Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers.
Speaker:
Marjorie Hall & Sherry Steeley
Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
20 Inspiring Reasons Why You Love to TeachEdutopia
We were so inspired by our audience's responses to a quote on Edutopia's Facebook page, we collected twenty of our favorites as a reminder for why teaching is such an amazing and worthwhile profession.
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
Dos and Don'ts of Classroom Management: Your 25 Best TipsEdutopia
Classroom management is a delicate balancing act often learned through experience and trial-and-error experimentation. Whether you're a new or experienced teacher, having strategies for effective classroom management is essential for creating positive, successful learning spaces (and staying sane!). In this guide you’ll find 25 tips for managing your classroom.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
20 Inspiring Reasons Why You Love to TeachEdutopia
We were so inspired by our audience's responses to a quote on Edutopia's Facebook page, we collected twenty of our favorites as a reminder for why teaching is such an amazing and worthwhile profession.
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
Dos and Don'ts of Classroom Management: Your 25 Best TipsEdutopia
Classroom management is a delicate balancing act often learned through experience and trial-and-error experimentation. Whether you're a new or experienced teacher, having strategies for effective classroom management is essential for creating positive, successful learning spaces (and staying sane!). In this guide you’ll find 25 tips for managing your classroom.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
HOW TO TEACH EFFECTIVELY- Dr Rahim Khan.pptMNisar4
KOHAT UNIVERSITY OF SCIENCE & TECHNOLOGY
Top Class Education in a Vibrant Environment driven by Research and Innovation
Kohat 26000, Khyber Pakhtunkhwa, Pakistan Ph # 0922-52914774, 0922-52910501
Applications are invited from suitable candidates for the following vacancies on Regular/BPS (Contributory Provident Fund) basis as stated against each for Kohat University of Science & Technology, Kohat (KUST) as per following detail:
S.No
Posts and Department
No of Post
Qualification and Experience Required
1.
Professor
BPS-21(CPF)
English
Botany
Biotechnology &GE
Environmental Sciences
Chemistry
Microbiology
Pharmacy
01
01
02
01
01
01
02
Ph.D from an HEC recognized University/degree awarding institution in the relevant field.
Experience: At least 15 years including at least 08 years Post Ph.D experience in lecturer scale/equivalent Grade and above in HEC recognized University or a Degree Awarding Institution/institution offering 16 years of education or professional experience in the relevant field in a National or international organization will be required.
OR
10 years Post Ph.D teaching research experience in lecturer scale/equivalent Grade and above in HEC recognized University or a Degree Awarding Institution/institution offering 16 years education or professional experience in the relevant field in a National or International Organization.
Publications: 15 research publications with at least 5 publications in last 5 years in the HEC recognized journals.
2.
Associate Professor
BPS-20 (CPF)
English
Education
Economics
Computer Science
Biotechnology & GE
Botany
Chemistry
Physics
Forestry
Pharmacy
Nursing
01
01
01
03
01
01
01
01
01
01
01
Ph.D in the relevant field from an HEC recognized University/degree awarding institution.
Experience: At least 10 years including 04 years Post Ph.D experience in lecturer scale/equivalent Grade and above in HEC recognized University or a degree Awarding Institution/institution offering 16 years education or a professional experience in the relevant field in a National or international organization will be required.
OR
05 years Post Ph.D teaching/research experience in HEC recognized University or a Degree Awarding Institution/institution offering 16 years education or professional experience in the relevant field in a National or international organization in lecturer scale/equivalent Grade and above.
Publications: 10 Research publications with at least 4 publications in last 5 years in the HEC recognized journals.
For Nursing Faculty
SITUATION VACANT
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i. i. RN,RM with Post RN, MSN, MsPH/ MPH, Mphil in Nursing/Heath Education in HEC recognized institute.
• 5-8 years’ Teaching and Administrative Experience.
