On October 31st, Julian Edge delivered this presentation at the 3rd National Symposium on Foreign Language Teacher Education and Development, Chengdu, China.
Reference resources are materials that teachers can refer to for help in lesson preparation, such as dictionaries, grammar books, articles, and websites. There are reference materials, like dictionaries and grammar books, and supplementary materials, like phonetic charts and lists of irregular verbs. Teachers should use reference resources to check grammar, spelling, pronunciation, develop their own understanding, anticipate learner difficulties, find new activities, and get advice. A monolingual dictionary only uses the target language while a bilingual dictionary translates words. A grammar book explains grammar structures and has exercises, while a dictionary provides word forms, meanings, pronunciations, and examples.
Developed nations promote a culture of reading by encouraging citizens to spend at least 10 minutes daily reading materials they bring with them. Reading guides recommend finding a quiet space and determining reading goals. Research is an effective lifelong learning activity that involves reading various materials to discover new things and think critically. Action research introduced by Kurt Lewin enables teachers to identify issues in teaching and learning through a cyclical process of planning, taking action, and evaluating outcomes. It improves practices through collaborative self-reflection and documentation to prove statements and encourage professional growth.
Collegial Self-Development in ICT - Mariam AttiaMariam Attia
This document summarizes a webinar about collegial self-development in information and communication technology (ICT). It discusses how working with colleagues can support teacher development in ICT and introduces the concept of cooperative development as a framework. Cooperative development involves teachers exploring issues together in a non-defensive discourse to facilitate discovery and goal setting. It emphasizes self-directed growth and can also take place online to overcome isolation. The document provides examples of cooperative development conversations and references research supporting collaboration among teachers.
The document provides information on staff development programs in healthcare settings. It defines various types of staff development like induction training, job orientation, in-service education, and continuing education. It outlines the need, goals, objectives, steps and methods of delivering different staff development programs. It also discusses the potential difficulties in implementing staff development activities and standards for an effective staff development program according to ANA.
Cooperative Development and Intercultural ResearchMariam Attia
Cooperative Development is a non-judgemental approach to personal and professional development. This the purpose of this presentation was to introduce Cooperative Development to researchers in Intercultural Communication.
Non-judgmental Communication for Researcher DevelopmentMariam Attia
This introduction was delivered at the beginning of a workshop at the Vitae Researcher Development International Conference, Manchester, Sept 9th 2014.
Effective listening involves accurately perceiving what is being communicated and involves different types of listening like content, critical, and empathic listening. The listening process includes receiving, interpreting, remembering, evaluating, and responding to messages. Some ways to improve listening skills are to look beyond the speaker's style, fight distractions, provide feedback to the speaker, and listen actively by focusing on key points and concepts while keeping an open mind.
The document discusses self-directed growth and professional development. It defines self-directed growth as a lifelong process of assessing one's skills and setting goals. Key factors that enable self-growth include knowledge, skills, attitude, and competency. Actions that support self-directed growth include self-directed learning, collaborative learning, reflective practices, experiential learning, self-monitoring, journal writing, analyzing critical incidents, action research, and maintaining teaching portfolios. Strategies provided include self-monitoring one's teaching, journaling reflections, analyzing important teaching incidents, and conducting action research to improve teaching methods.
Reference resources are materials that teachers can refer to for help in lesson preparation, such as dictionaries, grammar books, articles, and websites. There are reference materials, like dictionaries and grammar books, and supplementary materials, like phonetic charts and lists of irregular verbs. Teachers should use reference resources to check grammar, spelling, pronunciation, develop their own understanding, anticipate learner difficulties, find new activities, and get advice. A monolingual dictionary only uses the target language while a bilingual dictionary translates words. A grammar book explains grammar structures and has exercises, while a dictionary provides word forms, meanings, pronunciations, and examples.
Developed nations promote a culture of reading by encouraging citizens to spend at least 10 minutes daily reading materials they bring with them. Reading guides recommend finding a quiet space and determining reading goals. Research is an effective lifelong learning activity that involves reading various materials to discover new things and think critically. Action research introduced by Kurt Lewin enables teachers to identify issues in teaching and learning through a cyclical process of planning, taking action, and evaluating outcomes. It improves practices through collaborative self-reflection and documentation to prove statements and encourage professional growth.
Collegial Self-Development in ICT - Mariam AttiaMariam Attia
This document summarizes a webinar about collegial self-development in information and communication technology (ICT). It discusses how working with colleagues can support teacher development in ICT and introduces the concept of cooperative development as a framework. Cooperative development involves teachers exploring issues together in a non-defensive discourse to facilitate discovery and goal setting. It emphasizes self-directed growth and can also take place online to overcome isolation. The document provides examples of cooperative development conversations and references research supporting collaboration among teachers.
The document provides information on staff development programs in healthcare settings. It defines various types of staff development like induction training, job orientation, in-service education, and continuing education. It outlines the need, goals, objectives, steps and methods of delivering different staff development programs. It also discusses the potential difficulties in implementing staff development activities and standards for an effective staff development program according to ANA.
