2019. During that time, I worked in government schools, language centers, a university and a Satit school. In all that time, I never had any hard data with which to track my students’ progress. I always tried to keep records as best I could, but as any long-term ajarn knows, the chaos of day-to-day life in Thailand tends to intrude on even the best of plans.
It was difficult to track student growth from week-to-week and essentially impossible to track progress from year-to-year. In the end I just kind of did the best I could and tried to meet my students where they were, even if I might only have a ballpark estimate of exactly where that was.

Skip forward to 2024: I’m now in my third year of teaching in the United States as a Master’s-degree-holding, licensed ELL teacher. My district uses a program that allows me to evaluate my students’ speaking and writing abilities on a weekly basis and give feedback. This informs the next week’s instruction. I can also view the week-to-week data and see my students’ progression over time. Not only does this allow me to tailor my instruction, but having access to real-time data has basically changed the way I teach entirely. In Thailand I had to “eyeball” where my students were at and try to come up with something that worked for as much of the class as possible. Here, I can use weekly data to differentiate the next week’s instruction.

Say, I have three students who absolutely bombed a section on capitalization and punctuation. I can review those target areas with them the next Monday while the rest of the class starts on the next assignment. After each student reaches the goal, they can rejoin the class and pick up where they left off. Having access to this kind of data has been a game-changer. When I consider potentially going back to Asia to teach someday, I can’t help but think about the resources I’ll have access to. I’ve been around a few mid-tier international schools in Thailand and even those didn’t have anything remotely resembling real-time data collection tools.

I’d like to go back to Asia one day, but at this point I can’t even imagine teaching without being able to collect weekly, accurate data. Relying on annual or bi-anual exams just doesn’t cut the mustard, assuming you even have access to those scores and also assuming that the Thai teachers or administrators don’t change them on the fly. I’m glad I started my teaching career in Thailand. But, after a few years of teaching in the U.S. I just can’t imagine going back to the old norms and methods.

Clif (With one "f") USA

I'm currently in my third year of teaching at my current school in Thailand. I'm going to do one more year before returning to my home country. I have a 5-year teaching licence with about three years left on it, but I'm still going to leave.

I've come to notice that a lot of Thai schools have some rather bitter and twisted rules in the small print of their employment contracts. Now, nobody is forced to sign such contracts, but for those with families and assets here, it might be case of 'having to'.

Why so?

Well, a return to your own country would (in some cases at least) mean having a job and home to go to. That might take time to arrange or save the money for. And in my experience, most Thai schools (even the higher paying ones with 'good' reputations, like mine) have some of these 'bitter' rules within their contracts. In essence, if you're looking for a school that doesn't have such rules, you're probably (although not definitely) not going to find a teaching position in Thailand.

What are these rules and unsavoury actions I'm talking about? Well, these are the ones I keep seeing nowadays.

1. Contracts running from March to March. I've seen lots of contracts (some of my schools and schools of others) that do this. It is simply to avoid paying end of the year holiday pay to an employee who is not returning in May.

I think if you've worked all year you should get the end of year holiday pay. Not paying this (and ending contracts in March, which also ends the non B/work permit etc) makes it almost impossible to change jobs in Thailand. Visa cancelled in mid March, it's about 60 days until the new term, so a teacher would have to support themselves financially for half of March (yes, some schools stop the pay then!), all of April and May. The 60/90 days given after a visa run will probably not be enough time in some cases. It's deliberate, no doubt about it.

To me, this is just schools being bitter and twisted about teachers potentially leaving. They'd rather make it impossible to change schools within Thailand and keep you there as an unhappy employee. It's bitter. It's twisted. It's pathetic.

2. Western managers who are happy to make it hard for western teachers.

I have come across a few of these types. The types who think the above procedures are great and are the ones who, at times, take great delight in dishing out such punishments on their own people. You'd think they'd understand how hard it is for foreigners out here, but these cretins act like the lap dogs of the school owners for a few extra bucks a month. They are weasels.