• Minimum 3 Publications in any recognized Nursing /Health Sciences Journal (with at least 1 of these publication in last 2 years)
valid Nursing License
ii. BSN,MSN, MsPH/ MPH, Mphil in Nursing/Heatlh Education in H
Teacher Ethics Essay
Being a Teacher Essay
Good Teacher Vs. Bad Teacher
The Role Of A Teacher In The 21st Century
Teacher Appreciation Statement
Role Of English Teacher
A Good Teacher Essay
My Personal Goal As A Future Teacher
teacher expectations
My Role As A Teacher Essay
Elementary School Teaching Essay
My Motivation For Being A Teacher Essay
Teachers Education Essay
My Career as a Teacher Essay
What makes a good teacher? Essay
I Am A Professional Teacher Essay
An Effective, Professional Teacher Essay
My Experience As A Student Teacher
What is Differentiation?
(Koschmeder, 2012)
What is the History and Theory
behind Differentiation
History Theory
O Differentiated instruction
dates back to 19th century
one-room schoolhouses. In
these schools, they had
multiple grades in one
room, and the teacher had
to accommodate all the
different levels of learning
in the one class (Sousa, &
Tomlinson, 2011).
O Students are not all the
same, and so teachers
need to know their
students, and focus
their lessons on the
learners to maximize
their potential (Sousa,
& Tomlinson, 2011).
Question:
How does differentiated instruction look different from
traditional instruction approaches?
Traditional
O The classroom
community is a teacher-
centered environment,
with a one-size fits all
approach to teaching.
O The teacher will employ a
direct teaching model,
which would require the
students to sit quietly
and absorb material from
the teacher.
O Students would spend
the majority of their time
preparing for high-stakes
assessments, and
attempt to retain material
for these tests by
memory repetition.
Differentiation
O The classroom community
is a teacher-centered
environment, with a one-
size fits all approach to
teaching.
O The teacher will employ a
direct teaching model,
which would require the
students to sit quietly and
absorb material from the
teacher.
O Students would spend the
majority of their time
preparing for high-stakes
assessments, and
attempt to retain material
for these tests by memory
repetition
What are the characteristics of a
diverse student?
O Visual: This type of learner prefers to
see material illustrated on the broad or
in text. They also benefit from multi-
media presentations and visual
stimulants displayed around the
classroom.
O Audio: This type of learner prefers to
listen to material being delivered from
the instructor by lecture or in a group
reading session.
O Hands-on: This type of student prefers
a little of both visual and audio, along
with the ability to put hands on a
project and solve problems with a
physical mechanical process.
Every student is different, and no one learns the same way. We
like to break our learners into three different styles of learners
What are the characteristics of
a diverse student?
O Interests: It is a good idea to
understand what interest your
students, for example: Do they like to
play sports, do they like to
draw/paint/sculpt, or maybe your
student is a gamer.
O Background: Most students come from
very different backgrounds that consist
of household racial make-up, and
socioeconomically different make-up.
O Ethnicity: In today’s classroom, our
students have a variety of racial and
religious backgrounds. As a teacher
and parent, we need to be sensitive to
other student’s religious and ethnic
beliefs.
There are a number of other factors that play a role as well; and
should be con.
Similar to 2015 NCLC - 21st-Century Schooling: Engaging Chinese Teachers in Discourse on Classroom Management and Discipline (17)
Speakers: Maggie Chen, Yuri Liu
As ACTFL has updated the national standards to promote World-Readiness language learning, language education nowadays is no longer about teaching what a language is like. Rather, it is to provide authentic input and meaningful practice to help learners develop a series of transferable skills, targeted in the ACTFL five “C” goal areas, which enable them to apply their language skills beyond instructional settings and according to a variety of situational needs. In this session, presenters will demonstrate how to establish an authentic and meaningful instructional setting (curriculum design, lesson plan, instructional activities, and materials) that is tightly connected to the ACTFL five “C” goals, in which learners improve their language skills (oral proficiency and literacy), applicable in real-life situations or workplaces. The presenters will also provide sample lesson plans, materials, and activities that can enhance learner engagement.
Speakers: Michelle Cheng, Li Ye
The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.
Speakers: Yuanyuan Lin, Dana Reijerkerk
Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.
Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.
