Tuesday, November 11, 2014

Effective Method of Teaching English: Munshi Shirajul Haque



Effective Method of Teaching English
Munshi  Shirajul Haque

English is rightly addressed as an international language for its dynamic influence over the countries of the world. In the perspective of Globalization, the importance of English is much more than the previous period. English has achieved the status of a global language as it is the first language of many countries of the world and simultaneously the second language of most other countries. In order to communicate with the people of the outer world, English is mostly used as the number one language. Most educated people of the world, whose first language is not English, learn it as the second language with a view to using it practically when necessary. In theory, English is also treated as a second language of our country but most people here are not capable of using it effectively. In true sense of the term, a foreign language cannot be called as a second language if it cannot be used. In the existing syllabus and curriculum, English is included as a compulsory subject with two papers up to HSC level but after the completion of twelve year education, most students do not achieve the ability to communicate in English and for this reason remain unfit in the international job markets. The erotic evaluation system in the public exams is contributing a lot for the backwardness of the students in learning English for effective communication. The evaluation system is not devised to justify the achievement of the students in terms of four skills-listening, reading, writing and speaking. Rather the students are encouraged to memorize everything to overcome the hurdles of the exams. The teaching environment and methodology inside the classroom are not inspiring students to use English properly.
In this perspective, it is high time to think about some effective steps by which a teacher or a resource person can teach his students or learners in such a way that they can use English as a communicative language. It is the duty of an English teacher to adopt a right methodology to teach his subject as a language. A teacher initially should try to discover the reasons why his students fail to learn this language. He/she should try to enrich themselves with a sound method of two way communication for good interaction. Classroom should be conducted as the centre of English learning and accordingly tasks and practices should be selected suitable for developing the four skills of the students. The tendency of a student of rote learning should be discouraged and his ability of using English in different circumstances should be exposed. Lesson plan should be prepared with the aim of involving all students in communication among themselves with group and pair works. Some teachers complain that the huge class size does not allow them to conduct these student oriented tasks and practices. It cannot be denied that the proportion of the teacher and student of a classroom in our country is not conductive for effective language teaching. Nevertheless, a teacher should act positively with all limitations and so may arrange group work or pair work in alternative days re-ordering the students with the scope of participation alternatively. In fact, in order to teach English effectively as a second language, some attempts should preferably be taken in the following way.

Treating English as a skill based subject:
English is treated as a content based subject in our country like Political Science or History. It is true that English can also be considered as a content based subject in the Honors’ or Masters Level but it is definitely a skill based subject up to HSC level and so a teacher should not be satisfied with teaching some contents which are incorporated only for developing four skills. A student should be motivated to listen to English speaking attentively, to read English with the understanding of meaning, to write English correctly and intelligibly, and to speak English for effective communication with others.

Transforming English from foreign to second language:
English is believed to be a second language for many countries of the world of which it is not the first language but very unfortunately it is absolutely a foreign language for most of the people in our country and that is why, it has not been so usual in practice in our daily conversation .It is true that students of our country read English only as second language next to our mother tongue but they are not habituated in using it. Therefore the classroom management should have to be conducted in such a way that the students will be inspired to use English practically as a second language.

Establishing two way communications in the classroom:
One of the reasons for which our students cannot develop the practice of using English in different situations is the tradition of one way communication in the classroom. As the teacher is always busy in using English and so the students do not have neither time nor interest in taking initiative in speaking English with the teacher or the fellow students. Following lecture method in language class should be discarded for inspiring students to be active in language learning. If a student remains passive in the class, it is not possible to use a language effectively. For this reason, a teacher should create an environment of two way communications by adopting demonstrating method, question-answer method, and audio-lingual method, task-based method etc.

Using teaching aids for the intelligibility of the learners:
It is true that there is limited scope of using teaching aids in the classroom as the most of the institutions in our country are not financially sound. The authority cannot always supply required aids in the classroom for the inadequacy of funds. But it must be accepted that without using teaching aids the classroom teaching is definitely incomplete. In this situation, a teacher should be innovative to manage some aids available such as audio cassettes, magazines, journals, and articles etc for the practical learning of the students.