Cooperative Development and Intercultural ResearchMariam Attia
Cooperative Development is a non-judgemental approach to personal and professional development. This the purpose of this presentation was to introduce Cooperative Development to researchers in Intercultural Communication.
Non-judgmental Communication for Researcher DevelopmentMariam Attia
This introduction was delivered at the beginning of a workshop at the Vitae Researcher Development International Conference, Manchester, Sept 9th 2014.
Effective listening involves accurately perceiving what is being communicated and involves different types of listening like content, critical, and empathic listening. The listening process includes receiving, interpreting, remembering, evaluating, and responding to messages. Some ways to improve listening skills are to look beyond the speaker's style, fight distractions, provide feedback to the speaker, and listen actively by focusing on key points and concepts while keeping an open mind.
The document discusses self-directed growth and professional development. It defines self-directed growth as a lifelong process of assessing one's skills and setting goals. Key factors that enable self-growth include knowledge, skills, attitude, and competency. Actions that support self-directed growth include self-directed learning, collaborative learning, reflective practices, experiential learning, self-monitoring, journal writing, analyzing critical incidents, action research, and maintaining teaching portfolios. Strategies provided include self-monitoring one's teaching, journaling reflections, analyzing important teaching incidents, and conducting action research to improve teaching methods.
The document provides information on public vouchers, including contractor and DCAA responsibilities. It discusses adequate billing systems, preparation of vouchers, iRAPT/WAWF electronic submission, common deficiencies, and frequently asked questions. The DCAA is responsible for reviewing vouchers for compliance with contract terms and approving interim vouchers selected using sampling. Contractors must maintain adequate support and submit vouchers according to contract terms using iRAPT/WAWF unless otherwise specified.
This document provides information about minor option courses for understanding the global economy. It lists courses in globalization, markets, inequality, policy, and current affairs. It encourages picking a minor option to learn why the world economy looks a certain way and provides contact information for questions.
This document summarizes a student project report on influencing healthy lifestyle changes in the workplace. The report discusses how implementing healthy lifestyle programs can benefit employers by decreasing healthcare costs and improving productivity through reduced absenteeism and increased employee morale. The report reviews literature finding that such programs successfully helped reduce costs at some hospitals and small businesses. The report also discusses the existing issue of rising obesity and healthcare costs in the US workplace that motivates the need for employers to address employees' lifestyles and health.
This document provides information about benefits and opportunities available through membership in the Global Dollar Builder Credit Cooperative (GDBCC). Key benefits mentioned include lifetime membership in GDBCC and annual accident life insurance, unlimited commission opportunities from $50 to $800 per cycle in a matrix structure, and a P500 "POWER PESO Infinite Income." It also lists various affiliated business opportunities members gain access to, including CF-Wellness unlimited, Twinexel for travel packages, Global Dollar Clix, Wealth4AllTeam, JustBeenPaid, and Lyoness. The document emphasizes that membership provides a chance at financial freedom and encourages working as a team to achieve dreams.
The document discusses the pre-membership education seminar of INNO-V Credit Cooperative. It defines cooperatives and their values of self-help, self-responsibility, democracy, equality, equity and solidarity. It outlines the duties and rights of cooperative members and why cooperatives succeed or fail based on factors like continuing capital build up, member patronage, management, and education.
This document summarizes a mentoring program called Career Rising aimed at helping Malay/Muslim workers in Singapore progress into professional, managerial, and executive roles. The program will identify potential candidates and provide skills training, career coaching, and mentorship support during their transition to higher level jobs. Mentees will participate in activities like career coaching, networking sessions, and industry talks. Mentors will offer guidance to help mentees achieve career goals. The program aims to improve social mobility for the Malay/Muslim community by helping more workers obtain professional level positions. The mentoring program will launch in February 2014.
The document introduces Future-Net Credit Cooperative, a cooperative financial organization owned and operated by its members. It discusses the cooperative's mission to promote cooperativism and improve members' quality of life. It outlines membership requirements and benefits, different loan programs available to members, and opportunities for members to earn additional income by referring new members. The goal of Future-Net Credit Cooperative is to provide sustainable financial services that help members build their families' futures.
The Entrepreneur Founders Coop (EFC) is a cooperative founded to teach members how to start and run their own businesses. EFC believes in cooperative principles like voluntary membership, democratic control, and concern for community. Its mission is to encourage members' confidence and independence through mutual support and business training. EFC aims to demonstrate that cooperatives provide social and economic benefits by keeping resources within communities and aligning with members' values.
The bullwhip effect occurs when demand variability increases at each stage of the supply chain, despite relatively stable consumer demand. As orders move upstream, fluctuations in ordering patterns are amplified, making it difficult for suppliers to match production to customer needs. This summary effect is caused by factors like forecasting errors, batch ordering, promotions, and stockpiling during shortages. Companies can reduce bullwhip through strategies like quick response, everyday low pricing, lead time reduction, vendor-managed inventory, and risk pooling across locations.
