Ten Characteristics of a Good Teacher free essay sample

The ten characteristics There is a line in Saint-Exuperys The Little Prince that applies to any endeavor, but especially teaching. It reads: That which is essential cannot be seen with the eye. Only with the heart can one know it rightly. The essence of teaching Is difficult to qualify, but that line leads directly Into my most essential criterion. 1. I want a teacher who has a contagious en husiasm for his t teaching†one who, as Rich rd Via says, loves his Stua dents and his work. Mr. Via is an educational specialist in using drama techniques to teach EFL at the Eastwest Center in Hawaii. I was fortunate enough to attend his teacher-training seminar in Korea In 1976. It was a pleasure to be In his audience. HIS enjoyment in transmitting knowledge and participating In the seminar was apparent and infectious. His passion for teaching instilled a passion for learning in all the participants. We will write a custom essay sample on Ten Characteristics of a Good Teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For me, the most crucial factors in effective teaching are who the teacher is and how he acts in the classroom. This influences the way the stu ents react d toward the target language and, therefore, their success in learning it. 2. I want a teacher who is creative. Teaching must be more han simply opening a book, doing exercises, and following an outline written by someone else. In the tedium of repetition, the student can go through the motions of doing the exercises without his mind being engaged. What can a teacher do to engage the students mind? There are a myriad of techniques that the creative teach r can employ† information-gap exercises, e games, songs, Jazz chants, problem solving, and other techniques that allow the student to utilize the skills he has already developed in his first language. 3. I want a teacher who can add pace and humor to the class. The humor of one of my teachers had the effect of alleviating my nervousness†of reducing my affective filter. There was a rapport among the students and the teacher because we were all laughing together. We had a good time learning, and we made a lot of progress because we were not afraid to make mistakes; we could take chances. As Krashen would say, the affective filters of the students were low, facilitating acquisition. Another teacher that I had maintained an excellent pace in the class. She never lost an instant consulting a list or thinking about what to do next; she had prepared Ђâ€ that was evident†and she was going to capitalize on every second. I was somewhat nervous in her class, but I didnt have time to worry about it because events moved so quickly. I was literally sitting on the edge of my seat so that I wouldnt miss anything, and my adrenalin was a positive force. I should add that humor is a double-edged sword: it can backfire, for what is funny to one person may not be funny to another. Humor across cultures can add a layer of difficulty to communication. 4. I want a teacher who challenges me. I had several teachers who always spoke to me in Spanish, both in and out of class. I felt they were showing confidence in me and chal enging me to speak Spanish. The students passive knowledge of the target language is always greater than his active knowledge. There is no reason why a teacher should use any language other than the target language except possibly for purposes of expediency. When a teacher reverts to the native language, he is showing a Number nglls e aching o rum lack of patience with the students struggles in the target language. In addition, switching codes is confusing. I was given a test in which all the in tructions were read to me s n English, so that I would be sure to understand every thing. Then I had to answer in Spanish. But the test had three parts and I had to continue switching codes back and forth from En 1ish to Spanish; I found this very confus ng. It is like going Offa diet†once you cheat a little, then you want to cheat a little more. If someone speaks to me in English, this activates my English channel and I am prepared to think in English. Speaking in the target language to the learner prepares and challenges him to speak in that language.