Teaching grammar in contextualized method:
English grammar should not be totally discarded in communicative teaching approach as some teachers are reluctant to teach grammar with this view in mind that it is not conductive to teaching a language. But a student should have some basic ideas of grammar otherwise his language will not be strong in expression. But in our country it is a prevalent tradition to teach grammar in discreet manner based on definition. In this case, a student does not get the idea of application of this grammar. So, it is strongly suggested that a teacher should teach grammar in a contextualized method taking the concept of grammar from the text and showing its application.

Teaching the method of asking question and giving answer:
Many of the students do not have any knowledge of the methods of asking question and giving answer. But in a language a large portion of expression depends on question- answer activities. If a student knows effectively the method of asking question and giving answer, he/she will overcome the hesitation of speaking in English. That is why, a teacher must be careful in making the students able in using the structure of auxiliary verb and WH word in making question. At the same time, the system of giving reply of an indefinite question with auxiliary verb and definite question with WH word should be practically be imparted.

Teaching some conversational English:
A student should be taught some conversational English for daily usage. a teacher should be very specific in teaching some common language such as how to make request, give order, show apology, seek permission, give proposal, express thanks or gratefulness, have good wishes etc. It is not very difficult to acclimatize a student with this conversational English if a teacher earnestly desires. Suppose, if a teacher teaches a student that in order to make a question, the following structure, “Please + present form of main verb+ object/extension” can be used. Then it becomes easier for a student to make a request. In this way conversational English helps a student use English in different situation.

In the end, it can be said that language teacher should not teach a language like a content based subject. He/she should fix up some terminal competencies of the learners and the effort should be to achieve that level with innovative methods of teaching. The success of a teacher depends on the students’ ability of using English in different circumstances.
[Assistant Professor of English, Govt. Haraganga College, Munshiganj]

N:B: This Article is collected from Ripples a publication of  Dept. of English, Govt. Haraganga College. All Rights reserve that authority...

Qualities of Great Teachers: Shahadat Hossain


 Qualities of Great Teachers
Shahadat Hossain


Teaching is the most sacred and the noblest of all professions. It is indubitably an act of complex nature. It is demanding, tough and challenging. As to the importance of teachers, it will be apt to mention two quotations. “A teacher affects eternity; he can never tell where his influence stops” [Henry Brooks Adams 1838-1918: The Education of Henry Adams (1907)]. “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.” [Bill Gates 1955- : in Independent on Sunday 12 October 1997]. A Chinese proverb vindicates the importance of teaching: “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” Teachers are greatly treated, loved and revered in any nations.
 Danielson (1996) estimates that a teacher makes more than 3,000 nontrivial decisions every day. No list can catch the extraordinary nicety involved in making instant decisions about which student to call on, how to frame an impromptu question, or how to respond to an interruption. The late Madeline Hunter compared teaching to surgery, “where you think fast on your feet and do the best you can with the information you have. You must be very skilled, very knowledgeable, and exquisitely well trained, because neither the teacher nor the surgeon can say, ‘Everybody sit still until I figure out what in the heck we're gonna do next’” (Goldberg, 1990, p. 43). Nearly 40 years ago, Joseph Renzulli, a leader in the field of gifted education, stated that the teacher is the most important element in the success of programs for gifted students (Renzulli, 1968). Samura Ibn Jundub Radiallahu Anhu narrates that Prophet Muhammad (PBUH) says, “No contribution is as great and dignified as dissemination of knowledge. (Tabrani)”
Watching a great teacher at the top of his or her form is like watching a great surgical or artistic performance. Although infinitely difficult and painstakingly planned, great teaching appears effortless and seamless. One can easily believe that it is the simplest thing in the world—until one tries to do it. Below are some qualities I feel one should strive to become a great teacher.
v                 Great teachers have engaging personalities and teaching style:
Great teachers are men of strong personality. They consistently show great poise and composure. Their enthralling teaching style gives them a firm footing in their profession. They can’t force students to learn. They implant a strong sense of patriotism in the students.
v                 Great teachers have good classroom management skills:
Great teachers are competent enough to address every single affair of their class quite efficiently. They possess an unparalleled convincing ability. They are task-masters in the moderate sense of the term. By making their every student involved in the process of learning they get optimum results from their class.
v                 Great teachers set high expectations for all students:
 Great teachers expect that all students can and will achieve in their classroom, and they don't give up on underachievers. Norman Vincent Peale said "We tend to get what we expect." Lady Bird Johnson once said, "Children are apt to live up to what you believe of them." I would add that other people do too. Great Teachers expect a lot from their students. And because they are great in so many other ways, they usually get it.
v                 Great teachers have clear, written-out objectives:
Great teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is. Assignments have learning goals and give students ample opportunity to practice new skills. Great teachers are consistent in grading and return work in a timely manner.
v                 Great teachers engage students and get them to look at issues in a variety of ways:
 Great teachers use facts as a starting point, not an end point; they ask "why" questions, look at all sides and encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don't allow a few students to dominate the class. They keep students motivated with varied, lively approaches.
v                 Great teachers establish strong relationships with their students and show that they care about them as people:
Great teachers are warm, accessible, enthusiastic and caring. They have a sincere interest in their students and have serious intent to help students achieve. Teachers with these qualities are known to stay after school/college and make themselves available to students and parents who need them. They are involved in school-wide/college-wide committees and activities, and they demonstrate a commitment to the school/college.  
They take their job seriously and know they aren’t just employed to get students to be able to do higher math/understand the intricacies of science, but do well in life. They realize that achievement isn’t just a good grade on a test, but a feeling of accomplishment with mastering a subject; they are willing to work with a student for that feeling.
v                 Great teachers communicate frequently with parents:
 Great teachers reach parents through conferences and frequent written reports home. They don't hesitate to pick up the telephone to call a parent if they are concerned about a student.

