Be Like Anthony: Experience an English Camp Opportunity at a BFITS Partner School and Connect with Fellow Teachers

Learning a second language, especially English in a non-native setting, often faces obstacles not due to a lack of grammatical knowledge, but rather a serious lack of confidence. In today’s English teaching environment in Thailand, discussions around the affective filter—the psychological barriers created by anxiety, fear of mistakes, and self-doubt—are more relevant than ever.

The Satriwithaya School English Program, in collaboration with BFITS, addressed this challenge through a one-day immersion event called “CampEp Spark: Confidence in Every Conversation.” Designed as a high-energy English camp experience for Mathayom students, the program focused on lowering psychological barriers while strengthening real-world communication skills.

This blog explores how the camp’s thoughtful structure, activities, and teacher collaboration created a cohesive, confidence-building journey for students—and how it also strengthened BFITS Community Connections by bringing together teachers from across BFITS partner schools. I wanted to share my experiences during this event, as I was given the opportunity to collaborate closely with fellow BFITS teachers throughout the day.

Philosophical Foundation: Igniting the Emotional Aspect of Language Learning

The name “CampEp Spark” immediately signals purpose. The word spark suggests ignition rather than completion—a starting point for confidence, not a one-time outcome. More importantly, the theme “Confidence in Every Conversation” places emotional readiness at the center of English learning.

Satriwithaya School clearly recognizes the limitations of memorization-based teaching and instead focuses on preparing students mentally and socially. Mathayom students, especially at this stage of development, are highly influenced by peer perception and self-awareness. The camp, therefore, had to be more than instructional; it needed to create a safe, encouraging space for communication.

The event ran from 8:00 AM to 3:30 PM, requiring careful timing and strong coordination. Most facilitators were BFITS Staff, supported by visits from the School Director, Deputy Director, SW Staff, and teachers from the host school. This balance ensured consistent instructional quality while reinforcing institutional support—when school leadership values English, students gain confidence in valuing it too.

Initial Segment (8:00 AM – 9:30 AM): Building Authority and Familiarity

The first part of the day guided students from their usual academic routines into a fully immersive English camp environment.

The program began with Registration at 8:00 AM, which did more than organize attendance. It created structure, intent, and a sense of importance around the day. This transitioned seamlessly into the Opening Ceremony at 8:15 AM, attended by the School Director, Deputy Director, SW Staff, Teachers, and BFITS Staff, led by Program Manager, Mr. Trell Cornelius.

Rather than teaching content, leadership used this moment to signal commitment, welcome students, and explain the purpose of the camp. This endorsement elevated the importance of English communication within the school culture.

Presentations began at 8:30 AM, strategically placed early to address performance anxiety head-on. Mathayom 3 and Mathayom 2 students presented first, setting expectations and acting as role models for younger students. Teachers Greg Hull and Cassie Meyer provided structured feedback and encouragement, helping reduce fear while reinforcing effort.

By tackling the most anxiety-inducing activity early, the camp allowed students to relax and fully engage in later sessions.

Core Engagement Model (9:30 AM – 1:45 PM): Rotation, Practice, and Strategic Breaks

Following the initial exposure, the camp shifted into its core teaching model.

A Snack Break at 9:30 AM allowed students to reset mentally before beginning the rotation schedule:

• Rotation 1 (9:45 AM)
• Rotation 2 (10:30 AM)
• Rotation 3 (12:15 PM)
• Rotation 4 (1:00 PM)

This rotation model aligns with task-based learning and communicative language teaching, allowing students to practice English in small groups across varied contexts. Activities targeted fluency, accuracy, vocabulary development, and teamwork.

Consistent BFITS team presence throughout all rotations ensured continuity, low student-to-teacher ratios, and supportive feedback without fear of mistakes.

Lunch at 11:15 AM was deliberately placed to prevent fatigue and maintain focus. Importantly, BFITS and SW Staff joined students during lunch, encouraging informal English conversation—often the most effective confidence-builder of all.

After lunch, Icebreaker Activities at 12:00 PM helped re-energize students and reinforce team bonding before continuing with Rotations 3 and 4. This structure ensured skills introduced earlier were reinforced in more complex situations.

A second Snack Break at 1:45 PM provided closure to the intensive rotation phase and prepared students for the final creative application.

Combining Efforts and Creative Output (2:00 PM – 3:30 PM): Applying Language in Real Contexts

The final segment focused on applying confidence through creativity.

At 2:00 PM, students participated in a DIY Station (Making Lip Gloss). This project-based activity shifted language from subject to tool. Students used English to follow instructions, collaborate, discuss materials, and problem-solve together.

This hands-on experience helped detach English from test pressure, replacing it with tangible achievement and shared memories—powerful confidence boosters.

The day concluded with Mathayom 1 (M1) Presentations at 3:00 PM, led by Teacher Cassie. Placing the youngest students last was intentional. After observing older peers, completing rotations, engaging socially, and participating in creative projects, M1 students presented in a supportive, prepared environment.

Their final experience became one of success rather than anxiety—essential for long-term confidence in English communication.

Summing Up and School Closure (3:30 PM)

The Wrap-Up and Certificate Ceremony at 3:30 PM officially closed the camp. Certificates transformed participation into recognized achievement, reinforcing self-belief.

The presence of the School Director, Deputy Director, and SW Staff during this final moment validated students’ efforts and ensured the confidence gained felt meaningful and lasting.

Confidence Built, Connections Strengthened

Satriwithaya School’s CampEp Spark was more than a schedule of activities. It was a carefully designed English camp experience that addressed emotional barriers to language learning.

Through early exposure, structured practice, creative application, and institutional support, students moved from passive knowledge to active communication. At the same time, the event strengthened BFITS teacher collaboration, allowing educators to connect, support one another, and share best practices.

In this experience, English learning became human, practical, and empowering—for students and teachers alike.

BFITS Connects. Creates. Inspires.