Since 2012, Phoenix Tree Publishing has formed close partnerships with Hanban/Confucius Schools/Confucius Classrooms, local schools offering mandarin classes, and countless Chinese teaching organizations in North America to promote Chinese culture and language.
We work with teachers and administrators of schools with students ages ranging from 3 to 18 to create HSK test centers, build support centers, provide training and tutoring opportunities, and develop active, student-oriented learning environments.
Hanban/Confucius Institute Headquarters, as a public non-profit institution affiliated with the Chinese Ministry of Education, is committed to providing Chinese language and cultural teaching resources and services worldwide. It strives to satisfy the demands of Chinese learners around the world and contributing to the development of multiculturalism. The new HSK test was launched by exclusively by Hanban in an effort to better serve Chinese language learners, with different tests designed to serve the unique needs of students.
The new HSK is an international standardized exam that tests and rates Chinese language proficiency. It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily, academic and professional lives. HSK consists of six levels: from HSK Level I to HSK Level VI. For more information about the HSK tests, please visit http://english.hanban.org/node_8002.htm
New Practical Chinese Reader is a series starting from beginner’s level, designed for non-heritage learners. The pedagogical methodology uses language structure as the basis and combines it with functional and cultural knowledge. The third edition has 6 volumes and 30 books in total, including textbooks, workbooks, instructor’s manuals, companion readers, and tests and quizzes.
Chinese for Elementary School
Chinese for Elementary School is the first textbook designed exclusively for Chinese Immersion Programs in North America. Each grade contains book A and book B. Each book has 16 lessons. One lesson one week and 60-90 minutes class time each day (Adjustable). It aligns with 5C, ACTFL Proficiency Guidelines, and other national standards.
Systematic curriculum: synergy of literacy study and content subjects
Story-driven and activity-based: entertaining, instructional, and interactive
3-D teaching support: supplementary materials, teaching resources, and professional development programs.
Stories from China is a series of extensive reading textbooks compiled by local Chinese language teachers for intermediate/advanced Chinese students or self-learners.
This series introduces Chinese culture to foreigners and improves their Chinese reading skills while teaching Chinese culture. The textbooks use stories to present vividly and specifically the glorious traditional Chinese cultural points that foreigners are interested in.
This series is divided into 10 volumes, including volumes of history, geography, folk customs, myths and legends, traditional culture, traditional festivals, arts, Chinese language, literature, celebrities, etc. Each volume uses 10 stories to discuss a cultural topic.
The volume of traditional festivals introduces ten most important traditional Chinese festivals, including the Spring Festival, Yuanxiao Festival, Tomb-Sweeping Day, Dragon Boat Festival, the Night of Sevens, Mid-Autumn Festival, Double Ninth Festival, Winter Solstice, Laba Festival and Little New Year. Besides these, there are also cultural tips such as staying up all night on Spring Festival Eve, pasting the Spring Festival couplets, watching Spring Festival Gala, guessing the lantern riddles, 24 solar terms, Chinese people’s sense of reunion, the special meanings of the number “9” and the ancestral worship ceremonies, etc.
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners.
The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.
This workshop will provide an overview of the policies and initiatives at the state and national levels that supported this implementation, focusing on how this impacts programs like dual language/immersion, heritage language, and the traditional K–12 sequence. Participants will examine recent language research, intercultural competence initiatives, and student learning outcomes that have been used to establish proficiency expectations in different programs. International examples showing the use and alignment of proficiency scales will be presented. Free classroom resources like LinguaFolio will be shared, as well as activities that can help parents and administrators understand proficiency-based learning. Participants will learn about the progress of proficiency-based initiatives and gather resources they can use for professional development.\
Speaker:
Ann Marie Gunter: Ann Marie Gunter is the World Languages Consultant at the North Carolina Department of Public Instruction and the president-elect of the National Council of State Supervisors for Languages (NCSSFL). She serves K-12 world language educators, with a variety of state and national initiatives, to implement proficiency-based language programs.
Ryan Wertz: Ryan Wertz is the lead consultant for world languages at the Ohio Department of Education. He is also the current president of the National Council of State Supervisors for Languages (NCSSFL). His work supports the proficiency-based efforts of K-12 world language educators and students throughout Ohio and across the country.