Analysis of Robert Creelys Poem Oh No Essays

Analysis of Robert Creelys Poem Oh No Essays Analysis of Robert Creelys Poem Oh No Paper Analysis of Robert Creelys Poem Oh No Paper What comes to mind Is a humans experience of life after death. Creel describes a wonderful place that people want to end up once their lives come to an end. Through Creels explanation about this final destination, we are able to Infer that he Is writing about heaven. The first two lines are If you wander far enough you will come to it. In these lines he author tells the audience that if you go through life, you will one day die and be accepted into heaven. The wandering refers to living your life. If you wander far enough you will end up dying someday. Then when you die, you will live your afterlife in heaven. Heaven is what the it stands for. The next two lines are and when you get there they will give you a place to sit. These two lines are describing the arrival to heaven. When the author says they he is talking about God and the angels. He is telling us that we are given somewhere to it to relax. Heaven as we know it is a peaceful place. We are able to sit down after a long Journey through life to relieve stress and pain. After that he writes for yourself only, In a nice chair, which shows that everyone gets their own chair to sit. Everyone receives a nice chair for themselves because everyone is treated equally in heaven. God sees everyone the same. No one human is better than another in Gods eyes. All the people in heaven deserve their own chair. It is not because we are selfish, but because we are all created equal. We should all be awarded with a place to sit and enjoy heaven after going through our difficult lives. The following line states and all your friends will be there. This means that all friends and family, that have passed away earlier, will also be there. People are reunited with all of their loved ones. The afterlife in heaven is supposedly a wonderful place where people live eternally. It would be an exciting experience to be able to be with your loved ones again after the pain you felt when they passed away during your life. Then the author writes with smiles on their faces. This line shows how happy your friends are to see you when you arrive. Smiling is one of the easiest ways to show ones happiness. It also shows us that they enjoy living there. Since they are all smiling, it makes you feel like it is a warm, loving environment. Creel wants the audience to know that heaven is the best place to be. Everyone is happy in heaven because there is nothing to worry about like there is during life on earth. You do not have to worry about school, a Job, money, and other things that cause stress and anxiety. Finally the last line states and they will likewise all have places. This shows that everyone Is treated the same way in heaven and nobody Is left out. They all have places to sit because God will provide to those who deserve to be in heaven. Its trying to tell us that whoever Is accepted Into heaven will live happily ever after. This Is a good way to end the poem. Creel Is showing us that everyone has a place reserved for them in heaven and God is willing to accept all humans. 0 represents ten Tear AT cleat . I could mean Tanat people are tartar because they have Just died and they do not want their lives to be over. It could refer to a state between life and the afterlife in which people do not know if they will end up in heaven or hell. Most people want be accepted into heaven, so they might be nervous that God will send them to hell. Either way, the author shows us that there is no need to worry because God will accept us into his kingdom. We go through life everyday trying to p lease God in order to enter into heaven hen our lives are over. Religion plays a major role in most peoples lives. The fear of not being accepted into heaven can cause people to fear death. If we try to please God and make the best that we can out of our lives then there is no need to worry about death. The afterlife is supposedly much better than life on earth and we are able to live forever in heaven once we have passed away. Creel is supporting the beliefs that one enters into heaven after death and lives happily forever with their loved ones.

Bakewell Draft Area Plan Essay Example | Topics and Well Written Essays - 1250 words

Bakewell Draft Area Plan - Essay Example It is important that involvement and inclusion are components of the redevelopment efforts to maximise results and meet goals. Policy then should incorporate local, regional, as well as national objectives in order to have a more encompassing approach. The national objectives consider a bigger picture where the whole country may be impacted on changes, whereas regional and local objectives magnify the role of the environment and the community, so that the areas of concentration will include: reduction of social exclusion or gaps between the poor and the rich, protect and enhance the environmental quality of settlements, improve health and economic status of locals through employment and other income opportunities (PPT lecture, planning workshop). Policy Various national, regional, and local strategies are already in place where regeneration programs are undertaken, For Bakewell, there is the Regional Spatial Strategies or RSS that is prepared by the regional planning bodies that prov ide broad spatial planning strategy for how a region should become in 15 to 20 years or longer. The Local Development Frameworks or LDF for local development outline the spatial planning strategy for the local area. Together with national planning policy, it will determine how the planning system helps to shape communities designed to streamline the local planning process and promote a proactive, positive approach to managing development. Aims of the system include flexibility or ability to address changes in demands and needs; strengthen community and stakeholder involvement in the development of local communities; front loading of key decisions in the preparation of plans; sustainability appraisal; programme... Bakewell Draft Area Plan Currently, Bakewell thrives on agriculture, light and tourism industries with an estimated 2 million visitors annually. Its Tudor and Stuart architecture – the Old Market Hall or now the National Park Visitor Centre, Bagshaw Hall, former Town Hall, St John’s Almshouses and the Bath House – are major tourist destinations including the Haddon Hall and Chatsworth. Britain’s first national park - the Peak District –located in Bakewell is now a Conservation Area. This makes a major impact on the regeneration of Bakewell’s town centre. Being a market town with a newly developed agricultural or livestock market, regeneration at Bakewell also needs to consider traffic and transport, tourism, retail changes of use linked to service provision, commuter hinterlands, affordable housing, and other community issues such as income opportunities, history and tradition, and maintaining a balanced ecosystem. Regeneration Regeneration is an effort to rejuvenate communities through improvement of the built and natural environment as well incorporating residents’ and leaders’ cooperation to meet redevelopment goals such as sustainable growth (Redmond and Russell, 2008). For the last few decades, sustainability has become a key word in redevelopment efforts due to the failed plan and growth projects of many towns, communities and urban centres around the world. In consideration of the natural, cultural, and historical environment of Bakewell, it can be said that the town is on a forward march towards progress and development.