This document provides an overview of Semantrix Multi Purpose Cooperative (SMPC) and answers frequently asked questions about cooperatives and membership in SMPC. SMPC is an autonomous organization registered with government agencies to serve the social, economic, and cultural needs of its members. The document defines cooperatives and SMPC, describes the types of membership and requirements, benefits of membership, sources of funds, duties of members, and differences between cooperatives and other organizations. It also outlines the organizational structure of SMPC and registration process for associate members seeking job placement through the cooperative.
Employability Intelligence: Understanding the ‘Employableness’ Model to Fut...LessonsGoWhere
PMEs make up more than half of Singapore's workforce. During the last recession, nearly 10,000 of them were made redundant and labour economists are saying this group may again be affected as the anticipated economic slowdown looms over this region. This revealed unsettling statistics that PMEs were not insulated from such devastating economic onslaughts. In fact, anecdotal evidences indicate that PMEs could actually take longer to regain employment, and under-employment would persist for some time even after the economy recovered. Although the concept of training with incentives was introduced, there is only so much policy can help the PMEs. This has also led some researchers to question whether our education and training strategies have created an over-education but under-employment situation. With even more resources being devoted to CET for PMEs in the coming years, are we able to avoid the phenomenon of over-education-under-employment?
The document provides information about an upcoming Pre-Membership Education Seminar (PMES) being held by IPEMPC, a cooperative in Iloilo, Philippines. It includes the cooperative pledge, welcome remarks, an introduction to IPEMPC's history and core values. It also summarizes IPEMPC's organizational structure, general membership policies, loan policies, and committees. In the last section, it provides a brief overview of IPEMPC's total assets and shared capital/net surplus from 2009-2013, showing growth over that period.
The document discusses the history and concepts of cooperatives in the Philippines. Cooperatives promote the Filipino value of "bayanihan" or community spirit, and symbolize unity of purpose and objectives. They are social enterprises funded by common people through capital shares to generate income for members. The document outlines the general structure of cooperatives, including a general assembly, board of directors, committees, and officers. It also lists different types of cooperatives and membership levels.
The document provides information about joining the Global Dollar Builder Credit Cooperative (GDBCC). It discusses the requirements for becoming a member, including undergoing a Pre-Membership Education Seminar (PMES). The PMES covers basic concepts of cooperatives and details about GDBCC, its products/services, and how members can earn income and benefits. All cooperatives must register with the Cooperative Development Authority according to Philippine law.
The document outlines the 9 step process for organizing a cooperative in the Philippines according to the Cooperative Code of the Philippines. The steps include getting organized, reserving a cooperative name, preparing an economic survey and bylaws, securing bonds for accountable officers, completing a treasurer's affidavit, attending a pre-membership education seminar, and registering the cooperative with the Cooperative Development Authority. It also provides details on the types of cooperatives, membership categories, and privileges cooperatives can enjoy once registered.
Teachers can make a difference in several key ways:
1) Positive teacher-student relationships in kindergarten can help students do better throughout elementary school.
2) Highly prepared and effective teachers help improve student achievement.
3) Students who have multiple ineffective teachers in a row will have lower achievement levels.
Good teaching requires expertise in content knowledge, pedagogical content knowledge, general pedagogical strategies, and knowledge of how students learn and develop.
Jeremy harmer-the-practice-of-english-language-teachingLeilinhaM
The document discusses the history of chocolate, from its origins in Mesoamerica to its spread throughout Europe. Cacao beans were first used as currency and medicine by the Olmecs and Mayans before Spanish conquistadors brought chocolate to Europe in the 16th century. It then grew in popularity among the elite classes and was promoted as a health drink. Chocolate eventually became commercially produced and more widely consumed in the 18th century.
The document provides information about organizing a primary cooperative, including requirements for membership, articles of cooperation, bylaws, registration, and types of membership. Fifteen or more individuals who are Filipino citizens of legal age and have a common bond can organize a cooperative by submitting economic data, articles of cooperation, and bylaws to the cooperative authority for registration. A cooperative has legal status once registered and issues certificates of registration. Membership types include regular and associate members. Government officers and employees have restrictions on cooperative involvement.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
The document provides information on public vouchers, including contractor and DCAA responsibilities. It discusses adequate billing systems, preparation of vouchers, iRAPT/WAWF electronic submission, common deficiencies, and frequently asked questions. The DCAA is responsible for reviewing vouchers for compliance with contract terms and approving interim vouchers selected using sampling. Contractors must maintain adequate support and submit vouchers according to contract terms using iRAPT/WAWF unless otherwise specified.
This document provides information about minor option courses for understanding the global economy. It lists courses in globalization, markets, inequality, policy, and current affairs. It encourages picking a minor option to learn why the world economy looks a certain way and provides contact information for questions.
This document summarizes a student project report on influencing healthy lifestyle changes in the workplace. The report discusses how implementing healthy lifestyle programs can benefit employers by decreasing healthcare costs and improving productivity through reduced absenteeism and increased employee morale. The report reviews literature finding that such programs successfully helped reduce costs at some hospitals and small businesses. The report also discusses the existing issue of rising obesity and healthcare costs in the US workplace that motivates the need for employers to address employees' lifestyles and health.