Connect Chinese language learning and assessment with the PK-16 focus on literacy and 21st century skills. American Council on the Teaching of Foreign Languages (ACTFL) is facilitating an initiative to guide teachers in a process of collaborative inquiry in which they explore an area of literacy to embed in language instruction to improve learners’ performance. Learn and apply strategies for developing engaging tasks in order to practice and assess this literacy-focused application of language skills. Participants practice using Conversation Builder, a free online tool that guides teachers through the design of several rounds of prompts for learners who wish to explore a single focus or topic as they practice conversation strategies and receive feedback from their teacher. In this workshop, educators design interpretive tasks in which learners demonstrate what they understand from what is heard, read, or viewed – without relying on production of Chinese to assess this receptive skill.
Expand the practice of the Presentational Mode beyond formal writing or memorized presentations to focus on tasks that learners would do in their daily life.
Speaker:
Paul Sandrock, Director of Education at the American Council on the Teaching of Foreign Languages (ACTFL), directs this national organization’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI) , coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the DPI state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance and Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL’s Florence Steiner Award for Leadership in Foreign Language Education, K-12.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
Focusing on a collaborative approach to teaching, participants will sample hands-on, highly engaging integrated arts lessons to introduce students to Chinese language, culture, and history, and will examine methods to increase intercultural and language competencies to enhance the support of Chinese culture and language throughout the school community. Teachers will learn how to use the various arts disciplines to kick-start classroom studies in order to deepen and enrich students’ experiences and understanding, to open dialogue for discussion, and to make authentic connections between students’ home cultures and those they have chosen to study.
Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge.
Speaker:
Yi Shao & Lijin Yang & Pearl You
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2015 NCLC - 21st-Century Schooling: Engaging Chinese Teachers in Discourse on Classroom Management and Discipline
1. Dr. Marjorie Hall Haley- George Mason University
Dr. Lihong Wang- George Mason University
Dr. Sherry Steeley -Georgetown University
1Haley, Steeley, Wong (2015)
2. Increased demand for Arabic and Chinese
teachers in U.S.
Focus on classroom management and
discipline and how teachers address these
challenges across languages and cultures of
U. S. schooling.
2Haley, Steeley, Wong (2015)
3. Based on “Planning for Today’s Learners:
Effective Classroom Management and
Discipline.
Blended learning activities
Multiple opportunities to explore and
examine transitioning to a learner-centered
classroom.
Utilizing classroom management skills and
strategies with millennial learners.
3Haley, Steeley, Wong (2015)
4. Focus on critical dimensions of effective
classroom management (Kounin, 1970):
1. “withitness”
2. smoothness and momentum
3. behavior expectations
4. variety and challenge
Focus on classroom management at the
beginning of the school year
4Haley, Steeley, Wong (2015)
6. Combination of Arabic and Chinese pre-
service and in-service teachers
Public and parochial K-12 schools
Range of teaching experience
Native and heritage speakers
All participants were female, ranging from
23-51 years old.
All volunteered for this study
6Haley, Steeley, Wong (2015)
7. How do Chinese and Arabic teachers
negotiate the cross cultural challenges
inherent in classroom management?
How do culturally and linguistically diverse
teachers/ teachers of critical languages
experience school culture?
How do teachers of critical language perceive
their identity as teachers?
7Haley, Steeley, Wong (2015)
8. Based on pre-/post- survey results, extensive
learning in specific areas of classroom
management directly relevant to student
Example: Survey Question: Describe your level
of knowledge about classroom management
skills and strategies
Pre-Institute: 5.26% high level
Post-Institute: 40.0% high level
8Haley, Steeley, Wong (2015)
10. Developing a Cross-Cultural Classroom
Management Plan:
Incorporating culture of origin into U.S.
classroom
Using L1
Student centeredness
10Haley, Steeley, Wong (2015)
12. How do Chinese and Arabic teachers
negotiate the cross cultural challenges
inherent in classroom management?
How do culturally and linguistically diverse
teachers/ teachers of critical languages
experience school culture?