THE IMPACT OF INTERNATIONAL TRADE ON ECONOMIC GROWTH Essay

THE IMPACT OF INTERNATIONAL TRADE ON ECONOMIC GROWTH - Essay Example International trade is promoted through appropriate strategies and strict observation of the trade patterns. This essay seeks to discuss the impact of international trade on the economic growth. According to a study by the OECD in 2003, the elasticity of international trade was found to be significant. Results from 73 low and middle-income countries in developing economies indicated that there is a strong correlation between international trade and economic growth (Peacock 2013). Inward developing economies tend to grow at a slower rate compared to outward-oriented developing economies. Average growth rate is significantly higher after the liberalization of trade than the period before the liberalization. International trade involving imports of immediate goods leads to diffusion of technology in an economy (Berdell 2002). Most of the studies tend to support the positive effects of international trade on economic growth. The static impacts of the international trade refer to the impr ovement in the social welfare with a fixed resource supply. Opening up the global market offers the chance of trading at international prices (Peacock 2013). Domestic consumers can buy cheaper imported goods. At the same time, producers have the chance to export goods to other markets at higher foreign markets. The comparative advantage in the international trade leads to specialization and improved quality delivery. This has caused an increment in the social welfare and output. Another impact of international trade on economy is the dynamic gain. This is the change in the structure of production that can be attributed to adoption of new technologies (Peacock 2013). This has also led to increased scales of production. Expansion of production through international trade leads to economics of scale and are mostly based on the comparative advantage. There has been expansion in production which is a response to the demands in the global market (Berg & Lewer 2007). This expansion has led to a decrease in the cost of production and accumulation of capital (Berdell 2002). This has had an overall effect of increasing employment levels. International trade has been known for its support in the technological spillovers among the economies involved. This has favored productivity. International trade transmits knowledge into international market. A world renowned economist, Paul Krugman, through an article in The New York Times suggested that competitive devaluation in the 1930s was different from the modern of currency wars and international trade policies. Several countries were dependent on the gold standard at the time. In the modern fiscal policies, mutual interventions are hard to accomplish. In the past, gold was worth more than the domestic currencies. The conventional liberal-market interventions are seen to have no effect. Currency interventions are perceived to be accomplishing very little. This has caused major economies to get tempted to devalue their economi es by printing more money. International trade affects economic growth. According to Paul Krugman, international fiscal policies affect the incentives offered by the central banks which in turn affect economic growth. According to economist Milton Friedman, the most acceptable measure of the fiscal policy is their economic effect and not interest rates. Milton believed that unwarranted government intervention was unwelcome in