v                 Great teachers have positive mental attitude:
Great teachers are able to think more on the positive and a little less on the negative. They keep a smile on their face when things get tough. They see the bright side of things. They seek to find the positives in every negative situation. They are philosophical.
v                 Great teachers are role models:
Great teachers are the window through which many young people will see their future. They are fine role models.
v                 Great teachers are creative and inspirational:
Great teachers are able to motivate their students by using creative and inspirational methods of teaching. They are different in their approach and that makes them stand out from the crowd. Hence the reason why students enjoy their classes and seek them out for new ideas.
Great teachers help the students realize their potential. Furthermore, they help them to grow, to find their talents, skills and abilities.
v                 Great teachers have good presentation skills:
Great teachers know that their students are visual, auditory or kinaesthetic learners. They are adept at creating presentation styles for all three. Their body language is their main communicator and they keep it positive at all times. Like a great orator, they are passionate when they speak. But at the same time they know that discussion and not lecturing stimulates greater feedback.
v                 Great teachers show calmness:
Great teachers know that the aggression, negative attitudes and behaviours that they see in some of their students have a root cause. They know that the students are really scared young people who have come through some bad experiences in life. This keeps them calm and in control of them, of the students and the situation. They are good at helping their student de-stress.
v                 Great teachers are good evaluators:
Great teachers are aware of their student’s skill sets and abilities. They are able to teach without getting to far ahead of their students’ abilities. They are able to stimulate the student to the next level of progress. They know when to push their students and when to back off and give them space to contemplate on their own.

v                 Great teachers are organized:
Time is precious and many don’t have the luxury to spend large amounts of time learning something new. Great teachers make sure to think ahead of anything they might need and be prepared so that they are able to focus on the learning experience.
v                 Great teachers are flexible:
Many times things don’t go according to plan, if something is not working, great teachers re-group and try a new approach. One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are 'typical'. Therefore, a flexible attitude is important not only for their stress level but also for their students who expect them to be in charge and take control of any situation.
v                 Great teachers show confidence:
Great teachers can instill confidence in the student. The student will be assured that what they are learning is valuable and accurate. If a student senses that the teacher is not confident in himself, he will doubt his abilities to teach. Great teachers trust their judgment.
v                 Great teachers are well-balanced and keep their ego in check:                   
Creating balance in our lives is critical. Great teachers need to have a good balance in their mind, body, and spirit. When they neglect a certain aspect to their being, its effects spill over and sabotage their efforts.
Great teachers are accountable and admit their mistakes. They are always aware of the fact that teaching is a very fulfilling and rewarding experience if they don’t let their ego get involved.

