In a previous installment, the author recounted their initial encounter with T. Wannee, a Thai teacher whose reputation preceded her. Colleagues had praised her character, noting that if she were not strict, she was exceptionally courteous. They said she was not selfish, often sharing her packed food. “Good luck, Kuya!” they had said. The author felt like Daniel thrown into the lion’s den.
The First Greeting and the Wai
Upon meeting, the author initiated a respectful greeting: “Sawasdee T. Wannee.” She responded, “Good morning, Master Glenn,” but did not look up, busy with something on her desk. The author wondered if she was intentionally distant because he had arrived early. The Sawasdee greeting is customary in Thailand, accompanied by a Wai—placing palms together with fingertips touching the nose. The Wai signifies respect, acknowledging seniority in age or position. When offering a Wai, one must bow the head while pressing the palms together. There are three levels: the first for peers, the second for elders or superiors, and the third for monks, involving a deep bow as a sign of profound respect. After the greeting, men add “Khrap” and women “Kha.” For LGBTQ+ individuals, they know what to say.
T. Wannee’s Appearance
That first meeting left an impression. T. Wannee appeared around 50 years old but looked 40. Her beauty was evident despite her uniform: a white long-sleeved blouse with a collar and a black skirt. Her black, soft hair was neatly pinned up. Her makeup was subtle, complementing her heart-shaped face. Her eyebrows had a natural curve and fullness, and her eyelashes were long. Her nose was slightly pointed, fitting the size of her mouth. Her fair skin glowed especially in sunlight. She stood about 5 feet 4 inches tall with a modest figure. Had she not been a teacher, she could have been a flight stewardess for Thai Airways. The author confirmed that reports from colleagues were true—T. Wannee possessed a unique virtue.
Witnessing Classroom Discipline
The author had no first-period class and observed T. Wannee teaching Prathom 6/1, her advisory class. The school had five sections each for Prathom 5 and 6, with 35 to 40 students per section. While T. Wannee wrote exercises on the board for students to copy, a chubby boy with a rough face began causing trouble. He distracted classmates, grabbing notebooks or pens, making paper airplanes, and flicking them at targets. He also mimicked flying a kite, raising and lowering his left hand as if holding a string, but with a large hole in his hand. His eyes would roll back as if he were enjoying it. The whole class became noisy. T. Wannee gave a first warning, silencing them with a command-like presence. The boy stopped, and for five minutes, only the sound of pages turning and slight movements of desks and chairs were heard.
The author glanced at the boy, who grinned like a mad dog. He quickly wrote on a piece of paper with a blue marker: “C H A K W O W.” The author frowned, not understanding. The boy read his expression and mimicked flying a kite again with rolling eyes, even licking his lips. Before the sixth minute ended, the boy resumed his antics, targeting another student. The class erupted again. T. Wannee scolded them a second time, more sternly. The class straightened up, but the boy remained defiant, imitating the teacher’s posture as she continued writing. T. Wannee’s movements were graceful, her walk “smooth as Thai silk,” as colleagues said.