Sentencing Within the Criminal Justice System Essay

Sentencing Within the Criminal Justice System - Essay Example Aggravating factors pointing to a larger sentence include relevant previous convictions, whether the offence was committed while on bail, whether excessive violence was used, whether the victim was engaged in public service or was old and vulnerable. Mitigating factors pointing to a shorter sentence include, young age at the time of the offence, the past character of the offender, the degree of provocation, and whether the defendant pleaded guilty. Clearly the sentence in any particular case will depend on the individual circumstances and it is therefore difficult to compare cases without being aware of the background of facts. In Northern Ireland and England, sentences are assisted by guideline cases which help to ensure consistency in decision making. 3Sentencing The criminal Justice Act 2003 made a number of changes to the sentencing framework for England and Wales. These stemmed from recommendations of the Halliday report, Making Punishments Work" in July 2001. Northern Ireland Ministers recognized that there were equivalent issues to be addressed in Northern Ireland. The sentencing framework in Northern Ireland differs somewhat from that in England and Wales, but not substantially. The notable difference is in relation to imprisonment and its aftermath; In England and Wales, with the exception of short term sentences, time spent in prison is linked to a period spent in the community under supervision and with conditions... These stemmed from recommendations of the Halliday report, Making Punishments Work† in July 2001. Northern Ireland Ministers recognized that there were equivalent issues to be addressed in Northern Ireland. The sentencing framework in Northern Ireland differs somewhat from that in England and Wales, but not substantially. The notable difference is in relation to imprisonment and its aftermath; In England and Wales, with the exception of short term sentences, time spent in prison is linked to a period spent in the community under supervision and with conditions attached. In addition, sentences of four or more years are subject to discretionary release on the decision of the Parole Board. However, the Criminal Justice Act 2003 in England and Wales changes that position. The Criminal Justice Act 2003 in section 2.1 addresses the issue of custodial sentences of 12 months or more, whereas an adult offender receives a custodial sentence of at least 12 months, but less than 4 years wi ll automatically be released at the half way point and will then be supervised under license until the three-quarter point of the sentence. The problem here is, the last quarter of the sentence has no effect on the offender unless he or she commits another offense. Additionally, there is good news for the authorities and perceived bad news for the public; When the offender leaves custodial confinement, the government will immediately begin to accrue savings on the 86,000 pounds which it cost to house him in the previous year.

Role Of Language In Identity Formation Cultural Studies Essay

Role Of Language In Identity Formation Cultural Studies Essay People that have multilingual background face complex issues in adapting and assimilating their language to cultural identity that they want to be identified with. People create their linguistic structure so as to bear a resemblance to those of the group with which from time to time they wish to identify. Cultural identity is defined as the product of social and historical background that is constructed when an individual categorize themselves a group, in addition to social context and ethnically accustomed communicative structures in a particular society (Jung and Lee,2004). Language serves as a tool that embraces ones identity and operates as a mean of uniting a cultural community that share the same collective identity. In the process of identity formation, language functions as a tool that holds the cultural identity that the language resembles. Professor Ngugi Wa Thiongo, an African scholar and Kenyan author claims that language is a carrier of culture (cited in Kaili and Kaili). He explains that the distinctiveness qualities that a culture possessed for example, its own value, custom, principles, faith, ideologies and the ways of life are embed in its own language. Kaili and Kaili (1998) gives an example about the relationship between language and identity that is embedded in a culture of fakaapaapa to the variety of status in Tongan social hierarchy; this cultural customs is conceded in the Tongan language of respect. A Tongan speaker will utilize variety form of Tongan speech to express the level of fakaapaapa that is ethnically suitable for the person ones is speaking to. This illustration demonstrate the role that language play in the process of identity formation. Lanehart (1996) in her article alleges that language is a part of ones culture and identity. In the article, Laneheart explains the connection between language and identity and how they are related with each other. She claims that our identities emerge from our transaction which is develop within a culture, whither language is essential. Lanehart relates language and identity through the concept of language goals where people construct their language structure so as to bear similitude with the cluster they want to identify with and want to become. As an African American, she gives her view based on her social experience where she explains the dilemma that African Americans face when they try to incorporate their language to cultural identity that they want to identified with. Social perception that equates the choice to speak Standard English as trying to be White creates a dilemma in most people that have multilingual background. This perception and situation demonstrate that there is a significant connection between language and identity formation. However, the role as a cultural identity that the language play is debatable because there are some cases when the individuals does not identify themselves as a group in particular ethnic even though they master the language of that ethnic. Jung and Lee (2004) in their study about the ethnic identities of Korean American students found that most of their research subjects identify themselves as a person that has a strong Korean background although they are fluent in English and were born in U.S. They identify themselves as either Korean American or Korean, but not American. This is the outcome of strong influence of Korean community that is ethnically oriented. In this context, we can see two forces that drive the changes and divergences identity formation: structures and agency. Structure is the forces beyond our control which shape our identities while agency is the degree control which we ourselves can exert who we are (The Open University, 2010). Ones cannot choose the language t hat they are born with because of the structure forces; however, as time goes by, identities changes as a result of agency factor such as media, environment and social pressure and this induce a person to make changes in which language and cultural identities they want to identify with. Open University (2010) asserts that identities are not fixed and constant; they change too. It can be concludes that language is not the only tools that embrace identity; there are some other external factors that helps the process of identity formation. Language also works as a mean of connecting a cultural community that share the same collective identity. Collective identity refers to sense of belonging when an individual identify themselves to a group or nation (Open University, 2010). Kaili and Kaili (1998) claims that when an individual speak their mother tongue language with their peers, they are a sense of relationship, unity and bond that make the cultural community more connected with each other. Research that was conducted by Jung and Lee (2004) found out that Korean language is the agent that unites the Korean Americans cultural community. Even though there is a type of student whom did not really engage with Korean cultural activities, this type of students still typically hangs out with Korean peers because they feel cultural disparity when they communicate with American peers. Ghose (2010) supports the idea of unity that language plays in identity formation in his article and he stresses that language serves as a mean of unifying the country. If the role of language in uniting a cultural community is analyzed in a different perspective, language can act as a tool that divides the people in a cultural community. Goose (2010), Lanehart (1996) and Kaili and Kaili (1998) share the same opinion about this idea. They critique the society obsession with Standard English and how English have eroded the cultural identity of their culture. For example, many Tongans see the Tongan language as an obstruction to their academic and economic development; they favored English language more than the Tongan language. Freire and Macedo (1987, 128) highlight that language should never be understood as a mere tool of communication (cited in Lanehart). Without doubt, language plays a significant role in the formation of cultural identity. It also acts as tool to unite the people in one cultural community that share the same collective identity. We often do not realize how much language has impacted our life. So, it is important for us to value our language because it carries our cultural, historical and social identity. Without a language, ones will lose its own identity.