v                 Great teachers are humble:
 Great teachers speak plainly. They don't need to impress with their knowledge. They are comfortable with what they know and eager to learn what they do not.  They do not show off/puff. As the tongue twisting adage goes, "He who knows not and knows he knows not is a wise man. He who knows not and knows not he knows not is a fool." Great teachers are modest about their knowledge.
If a great teacher is asked a question to which he does not know the answer, he promises to find out, and then does. He knows he is not the only one able to facilitate learning. He is grateful for the opportunity to help just one person gain knowledge. Great teachers want their students to learn even to surpass them in knowledge. They are never arrogant.
v                 Great teachers are patient:
Great teachers are patient with their students, no matter how many mistakes the student makes or how many times the teacher needs to explain. The wonderful thing about practicing patience is that it benefits the one practicing it as much or more as the one it is practiced upon. Being patient is indicative of self restraint and discipline and demonstrates a quality in a teacher that will likely be emulated in by the student.
But patience greatly benefits the student too. When I think of tremendous patience I think of the Great Teacher Anne Sullivan teaching Helen Keller. Helen was unruly, disobedient and much closed to learning when Anne was hired to teach her. Through gentleness, perseverance – indeed patience – Anne provided an environment that coaxed Helen to reach her potential. Helen not only learned but exceeded all expectations.
Consider Helen Keller's words, "The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me." What gratitude in a special student patience has wrought, and what learning! It is unlikely that most people will often encounter students as difficult as Helen Keller. But all will do well to remember the trait which brought about such great learning and accomplishment in Anne Sullivan's young student – the quality of patience!
v                 Great teachers are kind, forgiving and respectful:
Great teachers know the value and worth of each person. They try to understand the student and his perspective. They have empathy. They try to 'get into' the other fellow's shoes and 'walk a few miles'. They respect their peers and their students. Great Teachers esteem their students as valuable, even if they are much different than themselves, less educated or in a lower position. They recognize that they too were once in the place of apprentice.  Bad teachers demand respect. Great teachers treat their students with respect and thus earn the respect of them as well.
Great teachers must be able to get past hurtful actions or accusations quickly. They must not hold it against any student or let it impact how they teach in the classroom. Teachers do not make enough money, but great teachers are willing to donate time and/or money to help out in areas where a need is recognized.
v                 Great teachers show not tell:
Great teachers may explain a concept but they demonstrate it too. They look for ways to bring examples in the classroom, board room, and studio or basketball court.  When they are not able to bring in examples they draw pictures or diagrams. They think of other creative ways to express knowledge and assist in their students' understanding. They take time to explore new tools.

v                 Great teachers learn from their students:
Great Teachers know they do not know everything. Part of what makes them great teachers is that they too are willing to learn. They are not threatened by a student's thoughtful question or outstanding aptitude. They do not take it personally when a student asks 'why', wants more information or challenges a fact. They know that real learning occurs when people question, think and make a subject their own. They know they are encouraging learning for a lifetime, not just for a semester grade, one athletic event or one company presentation. Great Teachers are life-long learners themselves. They gain knowledge and wisdom from those they teach.
v                 Great teachers are positive, humorous:
Great Teachers believe in themselves. They believe in others. They look for the best in both and their attitude reflects it. They are positive, not negative. They know that a great sense of humour reduces barriers and lightens the atmosphere especially during heavy periods. Great teachers smile and make students smile.
Smiling offers many benefits. It makes one look more attractive. It can alter one's mood. Scientists speculate it can relieve stress and possibly boost the immune system. But one really good reason for a teacher to smile is that it is contagious and conveys a message of personal bonding and encouragement. This facilitates just the right learning environment for most people. This is why great teachers smile.
v                 Great teachers provide a warm environment and allow their students to make mistakes:
Great Teachers realize that mistakes often precede great learning. Thomas Edison once said of his many failed attempts to prove something, "I am not discouraged, because every wrong attempt discarded is another step forward." Great teachers understand this too.
Against the backdrop of a supportive environment, great teachers encourage risk taking and accept errors. The Great Teacher Coach encourages the young athlete to take the shot. Who knows if he might make it? The Great Music Teacher lets the young pianist try a harder piece that he aspires to learn. Perhaps the teacher's initial assessments are wrong and he is capable.  The Great Parent Teacher is probably the most important teacher of all. He allows his children to make choices and live with the consequences. He knows that experience often provides more memorable lessons than lectures ever could.
Great teachers do not say things like, "You're not really cut out for this." "This is not your thing." They realize that students soon learn their own limitations and do not put false ceilings up for them. In this regard teaching of Jesus (PBUH), the Great Teacher elicits an important fact that all should remember: “Knowledge is nothing without its companion, wisdom, and wisdom comes from God.”
v                 Great teachers maintain professionalism in all areas:

