FAVORing the part-time language teacher: the experience and impact of sharing open educational resources through a community-based repository

The resourcefulness of part-time language teachers is often overlooked,despite the large numbers of such staff teaching in language departments across higher education. Part-time teachers typically juggle life work commitments and experience far fewer opportunities for professional development than their full-time colleagues. They frequently work in relative isolation, yet carry out their teaching duties enthusiastically and conscientiously, striving to provide as rich a learning experience as possible for their students, often spending a considerable amount of time in lesson and resource preparation. The aim of the JISC-funded FAVOR (Find a Voice through Open Resources) Project was to bring more part-time teachers into the open content movement, drawing on their wealth of resourcefulness and offering them something back for all their, often unrecognised, hard work. This case study will describe one participating institution’s experience on the FAVOR Project, including an initial investigation into its impact on the post project practices of part-time teachers. It will draw on a range of qualitative data gathered from individual and group meetings, teacher interviews, and reflective notes made by the institutional coordinator to present a picture of the experience from the part-time teachers’ perspectiv

Acoustics in the classroom

Acoustics in the Classroom: a Guide for Classroom Teachers is a brochure developed specifically for teachers of the deaf who work with mainstreamed deaf and hard of hearing students and their teachers. A review of the current literature, input from my experience as a Teacher of the Deaf, and veteran Teacher of the Deaf were used to generate the brochure. The goal is to evaluate and enhance acoustics in the classroom therefore enabling the use of residual hearing for spoken language learning. Noise as a health issue in general has been so well documented scientists have referred to the problem as noise pollution. With a higher number of deaf and hard of hearing students being educated in the mainstream, the goal for teachers is to enhance the classroom acoustics for the deaf and hard of hearing students by alleviating noise and by using strategies that give the students better access to the spoken signal. Research demonstrates these strategies will benefit not only deaf and hard of hearing students, but all children\u27s learning

Disruptive Technology in Digital Notice Board using Flutter

In early days, notice boards were used to place notices which is a very hard process. First a teacher has to make a notice on his computer and edit to make it attractive then he must get it approved by the HOD. Then when it gets approved, he must print it then the teacher must go to every notice board and physically pin the notice on the notice board Which is a very hard and time-consuming process. In order to make this experience easy we are proposing a digital notice board Which will make the process very easy and very efficient. Our main aim is to make information easy to access to students and at the same time make it easy for teachers to build a notice using their phones and the templates provided on the app

The Challenges of Implementing Best Practices: Implications for Teachers and Teacher Education

One of the most challenging aspects of teacher education is translating theory and research into practice for emerging teachers. As teacher educators, we are responsible to stay abreast of research and articulate how to implement interventions and strategies within the classroom. This session will review how research intended to bring best practices to special education classrooms revealed significant gaps in both knowledge and practical experience in teacher education programs. The study was undertaken to investigate a specific shared reading intervention, dialogic reading, for the purposes of addressing the unique needs of Deaf and Hard of Hearing students (hereafter DHH) in regards to language and literacy. These children frequently have delayed language and little experience with books because they do not share a common language with their hearing parents. However, there is little research concerning language and literacy development in the DHH classroom and equally little discussion of teacher responsibilities to address these issues. This study investigated the implementation of dialogic reading, which aims to engage students in active discussion and retellings of stories, using American Sign Language. Because dialogic reading research with language delayed, hearing preschool students resulted in significant improvement of language skill (Whitehurst, Arnold, et al., 1994; Whitehurst, et al., 1999), it was a logical candidate for implementation with DHH students

An Evaluation of Novice Teachers\u27 Perceptions of the Mentoring Experience in Knox County Schools.

Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools system\u27s teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience

Internship at bilingualism for peace of the University of Córdoba at el Sabanal School

This internship was conducted in the Bilingualism for Peace program at El Sabanal School in Monteria with students of beginner level from the rural zone. The purpose of this internship was to gain experience of teaching English to children and also improve my performance as an English teacher. The pedagogies are several concepts that were addressed during the internship, learner-centered approach, task-based learning, e-learning and intercultural understanding, those elements were fundamental in the design of the units and lessons. Furthermore, the experience obtained inside the classroom and how the previous concepts are aligned with the suggested units and lessons are part of this report. Finally, from this journey it can understand that the teaching process is a hard labor and how this experience was helpful to improve as a teacher, also some limitations are included such as the lack of technological resources due to not all students can have access them.Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . 1Chapter II: Pedagogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . 3Chapter III: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . 9Chapter IV: Experience and contributions….. . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . 11Chapter: V: Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Chapter: VI: Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 18References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21MonografiaPregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglé

Ace Your Accounting Classes: 12 Hints To Maximize Your Potential

Many students experience difficulties when they try to get good grades in their accounting classes, and they are searching for answers. There is no single answer. Getting a good grade in an accounting class results from a process. If you know and understand the process–and can apply it--then your chances are much improved for getting a good grade.  I recommend a process that includes twelve steps: (1) know what the professor expects, (2) be your own teacher, (3) work hard from the first day, (4) attend every class, (5) take good notes, (6) participate in class, (7) read the textbook several times, (8) look for patterns, (9) do the homework, (10) study with a friend, (11) study long and hard for each exam, and (12) live healthfully

JAIKEM: PORTRAIT OF FEMALE EXISTANCE IN THE SOCIO-CULTURAL LIFE IN THE PALACE OF MANGKUNEGARAN

This biography of Nyi Tumenggung Mardusari is aimed at discovering her role as an all-round artist within the environment of the Mangkunegaran. It is important to do so as her works and ability as an artists have made her a role model for subsequent generations. Her life spanned numerous events and variety of situation of the era. A multidimensional approach was applied, with concepts borrowed frim the social sciences, beginning with Mardusari’s background from childhood until she entered the Mangkunegaran, covering her various cultural influences from the palace, methods of study work experience, creative experience, and the award she received. Her success as an artist was closely connected with her hard work in developing her talent, and the encouragements and opportunities given to her by Mangkunegara VII, who gave her guidance. Other direction was provided by her ary teacher, who helped in moulding her into a revered artist. Nyi Tumenggung Mardusari’s presence as an artist showed her artistic ability in numerous fields, in each of which she excelled as a dancer, a pesindhen, a batik worker, and a makeup specialist for the Surakarta style wedding. Her ability was recognized by many people, both inside and outside the palace, and even abroad. Her work and ability in the above four fields are until now still used as a reference for subsequent generations. With all the abilities, she was able to eliminate the negative connotations held by the community about the image of a pesindhen , who was regarded as an unrepectable woman in the eyes of the public. Keywords : Biography, woman concept, and multi-talented artis

Inquiry into the teaching and learning practice: An ontological-epistemological discourse

Tertiary education has been actively moving over the last two decades from the lecturer-centred to the student-centred approach, focusing more on “what the student does” rather than on “what the student is” or “what the teacher is”. We, as academics, teacher educators, and teachers, do attend many workshops and seminars promoting student-centred learning. However, the question that arises is “are we prepared to truly develop from the conventional lecture-based learning, which is hard to eliminate, to the innovative student-centred learning, which may be hard to accept, adopt, and sustain?” The way we plan, organise and deliver knowledge might be mostly epistemological. However, there exists an ontological stance on how we perceive knowledge and on our belief—informed opinions—of “the most effective pedagogy” in organising and emphasising such knowledge. This paper will present a personal reflective study on the ontological–epistemological discourse that a novice academic experienced in first accepting the idea of a student-centred learning approach, implementing such strategy and in reflecting back on this experience. This study promotes a rethinking of our teaching and learning practice as an ontological and epistemological form of inquiry and generates insights which may be further extended and researched. This paper finally offers a reread of the Experiential Learning Cycle of the Praxis Inquiry, a model established and adopted by the College of Education, Victoria University, Melbourne

Virtual Reality: An Integral Part of SDG4 (Sustainable Development Goal 4)

This paper explains the role of Virtual Reality in ensuring inclusive and equitable quality education and importance of ‘immersive technology’ to the teacher, the student and also how it aids inclusive teaching and learning. Virtual Reality (VR) sometimes called Virtual Environments (VE) is a new tool in education which helps students see and experience the outside world while in their class rooms. With the developments in web, mobile and Virtual Reality technologies as well as mass adoption of smart and mobile devices by the society, significant opportunities have emerged for e-learning applications. While helping them grasp what is being taught they also have the pleasure of being in two worlds or places at the same time. Apart from being an interesting educational experience, it also saves the educational institution the logistics involved of embarking on an excursion. While what is read in a textbook can be easily forgotten, the same cannot be said for Virtual Reality – it’s hard to forget what is experienced in the virtual world. While a picture is worth a thousand words, in the virtual world you will not only be seeing and hearing, but will also be ‘feeling’ as if you are actually present there. Such an experience can be hard to forget. Many teachers understand how effective Virtual Reality as an educational tool can be, and are supporting its increased use from elementary schools thru institutions of higher learning