3. Expecting teachers to work for free.

This is a bugbear of mine. It only seems to be teachers who are expected to work the odd day here and there for free. It's not good. I've had more than one contract that says things like 'occassional weekend work may be required, but such occurrences are rare and reasonable notice will be given'. This is something I do ask about if I see it in a contract. I've had two schools tell me 'oh just once or twice a year'. That's OK, I can handle that (even if I think the school's should pay the teachers for their time!) But in reality, this has not been the case.

At my current school, I will have worked about 5 Saturdays already since May - December. A few evenings too. We were once given two days notice of having to come in on a Saturday (it was a non emergency). Same day's notice of an online Zoom meeting at 7pm. For something that could've waited or been said in an email.

A lot of the weekend/evening events seem to be all about making western managers look better in front of the school owners (by getting the teachers in to do shows or community days etc.) All unpaid, although a lot of these events involve parents paying for a seat etc. It's the brown nosing psycho western managers saying, "Oooh look at me Mr Owner. I got everyone in for free to put 70k in your pocket.. Please pat me on the head and call me a good boy." Weasels.

4. Keeping work permits. My current school has a policy (which sounds illegal) of keeping work permits if you leave for another school without giving 90 day's notice, or if you take the end of year holiday pay with no intention of returning in May. It's bitter and twisted. And before anyone says 'Well you shouldn't take the holiday pay and leave' etc. Well, a Thai would be allowed to take the pay and not have an ex employer put a block on them getting another job. What would happen back home? Nothing!

It's bitter and it's twisted to do such a thing. Particularly when foreign teachers do it! Sometimes, an offer comes up that you can't refuse, even if you weren't looking for a job. But these psychos literally want to ruin your life if you have the audacity to try and get a better job. Even if they've worked for the school for a decade or so! The upshot is that I am now planning an exit with my family. We have saved a fair amount and one more year's saving should do it.

5. The Thai education system , when it comes to hiring foreigners and its employment contract rules, is, for the most part, run by psychotic western lapdogs and bitter school owners who see non-Thai teachers as cattle.

Foxy Stoat

Ageism has been an issue in Thailand for a while and it's not going away, sadly. It's even worse for Thais. Just go on any Thai jobsite and try and find jobs for anyone over 35. It's similar for us foreigners too, but the 'age limits' vary and aren't nearly as downright nasty as they are for Thai nationals. I'm in my fifties now, have an education degree and over twenty years' teaching experience. However, I can't get a 'top job' anymore, despite excellent references and experience.

I applied for a job recently and the school didn't even reply to my email. However, they did reply and offer a job (at 85,000 a month) to a young handsome chap I know with nowhere near my level of qualifications. Fair play to him though, for applying without credentials deemed 'essential' in their advertisement. There was no 'age limit' mentioned in the ad, but obviously there was. There was no other reason to reject my application out of hand (they just asked for certificates, CV and a photo to be sent). And yes, I know how to write a good CV.

I'm happy for the chap. Good luck to him. But it has made me realise that I need to look at going back home to teach there. In Thailand, it's all down to private schools wanting pretty young faces representing their schools on the website, on the billboards and just for the parents to swoon over. Young, fresh-faced teachers help to sell the schools here. I'm still getting some good offers, but not at the level I'm used to. And it's only going to get worse as I get older. I've now realised that you can't help feeling angry and frustrated at times due to the rampant ageism here, but that you need to just let it go. Things aren't going to change. Cash is king.

Kenneth

A few months ago, several books, including resource packs, began disappearing from the language school where I work. This hadn't been much of an issue before, but in just six weeks, no fewer than eight photocopiable resource packs vanished. Teachers will understand what I mean: those helpful books like Timesaver, Activity Box, and Penguin, filled with photocopiable materials that make lessons easier to prepare and are well-liked by students. You could argue it's surprising they hadn't gone missing sooner, but let’s look at the situation more closely. These weren’t original copies but photocopies (yes, we should have the originals), all stamped with the school’s mark. The financial value of these copies was minimal (under 100 baht each), but they were invaluable teaching tools. Since the branch doesn’t have the originals, replacing them is possible but time-consuming for some.