This document provides information about benefits and opportunities available through membership in the Global Dollar Builder Credit Cooperative (GDBCC). Key benefits mentioned include lifetime membership in GDBCC and annual accident life insurance, unlimited commission opportunities from $50 to $800 per cycle in a matrix structure, and a P500 "POWER PESO Infinite Income." It also lists various affiliated business opportunities members gain access to, including CF-Wellness unlimited, Twinexel for travel packages, Global Dollar Clix, Wealth4AllTeam, JustBeenPaid, and Lyoness. The document emphasizes that membership provides a chance at financial freedom and encourages working as a team to achieve dreams.
The document discusses the pre-membership education seminar of INNO-V Credit Cooperative. It defines cooperatives and their values of self-help, self-responsibility, democracy, equality, equity and solidarity. It outlines the duties and rights of cooperative members and why cooperatives succeed or fail based on factors like continuing capital build up, member patronage, management, and education.
This document summarizes a mentoring program called Career Rising aimed at helping Malay/Muslim workers in Singapore progress into professional, managerial, and executive roles. The program will identify potential candidates and provide skills training, career coaching, and mentorship support during their transition to higher level jobs. Mentees will participate in activities like career coaching, networking sessions, and industry talks. Mentors will offer guidance to help mentees achieve career goals. The program aims to improve social mobility for the Malay/Muslim community by helping more workers obtain professional level positions. The mentoring program will launch in February 2014.
The document introduces Future-Net Credit Cooperative, a cooperative financial organization owned and operated by its members. It discusses the cooperative's mission to promote cooperativism and improve members' quality of life. It outlines membership requirements and benefits, different loan programs available to members, and opportunities for members to earn additional income by referring new members. The goal of Future-Net Credit Cooperative is to provide sustainable financial services that help members build their families' futures.
The Entrepreneur Founders Coop (EFC) is a cooperative founded to teach members how to start and run their own businesses. EFC believes in cooperative principles like voluntary membership, democratic control, and concern for community. Its mission is to encourage members' confidence and independence through mutual support and business training. EFC aims to demonstrate that cooperatives provide social and economic benefits by keeping resources within communities and aligning with members' values.
The bullwhip effect occurs when demand variability increases at each stage of the supply chain, despite relatively stable consumer demand. As orders move upstream, fluctuations in ordering patterns are amplified, making it difficult for suppliers to match production to customer needs. This summary effect is caused by factors like forecasting errors, batch ordering, promotions, and stockpiling during shortages. Companies can reduce bullwhip through strategies like quick response, everyday low pricing, lead time reduction, vendor-managed inventory, and risk pooling across locations.
This document provides an overview of Semantrix Multi Purpose Cooperative (SMPC) and answers frequently asked questions about cooperatives and membership in SMPC. SMPC is an autonomous organization registered with government agencies to serve the social, economic, and cultural needs of its members. The document defines cooperatives and SMPC, describes the types of membership and requirements, benefits of membership, sources of funds, duties of members, and differences between cooperatives and other organizations. It also outlines the organizational structure of SMPC and registration process for associate members seeking job placement through the cooperative.
Employability Intelligence: Understanding the ‘Employableness’ Model to Fut...LessonsGoWhere
PMEs make up more than half of Singapore's workforce. During the last recession, nearly 10,000 of them were made redundant and labour economists are saying this group may again be affected as the anticipated economic slowdown looms over this region. This revealed unsettling statistics that PMEs were not insulated from such devastating economic onslaughts. In fact, anecdotal evidences indicate that PMEs could actually take longer to regain employment, and under-employment would persist for some time even after the economy recovered. Although the concept of training with incentives was introduced, there is only so much policy can help the PMEs. This has also led some researchers to question whether our education and training strategies have created an over-education but under-employment situation. With even more resources being devoted to CET for PMEs in the coming years, are we able to avoid the phenomenon of over-education-under-employment?
The document provides information about an upcoming Pre-Membership Education Seminar (PMES) being held by IPEMPC, a cooperative in Iloilo, Philippines. It includes the cooperative pledge, welcome remarks, an introduction to IPEMPC's history and core values. It also summarizes IPEMPC's organizational structure, general membership policies, loan policies, and committees. In the last section, it provides a brief overview of IPEMPC's total assets and shared capital/net surplus from 2009-2013, showing growth over that period.
The document discusses the history and concepts of cooperatives in the Philippines. Cooperatives promote the Filipino value of "bayanihan" or community spirit, and symbolize unity of purpose and objectives. They are social enterprises funded by common people through capital shares to generate income for members. The document outlines the general structure of cooperatives, including a general assembly, board of directors, committees, and officers. It also lists different types of cooperatives and membership levels.
