Tim Cornwall PhD (Adult Education) Royal Melbourne Institute of Technology University (2006) was a faculty member with Sasin Business English, Sasin Graduate Institute of Business Administration, Chulalongkorn University for five years until the unit was closed. In this position, he was responsible for developing and providing language and communication courses for academic and corporate clients. Currently an adjunct lecturer for International College for Sustainability Studies (SWUIC) corporate classes, Dr Tim continues to teach business English courses for Thai and international companies and to conduct one-on-one individual mentoring and English language instruction. He earned a Business Diploma, Algonquin College (1974) along with a BA in English (1978) and a Certificate in Teaching English as a Second Language (1979) at Carleton University before leaving Ottawa, Canada. From 1979 to 1982, Dr Tim taught at Kanda Institute of Foreign Languages (KIFL) a leading vocational English language institute in Tokyo, followed by three years teaching in Temple University Japan’s (TUJ) Academic English Program where he earned his Master in Education, (1984), graduating with distinction. From 1985 to 1987, Tim was Guest Professor, Business Administration Department, Klagenfurt University, Austria. During his time in Europe, Dr Tim learned both French and German. From 1988 to 1996 he taught a variety of courses at the university level in Japan, including three years as Assistant Professor, English Language Department, Sophia University, Tokyo, Japan. He has also taught at many other universities in the Tokyo area including: Chuo, Keio, Meiji, Jikei, Kyorin, Tamagawa Junior College, Taka Chiho, Kogakuin and Asia Universities. He also taught at Yokohama and Kawasaki Academies and a wide variety of corporate classes including: Toshiba, Fujitsu, Mitsubishi Heavy Industries and Siemens. He also established and ran a successful financial planning business while in Japan. Dr Tim was initially employed and later involved as a partner in Japan's oldest and leading expatriate financial planning firm. He was accountable for sales, national marketing campaigns and client services Dr Tim has published two textbooks, Speaking First and Take Off with MacMillan Press and numerous articles on a variety of topics. The Managing Editor, Guide of Bangkok, from November 1998 to February 2000, he has lived in Thailand since May 1997. During the Bangkok Asian Games (1998), Dr Tim was the Director of BAGOC’s International Public Relations Center. He also contributed to the Tourism Authority of Thailand’s website for over a year and has provided content for eThailand.com.
I believe adult and young adult students learn best when they know what is needed to complete an exercise and more importantly, know why they are doing it. Our students need to see the benefit in undertaking a task; they must have the confidence that they can complete what has been asked; and that when finished that there will be some intrinsic or extrinsic benefit from what they have completed. I believe that to carry out this I need to know my students and what they know before they come to class. This is difficult with any group, as learners will have varying skills and experiences. However, it is my responsibility to decide what my learners share with each other, what knowledge or experience might be limited to one or two individuals, and finally what experience or knowledge needed for the task-at-hand is not available at all. With an understanding as to what most students share in the way of experience or knowledge, I can decide where I believe the training event should start. For example, in teaching negotiation skills, if the students understand the concept of ‘give and take’, and have the vocabulary needed, the class can move on to other aspects of negotiation. With an understanding of the students varying backgrounds, I will know who might be able to offer support in certain areas. For example, if one participant is stronger in idiomatic English, they might be called upon to give succinct translations of idioms. Finally, with an awareness of what might be new for all students, I will have an idea as to what I need to present and those areas where I can expect difficulty. For example, if students studying negotiation skills do not have experience with accepting or rejecting offers in English, they will need to be presented with the basic structures employed in day-to-day conversation before they can be expected to adapt these conventions to a formal negotiation. I also believe that learners need to understand how the learning is to be structured so that they can gain confidence with what they will be asked to do and so that they can work more effectively. I believe that once learners understand how to learn or to complete an activity, they become more confident and will learn more readily. For example, learners who have been asked to read need to know what is expected. If they do not know what types of question they will be asked or what types of exercise will follow, they will not know what reading skills to employ. However, if students have been asked to read for pleasure, and know that my questions will relate to their enjoyment of the text, they can then read according to this need. Learners must also understand why they are being asked to do something so that they can understand the benefits of an activity in terms of immediate acquisition of skills or knowledge and how, if successful, these skills and knowledge will be beneficial in their future. My approach to learning increasingly builds on experience through interaction and mutual respect. I believe adults and young adults do their best to learn when they know they can use the subject matter and skills acquired in the seminar, and when they can see for themselves how new skills and/or knowledge will fit into an existing set of experiences and expectations. Finally, I believe adult and young adult students learn best when they have accepted that everything that is expected or undertaken in a seminar is intended to be of benefit to them both personally and professionally.
Dr Tim won the Thai-Canadian Chamber of Commerce - Best Professional Services of the Year Award 2006 for his efforts in providing professional services in Thailand.
PhD (Adult Education) December 2006 Royal Melbourne Institute of Technology University (RMIT) Melbourne, Australia Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community The thesis challenged commonly held views about teaching and learning in this environment and concluded that the key to effectiveness lies in acquiring and applying a deep and affirming knowledge of participants beyond needs analysis and course content to include knowledge of the social norms that identify Thais as a cultural group. Master of Education, TESL August 1984 Temple University Japan Tokyo, Japan Certificate in TESL June 1979 Carleton University Ottawa, Canada Bachelor of Arts, English Literature June 1978 Carleton University Ottawa, Canada Business Administration Diploma, Management May 1974 Algonquin College Ottawa, Canada
Tim is a Distinguished Toastmaster (DTM) and Past Division Governor for Toastmasters in Thailand. A member in the Rotary Club of Bangkok South, he was editor of the club’s weekly magazine South Wind for seven years and has been on the club’s board of directors for four years as Club Administration, Communications Director and Fund Raising Director for two years.