Great teachers uphold professionalism from personal appearance to organizational skills and preparedness for each day. Their communication skills are exemplary, whether they are speaking with an administrator, one of their students or a colleague. The respect that great teachers receive because of their professional manner is obvious to those around them. 

v                 Great teachers have grit and they are fearless:
Great teachers must possess the grit necessary to make the personal sacrifices necessary to ensure that every goal is reached every year. They must be willing to try anything within the parameters of school/college policy to reach their students. They must also be ready to defend their approach to criticism.

v                 Great teachers grow consistently:
Like any other profession, teaching undergoes constant change. The past 30 years have seen a marked rise in education research and the emergence of solid information about teaching and learning. Great teachers remain intellectually alive and open to responsible change grounded in theory, research, and practice. Dozens of specific and well-researched techniques are available today to help all learners—particularly reluctant learners and those with disabilities. Since the late 1970s, all of the following areas of education knowledge have developed and become worth exploring: technology; character education; rubrics; closing the achievement gap; standards; cooperative learning; diversity; assessment and evaluation; multiple intelligences; reading instruction; curriculum reform; and bilingual education/structured English immersion.
The much-used phrase “lifelong learner” really does apply. Although any great teacher must wisely decide what is worth pursuing and how to maintain high standards, only a Luddite would ignore the potential of new methods for using technology, research on the most effective strategies for reading instruction, or current cooperative learning approaches.
Of course, content knowledge is an important area of growth. Outstanding teachers continually grow by taking college and in service courses, reading professional literature, and engaging others in serious conversation about school/college issues. Often, the finest teachers serve on education committees.
v                 Great teachers use instructional methods efficiently:
Great teachers use a variety of instructional methods that they feel comfortable with. Within the same school or college, you'll find different teachers getting brilliant results using such methods as mini-lectures and interactive lectures, problem-based learning, cooperative groups, and multiple intelligences approaches. No single teaching method or approach works best for every teacher with every student.
We know, however, that research and experience strongly support some instructional approaches over others. The best teachers select from the methods that are well researched and widely practiced at their grade level or within their subject area, and become expert in several that fit their style and the needs of their students at that time.
v                 Great teachers keep positive relationships with other adults:
Too often, we undervalue the amount of time that teachers spend with other adults in a school—other teachers, administrators, and parents. Great teachers work well with each of these groups. Besides, they seek out mentors of their own to enhance their knowledge and skills.
They depend on other teachers as a constant source of information, enrichment, and sometimes solace. From study circles to faculty meetings to such rare moments as receiving an award or attending the funeral of a student, teachers need to stand by one another. Outstanding teachers quickly become recognized as school leaders, whom other teachers admire and turn to for advice or collegial sharing.
The best teachers also find ways to work harmoniously with administrators and to show administrators how they can support teachers. For example, the teacher may point out areas of the curriculum that need attention and coordinate or offer to serve on a committee to explore solutions to a problem.
Great teachers also emphasize on keeping parents informed about their children's progress, and they sensitively help parents understand their children's problems. These teachers understand that the lack of a strong partnership between teachers and families may undo many of their best efforts.
v                 Great teachers show consistent excellence in their performance:
Greatness in teaching requires constancy of excellent performance and emotional maturity year after year. That does not mean that the teacher never has a bad day, or even a bad week. In fact, most great teachers have had critical periods in their life and career. The best teachers get divorced, become ill, have problems with their own children, need to attend to aging parents, and have other personal affairs to the same extent as other professionals. They also have both mild and serious professional disagreements about new curriculums, teaching methods, assessment techniques, and materials. But great teachers have the good judgment required to balance these problems in a way that reduces fluctuations in classroom performance.
Some teachers are able to classify personal and other issues; others require a short period of break to handle nagging problems. The best teachers consistently find ways to integrate new methods in an ever-changing profession into their successful practices.