For me, though, it’s not just the act of stealing that’s troubling. What’s worse is that the thief (or thieves) has deprived their colleagues of these essential materials. Also, who would want to be seen using stolen books? If I saw a teacher using resources stamped by another school, I’d immediately think they were a thief and wouldn’t trust them in the teachers’ room again. Are teachers really so broke that they can’t buy their own resources – or at least copy the school’s instead of stealing them?

Phil

I thoroughly enjoyed my experience with team teaching. There was a moment when the Thai teacher mentioned that she had picked up many new activities from me that she had never encountered before. In the same way, I learned from her how to manage classes, introduce lessons, present activities, and assess students. Our lessons were seamless, and if one of us had a meeting, the other could easily step in and teach the class. This resulted in improved lessons overall because whenever I introduced something, the Thai teacher would build upon it, and vice versa. It also made my workload lighter, as she often took charge of the lesson planning while I supplemented her ideas.

Team teaching made tasks like checking students' workbooks or textbooks much more efficient. With two of us, the process was quicker, and it helped that the students were more disciplined in the Thai teacher's presence, making things a lot easier on me. I miss this collaborative approach, especially since my partner transferred to another school. For at least one term, I experienced truly meaningful teaching alongside my Thai partner. While I enjoy teaching solo, I found it even more fulfilling with a teammate. Our partnership brought us closer, and whenever I faced challenges at school, she was always there to support me.

If given the opportunity to work with another Thai teacher in a similar setup, I would gladly accept. It would lighten the workload, allow me to learn and share experiences, and ultimately, the students would reap the benefits.

Why not give team teaching a chance?

Juan

Looking back, it’s hard to acknowledge, but I wasn’t cut out for teaching at the time. I got a position in an EP program at a reputable high school, thrilled to have outperformed other candidates with a solid demo lesson. I entered the job with big aspirations, but things unraveled quickly, and I soon found myself in over my head. The truth is, I had no idea how to effectively teach, and the students saw right through me. My lessons lacked structure and engagement. I’d spend a few minutes vaguely discussing the topic, then toss out an activity, only to realize I hadn’t explained it properly. On top of that, I never gave them enough time to complete tasks before abruptly moving on to the next thing. This chaotic approach soon led to disengagement from the students, and when they started tuning out, I’d lash out in frustration, only making matters worse.

Instead of addressing my shortcomings, I chose the easy route: avoiding change. I didn’t ask other teachers for advice because I was too proud—or maybe too embarrassed. After two months, it was no surprise when they decided to let me go, though they graciously allowed me to stay on until I secured a new position. At the time, I was outraged, convinced I’d been treated unfairly. Whenever someone inquired about why I left, I’d spin the story. I claimed the head of the program was against me from the start and that the students were difficult and uncooperative. I repeated this version so many times that I eventually convinced myself it was true.

It wasn’t easy being fired, and the sting of failure was tough to bear. But, with time, I’ve gained perspective. I can now laugh about the experience and appreciate the lesson it taught me. And hey, I haven’t been fired since - so that’s progress, right?

Ricky

I decided to try something new: I added all of my students to Line groups to keep them updated on reminders, scheduling changes, and other important information. (For those unfamiliar, Line is a messaging app similar to WhatsApp.) This choice has significantly blurred the lines between my work life and personal life. Was this the right move? A decade ago, it would have been unheard of for a teacher to maintain such close contact with students outside of school hours. In fact, my mom, who was also a teacher, might have faced serious consequences for checking in on a student after class. Now, I find myself questioning where the boundary lies between being a professional educator and a mentor. I'm also grappling with how comfortable I am with this overlap between work and personal life; sometimes, you just need to disconnect, but with these constant connections, that escape feels impossible.

Tim