Based on my teaching experience last year in my English class, I will refer to one student as “Phyu Phyu” to protect her identity. When I first arrived in the class, she was very quiet. After introductions and some time getting to know each other, I began to understand her behavior. This reflects the microsystem, where direct interaction between teacher and student takes place.

After a few days, I noticed that she was still not very open with me. I spoke with the manager and other teachers, and they suggested that I communicate more slowly in English because she might not fully understand the language. This represents the mesosystem, where different parts of the student’s environment (teachers and school staff) work together.

Looking at the exosystem, I learned from other teachers that due to family separation and having many siblings, she did not develop a strong English foundation when she was younger. These external factors affected her learning, even though she was not directly responsible for them.

At the level of the macrosystem, her family believed that as the oldest child, she should stop studying and become the breadwinner. This cultural and social expectation had a strong influence on her education.

However, after understanding her situation, I adjusted my teaching approach. I communicated more gently and used simpler English. Over time, we built a stronger relationship, and after a few weeks, she became more comfortable and engaged in class.