The document provides information about joining the Global Dollar Builder Credit Cooperative (GDBCC). It discusses the requirements for becoming a member, including undergoing a Pre-Membership Education Seminar (PMES). The PMES covers basic concepts of cooperatives and details about GDBCC, its products/services, and how members can earn income and benefits. All cooperatives must register with the Cooperative Development Authority according to Philippine law.
The document outlines the 9 step process for organizing a cooperative in the Philippines according to the Cooperative Code of the Philippines. The steps include getting organized, reserving a cooperative name, preparing an economic survey and bylaws, securing bonds for accountable officers, completing a treasurer's affidavit, attending a pre-membership education seminar, and registering the cooperative with the Cooperative Development Authority. It also provides details on the types of cooperatives, membership categories, and privileges cooperatives can enjoy once registered.
Teachers can make a difference in several key ways:
1) Positive teacher-student relationships in kindergarten can help students do better throughout elementary school.
2) Highly prepared and effective teachers help improve student achievement.
3) Students who have multiple ineffective teachers in a row will have lower achievement levels.
Good teaching requires expertise in content knowledge, pedagogical content knowledge, general pedagogical strategies, and knowledge of how students learn and develop.
Jeremy harmer-the-practice-of-english-language-teachingLeilinhaM
The document discusses the history of chocolate, from its origins in Mesoamerica to its spread throughout Europe. Cacao beans were first used as currency and medicine by the Olmecs and Mayans before Spanish conquistadors brought chocolate to Europe in the 16th century. It then grew in popularity among the elite classes and was promoted as a health drink. Chocolate eventually became commercially produced and more widely consumed in the 18th century.
The document provides information about organizing a primary cooperative, including requirements for membership, articles of cooperation, bylaws, registration, and types of membership. Fifteen or more individuals who are Filipino citizens of legal age and have a common bond can organize a cooperative by submitting economic data, articles of cooperation, and bylaws to the cooperative authority for registration. A cooperative has legal status once registered and issues certificates of registration. Membership types include regular and associate members. Government officers and employees have restrictions on cooperative involvement.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
The document discusses effective teaching strategies and characteristics. It provides tips for maximizing student interaction, such as asking open-ended questions, allowing thinking time, and encouraging cooperation over competition. The document also addresses correcting student errors, the role of vocabulary and listening activities in the classroom, and balancing accuracy and fluency.
This document provides information about communication skills. Some key points include:
- Communication consists of 55% body language, 38% tone of voice, and 7% actual words.
- Effective communication is clear, complete, and aimed at informing others. It does not need to be complex.
- Barriers to communication can include personal barriers like style and preparation, organizational barriers like culture and environment, and process barriers like inappropriate questions.
- Nonverbal communication like facial expressions and gestures can provide clues about emotions and meanings beyond words.
- Developing strong speaking, writing, listening, and presentation skills are important aspects of communication. Understanding things like grammar, tone, body language, and audience are important
This document provides information about expectations for 3rd and 4th graders. It discusses social-emotional skills like self-awareness, self-management, social awareness, and relationship skills. It describes how social-emotional learning helps children recognize and manage emotions, make good decisions, care about others, and behave ethically. The document also provides tips and strategies for parents to motivate their children, understand different learning styles, provide encouragement, and help children develop self-motivation.
- The document outlines a lesson plan for an English class focusing on feelings for third year secondary students in Argentina.
- The 80 minute lesson plan aims to teach the zero conditional and revise feelings through a warm-up video, presentation of target structures, and two activity worksheets involving reading and matching feelings to situations.
- The lesson incorporates group work, class discussions, and aims to integrate listening, speaking, reading and writing skills while assessing students' comprehension and use of the zero conditional.
The document discusses soft skills and their importance in the workplace. It provides examples of key soft skills like communication, teamwork, leadership, and time management. It emphasizes that while technical skills are important for performing job functions, soft skills are crucial for career growth and advancement. Soft skills allow one to effectively convey information, be sensitive to others, and resolve conflicts politely. The document stresses developing soft skills through practices like effective communication, managing relationships, and handling stress.
This document discusses strategies for teaching social-emotional learning (SEL) skills at home, including community circles and using a conflict cycle. It begins by defining SEL as skills for managing emotions, relationships, problem-solving, and decision-making. Then it explains that community circles, where family members sit and discuss issues, can strengthen family relationships and build consistency between home and school approaches. The conflict cycle is presented as a research-based strategy for addressing conflicts where adults help children understand their feelings and behaviors to resolve issues in a constructive manner rather than punishment. Examples are provided for practicing these SEL strategies at home.
This document discusses how to assess your own learning style and strengths. It suggests taking tests to determine if you are strongest in verbal/linguistic, logical/mathematical, visual/spatial abilities etc. Recognizing your strengths and weaknesses can help you choose study methods and groups. You should play to your strengths and challenge weaker areas. Self-knowledge of your preferred teaching styles like lectures, groups, or hands-on work can also aid your learning. For those with disabilities, seeking assistance from advisors and extra time on tests can help manage their needs. Overall, understanding yourself as a learner is key to maximizing your potential in college.