v                 Great teachers are understanding:
Great teachers have a true understanding about how to teach. They don’t have a rigid technique that they insist on using even if it doesn’t help the students learn. They are flexible in their teaching style, adapting daily if need be. They understand the little things that affect our ability to learn; the weather, the temperature in the classroom, the time of day. They have an understanding of human nature and the maturity (or lack thereof) of teenagers. Great teachers know that the students hate to be called “young” and therefore pre-judged. They treat them as real people, not just “students.”

v                 Great teachers have dedication to greatness:
Great teachers want the best from their students and themselves. They don’t settle for poor grades, knowing it reflects upon their ability to teach just as much upon a student’s ability to excel. The best teachers encourage the sharing of ideas and offer incentives (like not having to do homework for a day) to get students to think outside the box. They don’t tolerate students’ badmouthing other teachers, doing their best to point out that other teachers are human too. They encourage students to be good people, not just good memorizers of text. They want students to learn and be able to apply what they learned, not just be able to pass tests.

v                 Great teachers extend untiring support:
The best teachers know that everyone is able to do well if they have the right teacher. They don’t accept that a student is a gone cause. They encourage the student if he is frustrated and provide true belief that he can get the material. They stand up for individuals against other students, not allowing for in class taunting. Sometimes, they even extend this outside the classroom, although taunts in the hallways are very hard for teachers to combat. The best teachers are there if you need extra help and even encourage it.

v                 Great teachers feel proud of their student’s accomplishments:
The best teachers let the student know they are glad he got a good grade or improved the image of the society. They smile and tell him that he did a good job. They tell other teachers about how he did so nicely. Outside he may feel embarrassed, but inside he is glowing. The best teachers don’t single out the best students either. They celebrate the accomplishments of everyone, knowing that everyone is capable to doing well. They are upbeat and positive, focusing on how a student did well, not how well they taught. They may know that it was the strength of their teaching that helped a student to achieve, but they act as if the student is completely responsible.

v                 Great teachers have passion for life:
The best teachers aren’t just interested in their subject, they are passionate about it. They are also passionate about many other things. They praise good weather and smile when they take a few minutes to discuss the victory of national cricket team or last night’s episode of a popular TV show. They have an energy that almost makes them glow and that you want to emulate as much as possible. They approach tasks with a sense of challenge rather than routine. They take the universe’s curve balls and turn them into fun if possible. They are human, certainly, but they make you feel that there is always a reason to carry on. Things will get better no matter how much they appear to suck at that moment.


In addition to the foregoing, great teachers are into true to the ethics of teaching. Besides, they are not intimidated by parent-advocacy and are comfortable with the unknown. They always adopt holistic approach with a view to producing future leaders and champions of many noble causes.

[Shahadat Hossain, Assistant Professor, Dept. of English, Govt. Haraganga College]

Suggested Readings:
 i) Oxford Dictionary of Quotations and Proverbs
ii) Teaching of English edited by Kadambari Sharma and Tripat Tuteja, published by Commonwealth Publishers, 1994
iii) Teaching of English by Mohammad Aslam, published by Foundation Books, 2003
iv) Available Internet Resources
References:
i) Charlotte Danielson-An Education Consultant of United States of America
ii) Medeline C. Hunter (1916-1994)- An Educator of United States of America
iii) Joseph Renzulli (July 7, 1936- )- An Educational Psychologist of United States of America
iv)  Lady Bird Johnson (1912-2007)- Former First Lady of United States of America
v) Norman Vincent Peale (1898-1993)- An author and a progenitor of “Positive Thinking” of United States of America.

N:B: This Article is collected from Ripples a publication of  Dept. of English, Govt. Haraganga College. All Rights reserve that authority...


Education: Getting back to important things!

Getting back to important things!

















My attic studio. A good friend designed IT for me in the 1980s - in use at last. The painting on right  of  a stream , vines and bush is my attempt to revive an earlier effort. Top left is a new painting of Paritutu volcanic plug - heavily influenced by Dick Frizzell. Below is a bird image and out of sight a figure composition and the beginnings of a portrait of a very important woman in my life. I have no idea how any (except the bush painting) will turn out - a metaphor for life.

After years/decades of being distracted by educational issues I have decided to return to having go at painting. In the mid sixties I completed a series of paintings but since then I have only dabbled, mostly unsuccessfully.