How do teachers of critical language perceive
their identity as teachers?
12Haley, Steeley, Wong (2015)
14. Dealing with differences directly:
“You can always tell the haves and
have-nots…”
14Haley, Steeley, Wong (2015)
15. Heterogeneous population as
challenge:
“I might be confused what kind of
rules are acceptable for all
students…”
15Haley, Steeley, Wong (2015)
16. Different ethnic backgrounds:
“I personally found that it is very
difficult not to think about the
ethnicity and race…I am still working
on that.”
16Haley, Steeley, Wong (2015)
17. Negotiating cultural differences:
“…American parents sometimes have
their own thoughts about education.”
17Haley, Steeley, Wong (2015)
18. Presenting teacher culture to parents:
“…Communicating with parents is
not easy…explaining our Chinese
classroom culture to parents is very,
very important.”
18Haley, Steeley, Wong (2015)
19. Diversity of parent cultures vs. U.S.
school culture:
“…not familiar with USA’s classroom
and school policy…”
19Haley, Steeley, Wong (2015)
20. School support:
“the counselor, the principle and the
favorite teacher might get involved...”
20Haley, Steeley, Wong (2015)
21. Peer input
“…how American teachers respond to
the students…”
21Haley, Steeley, Wong (2015)
23. Due to cultural differences, a strong
management plan is critical:
“my perception regarding the
importance of having a classroom
management plan…”
23Haley, Steeley, Wong (2015)
24. Rules must be explicit:
“…I will just make the classroom
rules clear..”
24Haley, Steeley, Wong (2015)
25. From “sage on the stage” to guide on
the side…:
“…in a typical classroom in the U.S.,
the teacher acts like a fellow learner
who have more expertise in the
subject…”
25Haley, Steeley, Wong (2015)
26. Motivation is key:
“…working hard and they will get my
attention (help) 100%.”
26Haley, Steeley, Wong (2015)
27. From negative to positive feedback:
“I need move my focus from negative
side to good side when I view
students.”
27Haley, Steeley, Wong (2015)
28. Awareness of and planning for
cultural differences:
“…we need to include all students'
cultural background .”
28Haley, Steeley, Wong (2015)
29. Proverbs as input:
“Engineers of the human soul.”
“一日为师,终生为父“ (If you teach
me 3 days, you will be my parents
forever)”
29Haley, Steeley, Wong (2015)
30. Teachers’ cultural beliefs:
“…teacher should have the students’
undivided attention…students should
face the board.”
30Haley, Steeley, Wong (2015)
32. Qualitative data samples
(culture and identity issues)
How do Chinese and Arabic teachers negotiate the cross cultural
challenges inherent in classroom management?
How do culturally and linguistically diverse teachers/ teachers of
critical languages experience school culture?
How do teachers of critical language perceive their identity as
teachers?
32Haley, Steeley, Wong (2015)
33. Existing literature
Perceptions of US school
culture
Chinese educational culture
strongly influences how
Chinese immigrant teachers
perceive themselves in an
overseas context (Pratt,
Kelly, & Wong, 1999), and
have suggested that their
professional identities tend
to be authoritarian and
teacher-centered as a result
of the impact of
Confucianism (Gao &
Watkins, 2002; Ho, 2004).
American educational
culture is characterized
by a low power
distance and higher
level of equity in
teacher-student
relationship and by
students’ active role in
choosing teaching and
learning activities.
33Haley, Steeley, Wong (2015)
34. I totally agree with you that how to motivate students is very difficult. This
is even harder for us as foreigners because we have different culture
backgrounds with our students. I always want to use humor in my
classroom to let my students feel this class is interesting, so they have more
motivation to learn this class. However, this does not always work well. I
had the same experience with you. Last semester, I used a lot of time
creating activities in order to engage student, but turned out they did not
like many activities. Therefore, now I am a little bit confused what kind of
activities will attract students' attention. I still need to learn how to
motivate them.
34Haley, Steeley, Wong (2015)
35. In Chinese culture, teachers are authority figures towards
students. I also want to become the authority figure when I
become a teacher, because I don't want my class to be out of
control. But at the same time, I don't want students to be too
afraid of me, their fear might influence their engagement. I
want to have great interactions with my students. I think this
is the biggest challenge for me.