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
WHAT EFFECTIVE TEACHERS DO IN THE CLASSNursel ÖZER
Effective teachers reflect positive energy in the classroom to engage students. They use humor, varied vocal tones when needed, and maintain enthusiasm. Lesson planning should account for different learning styles and connect curriculum to real life. Establishing rapport by being available to students and showing tolerance for differences also helps teachers be more effective. A positive attitude from the teacher guides students' learning and effective teaching.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
Counselling is all about effective oral communication. As a counselor you will need to follow a three step process which will be used extensively in the counseling process.
These three steps are:
Questioning
Listening
Responding
1. The document discusses exploring how you learn as a student and assessing your strengths and weaknesses. It emphasizes finding an environment where you are comfortable learning and focusing on your weaker areas.
2. Various tools are described that can help students assess their preferred learning styles, such as verbal, logical, visual, etc. Personality tests and grouping students with similar abilities are suggested to help students understand how they learn best.
3. The document advises students to use self-knowledge of their strengths to choose teaching styles and subjects they prefer while also strengthening weaker areas. Working with instructors and in groups is recommended to help overcome challenges.
The document discusses self-reflection on progress made in a writing course over one semester. It analyzes strengths developed, such as using logical, ethical and emotional appeals more effectively in writing. It also addresses ongoing areas for improvement, such as further developing revision skills and using feedback. The writer evaluates growth in rhetorical analysis abilities and employing strategies like proposals. Overall, the reflection shows awareness of skills strengthened and honed over the term regarding argumentation, writing techniques and responding to criticism.
My Career as a Teacher Essay
Being a Teacher Essay
teacher expectations
Essay on I Want to be a Teacher
I Am A Teacher? Essay
Teachers Salaries Essay
My First Day As A Teacher
Why I Am A Teacher Essay
A Day in the Life of a Teacher Essay
Practicas docentes i reflection of the teaching practice- medina keila belenKei Medina
The student reflects on their experience doing a teaching practicum with young learners. They realized that putting teaching theories into practice is more challenging than understanding the theories. Some key weaknesses identified were classroom management skills and lack of confidence. The student improved over the course of lessons by incorporating more visual aids, storytelling, and interest-based topics. Overall, the experience highlighted aspects of teaching they need to develop further, such as using the second language more, adapting to student needs and interests, and being a stronger classroom manager.
1) The student teacher completed her teaching practicum at a kindergarten, where she taught English to young children. She reflected on her experience applying the strategies and activities from her lesson plans.
2) Overall, the practicum was successful - the children actively participated and met the learning aims. The student teacher believes she selected appropriate strategies and materials based on the children's ages and interests.
3) Going forward, the student teacher would make some adjustments, such as changing aspects of the opening and closing activities. She also learned strategies for clearly presenting new materials and language.
4) The experience helped the student teacher grow professionally and see that reflecting on children's learning is important. While behavior management was a challenge,
Similar to Cooperative Development: A way of being? (20)
This is is the first part of the a workshop on the use of Cooperative Development (the second part is experiential). Further information on the use of this approach can be found on the website www.cooperative-development.com
This document summarizes a presentation on open access and academic books. It outlines the history of open access initiatives and policies from funders like HEFCE and Wellcome Trust. It analyzes publication patterns across disciplines using 2008 RAE data, finding books are more common in humanities while journals dominate sciences. Options for open access books include gold (with fees), green (with embargoes), or mixed models. Key issues discussed are sustaining monographs, peer review, and how open access may impact "trade" books and interdisciplinary work.
Open Access books are being funded through various experiments including combining open access editions with print/e-book sales, institutional support from organizations like the World Bank and Amherst College, and research funding bodies in countries like the Netherlands, Austria, UK, Germany. Publishers are also implementing author-side publication fees for open access books, and other funding methods include general crowd-funding campaigns and having library consortiums fund books. Additionally, some libraries are collaborating with publishers on open access publishing and engaging in their own library publishing initiatives.
This document discusses challenges facing monograph publishing and collecting in libraries. It notes that the market for monographs is shrinking as library budgets have not kept pace with growing information outputs. Individual monographs are discretionary purchases, so sales are declining and prices are increasing. It explores alternatives to the traditional "just in case" model of collecting all monographs, such as "just in time" access and collective ownership through shared storage facilities. Potential solutions discussed include new publishing models that reduce costs and risks, and increasing open access to disseminate research more widely. A national monograph strategy is being developed in the UK to address these issues through a shared infrastructure and new applications and business models.
Open Access books are being funded through various experiments including combining open access editions with print/e-book sales, institutional support from organizations like the World Bank and Amherst College, and funding from research bodies such as the Netherlands Organization for Scientific Research and the Wellcome Trust. Publishers are also experimenting with author-side publication fees and crowd-funding models. Libraries are increasingly collaborating with publishers on open access publishing through initiatives involving publishing coalitions and library publishing programs.