Anyway the time now seems right as I have lost interest in school visiting because most of what I see doesn't impress me that much what with the emphasis and time being spent on literacy and numeracy to the exclusions of other equally important learning areas. Inquiry learning I see lacks the real depth I used to admire in classrooms that placed inquiry central and most of the art these  days is formulaic and conformist - more illustration than creative art. This is a shame because inquiry  and creative expression are the  basis of all learning and obviously is inclusive of various forms  of literacy and authentic aspects of numercay.

Most of all the absence of a wide range of creative arts means students are missing out some important lessons in life - lessons I am now experiencing as I begin to become involved in painting. First there is the issue of inspiration to create something personal, and then there is the even more difficult job of mastering the various techniques involved - which can only be acquired as the work progresses.

The most important lesson learnt from any creative activity is that realizing a piece of art is an evolving and sometimes messy process where each stroke of paint creates a new decision about what to do next. In this respect completing a piece of art is a metaphor for life itself -  which more often than not  unfolds in unplanned and unexpected ways.

This creative - or learning process -  made me think of an American  Junior school teacher Marion Diamond. Diamond writes with insight gained from experience  about the importance of 'unknowablity' in art with five year old -and how it is important to take advantage of whatever evolves - a form of constant decision making. And, at the end of the process ( which is not aways easy to determine) , the feelings of great satisfaction that any creator gets. And to complicate things even more the thoughts that will have arisen that will lead to further acts of creativity.

This is what Marion had to say: 'A critical component of art work....is an acceptance of the unknowability of the end product....I have had to learn that mistakes are not only inevitable but necessary and useful, and that dealing with them - untangling some knot- takes us somewhere unexpected.'

Once again this is  in contrast with all the 'intentional teaching' now seen as 'best practice' in our schools resulting in a conformity of product devoid of personality. And as well the importance of art as a form of expression is demeaned.

'Teaching art has to do with the difference between trusting children and believing you must teach them everything about a subject or they won't know'. This brings in the role of the teacher. Julie writes that teachers must leave space for their work - children must make the decisions, do the thinking, use their imagination, and take responsibility for their own work.

Teachers must be careful not to impose their ideas on students. Julie writes that teacher's role is subtle. Explorations can be guided, parameters set but still open enough 'to permit each child's experience and unique preferences to inform' their work.

'The aim is help children to develop their abilities, to see, design, use colour, to help them extend their visual vocabularies, to help them gain clarity and conviction, while making something that is authentically theirs'.

'I aways put the children's expressiveness first.Art activities were valued because the class environment was rich in art, part of all content areas, they illustrated poems, drew the classroom animals and plants, printed with the leaves we'd collected in the park, and made collages to illustrate children's information about the animals they were studying. They used maths material to make elaborate and beautiful patterns'.

 Couldn't have expressed the importance of creativity better myself.

And already I know the feelings of frustration and achievement beyond anything that can be measured

Educational Quote: Classroom Management

Tuesday, January 10, 2012

Educational Quotes 9: Classroom Management


Creative classrooms need to be flexible enough for a wide range of individuals to feel at home, able to express their particular personalities , learning styles, and particular range of talents and gifts.

Creative class management is the art, or craft, of creating the conditions that provide students with enough security and structure for them to take the learning risks to  required to develop personalised learning. Too much chaos leads to disorder - too much structure reduces the learners ability to make decisions and choices. Most current classroom management procedures are determined by unquestioned routines and habits that reflect a past age.

'If there is any other situations fraught with danger for mental health as that of a class held rigid by fear, it is a class exposed to the anxieties engendered by unlimited freedom. There is nothing as terrifying to the immature human being as a completely unstructured situation. Without a recognisable structure they feel the teacher has abandoned them - and so he has- to their own impulses, all of which are by no means always constructive.' B Morris

'I would caution student teachers to always be flexible with kids, but not to leave them with no structure, because many times we are the only structure these kids have.' Kouzes and Postner

'It is significant to realise that the most creative environments in our society are not the ever-changing ones. The artist's studio, the researcher's laboratory, the scholar's library are each kept deliberately simple so as to support the complexities of the work in progress. They are deliberately kept predictable so the unpredictable can happen.' Lucy Calkins

'Without containment, spontaneity, exhalation and freedom of the mind could seep into license and anarchy, where all day has no shape. A benign routine helps our child to gain responsibility and our school to stability.' Sylvia Ashton Warner 76
 