I thought once I enter the classroom, the students will meet
me with the respect I had for my teachers when I was student.
Here in U.S schools teachers have to earn the respect with
good classroom management.
35Haley, Steeley, Wong (2015)
36. According to my culture, managing my classroom meant
everyone is sitting quietly listening to me. Shifting from that
to adapt what I have been learning, I will just make the
classroom rules clear. And work harder in the beginning of
the year to establish routine and gradually let the students
take big part of the responsibility of their learning.
Also, my communication style was so different from that of
my students that it led to many unpleasant and conflictive
moments. Now, I became more aware of my personal identity
and more appreciative of the diverse cultural backgrounds of
my students. This will help me in managing my classroom by
considering all students and different cultural backgrounds.
36Haley, Steeley, Wong (2015)
37. I feel the same regarding how to find the right balance
between lecturing and interactive activities. As you
mentioned, we should always have a purpose while
implementing games into our lessons. The games are
included in the lesson because they will facilitate the learning
further, not only because they are fun.
I like the fact that everyone is talking about fun and games.
HOWEVER, as we all know, learning is not always fun, but it's
drudgery and hard work too. Sometimes I worry if I have too
much fun with the kids. That's when I hold back and pull on
the reins a little.
Before, I thought playing games and working in groups wasn't
part of teaching-learning . Now I understood that while
students are rotating and playing game they are learning too.
(Arabic teacher)
37Haley, Steeley, Wong (2015)
38. Due to the fact that I went through the majority of
my education in typical Chinese classrooms, I feel
that my biggest challenges is how not to assume
while carrying out my classroom management
plans. While introducing the classroom rules and
routines to my students, I shouldn't assume that
the students will automatically follow them. There
should be thorough explanations and discussions
involved regarding the rules between my students
and me. Modeling is absolutely necessary, and
there should be consequences and positive rewards
built in to ensure consistency and fairness.
38Haley, Steeley, Wong (2015)
39. I think the biggest difference between Chinese culture and
here is the value towards people. We tend to focus on
conformity and obedience in appearance, in other (sic) to
achieve that, we always take the short cut sometimes
including harsh criticism and discipline. The focus is on
result not on people. But here, all students are respected and
their needs are being addressed individually. The focus is on
students as individual, result is the by product of good
relationship and inspiration. It takes longer to achieve the
result, but it also last longer and a much happier
experience for students.
39Haley, Steeley, Wong (2015)
40. One example is: American students don't expect homework
during weekends while Chinese teachers tend to give more
homework during the weekend. I grew up in a culture that
teachers thought we had more time to do homework during
weekends, so I had more homework on weekends than during
weekdays. Sometimes I apply my American mind (which I have
developed after 3 years teaching); sometimes I apply my
Chinese mind. It really depends on what kind of issue, and we
as teachers need to be flexible to deal this them.
40Haley, Steeley, Wong (2015)
41. In other words, We always tell students don’t do this, don’t’
do that, rarely to encourage them to positively participate the
classroom activities. We did not give them enough praise no
matter by tone, by words, or by prices.
The Chinese culture, as most people have already mentioned,
emphasizes a lot on discipline. Although it is all that helpful
in the American tradition, it does provide a model for how an
organized classroom should look like. However, we should
use positive reinforcement, instead of negative
reinforcement, to reach that goal. Meanwhile, we also learned
that an organized classroom created by positive
reinforcement is a lot more friendly and encouraging
environment than one created by negative reinforcement.
41Haley, Steeley, Wong (2015)
42. Classroom management problem is much easier for teachers to
handle if teaching in China. My classroom management plan is
influenced by this culture, I also want to be the authority figure
when I become a teacher. However, American students are not the
same. I noticed there are two characteristics of American education.