Spending on print monographs at the University of Manchester library has fallen 37% from 2009-2013, while spending on individual eBooks has increased 148% and eBook subscriptions have increased 39%. The ratio of the average cost of an eBook to a print book has also increased during this period. While subscription eBook packages provide access to more titles at a lower individual cost, they can include unused titles and move towards the expensive "big deal" model of journal packages. The library is considering alternative models of hosting open access publishing and reducing costs of eTextbooks and research eBooks to increase access and lower barriers.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
4. PRAGMATISM
Aware, committed, purposeful action
If something is not useful in practice, it
cannot be good in theory.
Theorising is a process built up through
reflection on experience.
Innovation is something that is done.
6. You can train me and you can educate me,
but you cannot develop me. I develop.
If you wish to facilitate development for
someone else, you cannot try to determine
the outcome.
7. Some version of on-going reflective
practice / action research
Here, the key question is not,
‘Did it work?’, or even,
‘Is that true?’, but
‘What have I learned from this?’
13. With eyes and face and body and gesture
and heart and mind and spirit: to make the
Speaker feel well-listened-to.
14. ‘Let me see if I’ve got this right.
What you are saying is …
and I get the impression that you feel …’
15.
16. ‘You’ve talked about xxxx and yyyy and
zzzz. Is there anything in what you’ve said
so far that you think you’d like to go into in
more depth?’
17. ‘I hear you saying xxxx now, and earlier you
said yyyy. Is that right?
Are those ideas connected at all?’
18. ‘I hear you saying xxxxx at this point. I’m
not sure how that fits with what I understood
before, when you were saying yyyyy. Have I
got those two points right?’
19. ‘So, coming out of what you’ve said so far,
can you see a clear goal that you’d like to
set yourself?’
20. U: So, the feeling you have is that you want to be
able to take on a piece of work, get it done and
move on to the next thing.
S: Yes.
U: You know your work experience isn’t like that,
because people come and give you things you
can’t ignore …
S: That’s right.
21. U: And you’re looking to try to make the situation
better by having a way of prioritising what people
give you and a clear time-slot of the day, and so
you match them up. Is that right?
S: Yeah. It all sounds very … You know, as I listen
to you, it makes me think maybe … Maybe I am
looking at it the wrong way. Maybe really I should
be attacking more my own expectations.
22. U: Uh-huh
S: I mean, I was thinking of that as an unsolvable
thing because of just who I am. But maybe that is
a clearer path to feeling more satisfied about what
I’m doing because maybe what I’m doing is
actually OK.
U: Right.
S: Mmmmm.
23. ‘OK, if that is the goal, do you want to work
on how you’re going to get there — what
you’re actually going to do?’
24. ‘Mmmm, or perhaps if I could write it on the
board and say, ‘This is what you have to do.’
And then, they could, they could follow, they
could write it down, they could copy it down,
yes, maybe that’s a good idea, to stop the
confusion caused by the oral explanation of
the instructions.’
25. U: So, you think the confusion is caused by the
oral explanation of the instructions?
S: Eh, it certainly is a part, a major part, yeah, I
think it is. I think that’s right. I need to try it. I do
write on the board sometimes, but I’m not
consistent. Mmm. Maybe that’s the problem,
then, I am not consistent about it and they don’t
know what to expect. Mmm, that could be a
discovery there! (laughs)
26.
27.
28. ‘Shall we fix a time and place for the next
meeting?’
29. Edge, J. 2011. The Reflexive Teacher
Educator in TESOL: Roots and Wings.
Routledge.
Edge,J. 2002. Continuing Cooperative
Development. University of Michigan
Press.
Rogers, C. 1980. A Way of Being.
Houghton Mifflin.
Rogers, C. 1961. On Becoming a Person.
Houghton Mifflin.
32. As much a question of:
personal capacity as of a list of
competencies;
the kind of person you want to be as of the
skills you can learn;
internal growth as of external models.
33. Teachers do not need to be given new
methods in order to improve their
development so much as they need
support for their development in order to
improve their methods.
34. In-service development is less about
applying theory than it is about theorising
practice:
What did I try to do?
What did I learn from it?
How can I share and develop this?
So, what comes next?
Thanks to all involved in inviting me, to those taking such good care of me, personally, professionally and technologically, and to you all for coming. It is a very great honour to be invited to give a keynote talk at any gathering of fellow professionals. It is particularly so to be invited at such distance and to such a prestigious event as this. It bears thinking about. I have decided to interpret this invitation as being based on my work, and I want to tell you about that strand of my work that has been, and remains most important to me. It also becomes a responsibility of mine not only to address the symposium’s theme, but also to attempt to sound some key notes that might resonate usefully over the next couple of days. So, let us begin by reminding ourselves of the title of our symposium.
These are profound concepts and frequently differentially understood. It makes sense to me, therefore, to try to establish some common ground before I get on to the work proper. And if I fail to establish common ground with you, that will also count as a success so long as you get clear view of where I stand and what I mean by what I say. Here is an overview of how I have organised my talk.