'The word 'freedom' can never be uttered unless accompanied hand in hand with the word responsibility. It is kinder to keep the lid on the school for a start, lifting it little by little, simultaneously teaching responsibility, until the time comes when the lid can be cast entirely aside and only two conditions remain - freedom and responsibility'. Sylvia Ashton Warner

'Some classrooms are unintentionally uninviting' Harry Wong
 
'All battles are won before they start.' Sun Tzu
 
'The schools schedule is a series of units of time; the clock is king.' Theodore Sizer
 
'Children who grow up in ..situations that facilitate clarity of goals, feelings of control, concentration on the task at hand, intrinsic motivation, and challenge will generally have a better chance to order their lives so as to make flow possible.' Csikszentmihalyi
 
 
'Persons are not quite the same thing as solitary individuals, nor are they a crowd. Persons are living networks of biology and emotions and memories and relationships.' Tilby
 
'Half of what you will accomplish in a day will be determined before you leave home. Three quarters of what you achieve will be determined before you enter the classroom door' Harry Wong
 
' The number one problem in the classrooms is not discipline; it is lack of authentic learning tasks, procedures and routines' Harry Wong
 
'In an effective classroom students should not only know what they are doing, they should also know why and how'' Harry Wong
 
'Schools should look behind classroom doors and determine the factors that contribute to the kinds of interactions between teachers and students that promote student achievement.' Heckman 1990
 
'Some initial fuss reduces subsequent fuss: that some apparently complicated initial procedures actually simplify procedures in the long run; that formal routines free the teachers for closer relationships.' Michael Marland

'Today the evil twins of  literacy and numeracy have all but gobbled up the whole curriculum'. Anon

'The river flows at its own sweet will, but the flood is bound in the two banks. If it were not thus bound, its freedom would be wasted.' Vinoba Bhave,
Indian leader

All New Jobs

Tuesday, November 11, 2014

Bangladesh Tat Board, Assistant secretary, Liaison Officer, Instructor, Clerk, others..


Source: The daily Ittefaq, date of Publication November 10, 2014

Al Muslim Group, Post: PM, Supervisor, Operator, Others..



Source: The daily Ittefaq, date of Publication November 10, 2014

Asiatic Laboratories Limited, Post: Medical Promotion Officer/ Senior Promotion Officer.




Source the Daily Prothom Alo, Date of Publication November 10, 2014.

Social Islami Bank Limited (SIBL), Post: Field Officer (Contractual).



Source the Daily Prothom Alo, Date of Publication November 10, 2014.

A Construction Company, Post: General Manager, Deputy General Manager, Manager.



Source the Daily Prothom Alo, Date of Publication November 10, 2014.

Solaren Foundation, Post: Deputy Assistant Engineer, Assistant Officer, Field Supervisor/Data Entry Operator.



Source the Daily Prothom Alo, Date of Publication November 10, 2014.

Bangladesh Development Group, Post: Chief Engineer (Civil), Deputy Chief Engineer (Civil), Assistant Chief Engineer (Civil), Site Engineer (Civil).



Source The Daily Protom Alo, Date of Publication November 10, 2014.

Islami Bank Hospital, Post: Full Time Consultant- Medicine, Surgery, Dental, Pathology, Anesthesia, Medical Officer (Male), Medical Officer-ICU (Male), Medical officer- Floor (Male).


Source The Daily Protom Alo, Date of Publication November 10, 2014.

Monday, November 10, 2014

Eskayef Bangladesh Limited, Post: Medical Service Officer.


Source: The Daily Prothom Alo, Date of Publication: 08, November, 2014

Kasir Uddin Memorial Medical College & Hospital, Post: Deputy Director, Assistant Director, Senior Doctor, Indoor Medical Officer, Senior Stuff Nurse, Receptionist, Marketing officer.


Source: The Daily Prothom Alo, Date of Publication: 08, November, 2014

Professional Skills

বারকাহ অর্জনের শ্রেষ্ঠ উপায় আলকুরআনের অনুধাবন

বারকাহ অর্জনের শ্রেষ্ঠ উপায় আলকুরআনের অনুধাবন বান্দার জন্য বারকাহ খুবই প্রয়োজনীয় এটা ছাড়া তার জীবনের কোনো কিছুতেই তিনি প্রকৃত স্বাদ উপভোগ কর...