First one is the diversity of the members and the second one is the
foundation of freedom and democratic value. The population of
American students are heterogeneous, it consists of students from
all over the world. These students come with diverse cultural,
linguistic and historical background. They might not value my
classroom management culture and might /can not understand my
plans. Most importantly, they value the spirit of freedom and
equality. Therefore, I need my class to be student-centered, I will
give students authority and choices in class. I should earn the
respect and authority by my own efforts instead of take that for
granted.
42Haley, Steeley, Wong (2015)
43. I definitely agree with you that communicating with parents is
not easy! I heard many Chinese teachers complain about this.
I think your solution that explaining our Chinese classroom
culture to parents is very very important. Parents should
know that this is just our culture instead of thinking we are
not high-quality teachers. We should keep an openly (sic)
communication with our students' parents, after all, we have
the same goal---promote students' learning.
43Haley, Steeley, Wong (2015)
44. The use of technology to classroom management and the
introduction of new technology to classroom, both can help
building our relationship with student. Students usually hold
the belief that Chinese teachers are very conservative. If we
are able to introduce something new and interesting to our
students. They will be : OMG, this is so cool. This will make
the classroom more efficient and also as teachers, we can
increase our influence.
44Haley, Steeley, Wong (2015)
45. As we discussed yesterday, it is always a challenge to use
target language while maintaining classroom management,
therefore we need to go beyond the verbal communication
and use body language, eye contact, and of course,
technology! With their interactive nature, the tech tools often
provide comprehensible input to our students and help them
to understand the subject better.
(one Chinese teacher also said that now she
used more body language in the US
classroom)
45Haley, Steeley, Wong (2015)
46. “we define who we are by where we
have been and where we are going’
(Wenger, 1998, p.149)
46Haley, Steeley, Wong (2015)
47. Teacher’s perception of him or herself influences his or her
actions (Fraser, 2011).
‘’identity is closely related to practice; and the construction of
one’s identity is related to identification and meaning
negotiation within community” (Wenger, 1998, p.149)
A prevalent assumption in studies of immigrant teachers’
identities and beliefs is that because of beliefs and identities
formed earlier in their lives, adapting to a new educational
system brings challenges and transformation in teachers’
identities and views on teaching. (Wang & Du, 2014).
47Haley, Steeley, Wong (2015)
48. Teachers’ beliefs about their roles as teachers and about
student-teacher relationships are shaped by both their prior
experiences and backgrounds and the current social and
cultural contexts in which they are situated.(Wang & Du, 2014)
Teacher’s professional identity has a dynamic and shifting
nature, subject to cultural, contextual, and personal
influences (Beauchamp & Thomas, 2009).
Identity change is an active process of negotiating meaning
between the individual and the outside sociocultural context
(Xu, 2013). Trend (2010) argues that experiences of border-
crossing are consequential for identity because they can
involve a feeling of becoming someone new (Trend, 2010, p.2)
48Haley, Steeley, Wong (2015)
49. Reconciling the duality of teacher’s culture
and U.S. classroom context
Macro and micro factors impacting learning
and communication
Process approach to classroom management
led to positive results
This study is further evidenced of the
strength and importance of StarTalk
programs and their impact.
49Haley, Steeley, Wong (2015)
50. Wenger, E. (1998). Community of Practice. Cambridge University Press
Orton, J. (2011). Educating Chinese language teachers-some fundamentals. In L. Tsung & K.
Cruickshank (Eds), Teaching and learning Chinese in global contexts (pp.151-164). London:
Continuum.
Pratt, D. D., Kelly, M., & Wong, W. S. (1999). Chinese conceptions of “effective teaching” in
Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of
Lifelong Education, 18(4), 241–258.
Gao, L. B., & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers
in PR China: Identification and cross-cultural comparisons. International Journal of
ScienceEducation, 24(1), 61–79.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL
teachers’professional identity change in China. Teaching and Teacher Education, 31(11), 79–
86.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues
in the literature and implications for teacher education. Cambridge Journal of
Education,39(2), 175–189.
Wang, L. & Du, X.Y. (2014) Chinese Teachers’ Professional Identity and Beliefs about the
Teacher-Student Relationships in an Intercultural Context, Frontiers of Education in China
9(3): 429–455
50Haley, Steeley, Wong (2015)