How does H. G. Wells make the dystopia of the Time machine credible? :: English Literature

How does H. G. Wells make the dystopia of the Time machine credible? THE TIME MACHINE ================ How does H. G. Wells make the dystopia of the Time machine credible? The future is a vast ignorance - so they say. But is it really? In The Time Machine Wells points out that it is possible to travel through time by bringing up the idea of the existence of the forth dimension, which according to Wells is time. Many of us picture the future as a utopia - an ideal dream world. I for one imagined it as a utopia. Wells presents to us the `clearer picture`. Initially, it seems like a utopia. But there is a note of pessimism to show how Wells imagines the future might be, therefore, presenting it as a dystopia to the audience as well as the reader - a warning to all of us. Of course Wells doesn't keep it simple. He makes sure he captures the reader's attention by the way he uses his language. But is this necessary? Does Wells really have to do this? Firstly, if he doesn't capture the reader 's attention then they won't be able to get the message. He does this to sweeten the pill. To make it easier for us to take in otherwise it will be of no use. He makes it plausible by using sensory detail. For example when the Time Traveller is time travelling he describes it as a "nightmare sensation of falling", he goes further by saying that he felt a "dumb confusedness" which might have been because things were happening too fast. Furthermore, he described it by saying that "the twinkling succession of darkness and light was excessively painful to the eye" and also the fact that he felt "faint and hazy". "My arms ached, my back was cramped, and I was trembling with the prolonged terror of a fall". All this detailed emotive language allows us to experience what the traveller does and so makes the events more believable. By using particular similes, Wells tries to make the future familiar. Imagine if he hadn't used similes then we would not know exactly what he was talking about. For example, "night came like the turning out of a lamp. You know when you turn out a lamp it happens so quickly so we as the reader or even the Time Traveller's audience know exactly what he is talking about when he describes it in such a way. It breaks down the message into smaller pieces, therefore, making it easier to understand. As the Time Traveller travelled through time, day and night passed so