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learning tool for their students even if they do not master the technology and cannot act as an expert” (Raihan & Lock, 2012, p. 25). The utilization of technologies has notably changed the English teaching methods. “Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvement” (Patel, 2013, p.116). In traditional classrooms, teachers usually stand in front of students and give lectures and also give explanations and instructions

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The Teaching Philosophy of Matthys J. Uys: A Brief Revision.Every teacher, since the beginning of time, is unique in his or her own way, and has thus their own teaching philosophy based upon an ultimate goal of education, teaching approaches, views concerning learners, and teaching values, in order to certify that learners learn the necessary knowledge, skills and values as required by the South African Curriculum and Assessment Policy Statement. In the following essay my teaching philosophy

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4.2.2 Methodology of Grammar Teaching/ grammar teaching approachBelief 2: There is a place for indirect / inductive teaching to enable students to acquire language skills The vast majority of the teachers participated in the interview claimed that they adopt indirect, functional and inductive language teaching approach in which students are engaged in lesson activities and asked to think about them to induce the rule, so they can learn independently, and achieve communicative competence through

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Tutoring and Teaching of the ClassroomIntroductionI thoroughly enjoyed the time that I spent volunteering at Oasis. This experience introduced me to working with students whose first language is not English as well as not always being motivated to complete the daily activities. In this paper, I will briefly describe the program there at Oasis as well as to tie the concepts we learned in class into my experience there at Oasis. Also, I will reflect on my experiences and how they will alter my teaching

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Statement of Teaching Philosophy“A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.” … Rabindranath Tagore (Nobel prize in literature in 1913)This is my favorite quotation because it express what, I think

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Question: What is intentional teaching and how does extend young children’s learning?Stop: As part of my research project on how to extend 3-4 year olds learning I have been researching the term “Intentional teaching”. So what is intentional teaching? The Early Years Learning Framework (EYLF) in Australia, describes intentional teaching as “educators being deliberate, purposeful, and thoughtful in their decision and actions”. International teaching is not teaching and learning by rote, but reflects

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Article one, teachers give their account on their teaching experiences with phonics and how they incorporated a culturally relevant curriculum. A third grade teacher who taught history was teaching the basic information about different cultures than the actual culture from their perspectives. Another teacher taught more on inferential teaching, relating what we know and experienced in our own life. One of the teachers taught phonics by making a personal alphabet book with the help of the parents

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Questions in reference to teaching while working full-time in the fire service:1)Has teaching improved your “on the job” performance in the fire service or vice versa, and if so in what ways has it done so?“Teaching has both hurt me and helped me in the fire service. I have to keep up with the latest trends in the fire service. This is an advantage to most people as the fire service because it is reared that most crews keep up with current trends. Unfortunately, officers like there (old School)

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Standards-driven: The Case for Constructivist TeachingJacob DanielEG 5023July 24, 2014Dr. Carrie AboodChild-centered versus Standards-driven: The Case for Constructivist TeachingThe educational philosophy of teachers significantly impacts an educator’s teaching style, and thus greatly impacts student learning. The philosophy of an educator affects the way they prepare for their classes, and essentially it aids in the formation of his or her teaching methodologies. In the United States, standards-driven

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teacher, I want to help my students’ social skills, emotional skills and overall quality of character. I can promote social and emotional development in my classroom by incorporating specific teaching strategies. Next year, I plan on incorporate social emotional learning in my lessons as a way of teaching students to really understand how to action the skills in a variety of situations and form positive habits. This year, I feel that I was committed to remaining sensitive to my students needs in

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