First, I will briefly explore some philosophical concepts and values that, for me, underpin action in this area. I will then define what I mean by the terms, training, education and development in the context of in-service teachers. In the main part of the talk, I will introduce Cooperative Development as one possible way forward in this area. Finally, I will reformulate some ideas arising from the talk and offer them as key notes for your further consideration. If I had to align myself with any one school of philosophy, it would be pragmatism.
Distinguish this from being ‘practical’ as distinct from ‘theoretical’ and talk through the points.
Emphasize that this is not an argument that these are THE CORE values that everyone should subscribe to. HOWEVER, they are my best shot thus far at identifying mine. The challenge is to work on identifying one’s own, because the actions that follow need to be in line with one’s underlying values, and so much attempted innovation falls at this hurdle. To understand the work that I want to report on, you need to keep these values in mind. NOT accept them, necessarily, but keep them in mind as what I am trying to express.
Identify development as my focus, but point out that to make such development possible will frequently require training and education. My work is centered in a larger context of overall approach: reflective practice/action research.
Stress pedagogic capacity being built by the teacher as explorer, investigator, experimenter, researcher, theoriser.
Stress communicative repertoire among colleagues. I will now explain what I mean by non-judgmental discourse and why I find it so useful. I do so under the heading of Cooperative Development — a mode of work that has motivated and sustained me since the late 1980s and which some others have found useful.
Individual development as a social process that also supports collegiality. Or communal development that releases the potential creativity and creative potential of the individual.
Explanation of terms. Let’s see one example of this happening.
Sue was a teacher of English at an Italian College of Agriculture at the time of the 2003 invasion of Iraq. Her duties involved helping students become more critical in their reading. She felt that engaging the students’ sociopolitical awareness could be an important part of this process. Rather than the specific content of what she says, what I would like you to notice is the process in which she is engaged: she explores herself to a discovery and we can hear that moment marked in her words, with “Actually, come to think of it.” What she discovers there will prove significant as she later works her way towards action.
Three underling principles. The Understander (usually one person, although I just showed you a group version of CD) puts aside his or her opinions and experience n order to Understand. So, we have two people working together, one as Speaker, one as Understander, both committed to supporting the development of the Speaker. A number of different skills are required of the Understander. I have to tell you about them one after the other, but that does not mean that they are to seen as existing in a fixed sequence.
Attending, for example, is required at all times.
Three effects of Reflecting: correct+, incorrect+, correct-++; Here’s a brief example of the first
In a previous session, Sue had worked on her work/life balance. She had recently taken on some new responsibilities and wanted to make clear that she did not want to return to her previous topic in this session. The Reflection makes clear that she has been Understood and encourages her to move forward.
Explain.
Explain.
Explain.
Let’s look at how an accurate reflection helps a teacher make a new Discovery in terms of Goal
Explain context: Newly promoted supervisor finds that she can’t get on with her work because of having to deal with constant interruptions by teachers with problems.
Notice ‘As I listen to you’ (Reflect accurately what I said) as the moment of discovery.
The breakthrough here is not the more usual progression towards action, but a discovery in terms of awareness. In other words, the Speaker realises that she does not need to change what she does, but to recognise what she does and value it differently. The challenge is not to change the world but to change one’s attitude towards it. In other circumstances, clarification of the Speaker’s goal will lead on towards changes in action. The Understander can help by inviting what we call Trialling.
An example: A teacher of elementary children had been working on the difficulty he had getting his pupils to take proper note of the homework he set:
At this point, the Understander Reflected back what the Speaker had said:
So, the teacher not only came up with a practical response to his immediate problem, he made a deeper discovery about himself as a teacher that he could work on further.
Look at example away from immediate action and how correcting Reflections helps the Speaker clarify more precisely what she wants to say.
As well as leading to action, the approach can also be useful in terms of clarifying conceptual thinking. A longer clip taken from a workshop. Excuse the camera angle. Olga is talking about the importance to her research of understanding different perspectives. Notice how she corrects my Reflections, moving always closer to exactly what she wants to say, until I get to “exactly what I had in my mind”. She begins with, “In my own personal experience, when I was back in Bylorussia, …’
The key outcome for Olga was that she had felt that she was going round in circles, but that she had now identified the concept of “acceptance” as being fundamental to her research into intercultural communication. The energy of thought had been soiidified into the matter of language, allowing her to see it, hear it, grasp it, and this will feed the energy of future thought.
Regular meetings, later possible occasional use.
I hope that you have seen and heard enough to want to know more. You can’t meaningfully evaluate this approach without experiencing it, which is not to say that it will suit everyone. There is no one way. There are ways. The website is one way forward.
Created, administered and taken forward by my colleague, Mariam Attia, where you will find more information, introductory materials, examples of CD exchanges and, most importantly, potential colleagues keen to work as Speakers and Understanders. Returning to the here and now …
I promised some suggested key notes . . .
Not the displacive argument of ‘More than’, but an augmentative suggestion of as/as. As pressures grow, our response needs to draw on our unique capacities as humans to know ourselves, to know ourselves as a reflexive part of a context, not only in one.
Comment.
I look forward to further interaction here and wish you all an enjoyable, stimulating and motivating symposium. Here is the website again.