...Pupils' Achievement In English And Teacher Competencies Pupils' Achievement In English And Teacher Competencies CHAPTER I The Problem and Its Background Introduction For many years, educators and researchers have debated which school variables influence student achievement. As policy-makers became more involved in school reform, this suggestion takes on new importance since their many initiatives rely on presumed relationships between various education-related factors and learning outcomes. Some researches have suggested that “schools bring little influence to bear upon a child’s achievement test is independent of his background and general social context.” (Coleman et. al. 1966; Jenks et. al. 1972). Other evidence suggests that factors like class size (Glass, et. al. 1982; Mosteller, 1995), teacher qualification (Ferguson, 1991), school size (Holler, 1993), and other school variables may play an important role in influencing learning. As new standard for new learning continues to be introduced in the country, hence, greater attention is given to the role teacher plays in student achievement. While some evidence suggests that better qualified teachers may make a difference in student learning at the school and district levels. There is also increasing inquiry into the exact predictors that affect teacher efficiency vis-à-vis student level of achievement. Teaching competence and teacher impact on students may largely determine whether or not the student will fail or succeed...
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...| | | | | | | | |Europass | | |Curriculum Vitae | | | | | |Personal information | | |First name(s) / Surname(s) |Fellanza Canolli | | | | | | | | ...
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...MEENAKSHI # 38FF, HIG, M L Dhingra Complex, Nr Panj Peer G T Road, Amritsar ( +91-96462-00641 ( Qualifications Academic: |Diploma/Degree |Year of |Board/University |Subject |Marks |%Age | | |Passing | | | | | |M.A |2008 |GNDU Campus |English |902 |57 | |Bed |2010 |Panjab Uni. |Teaching of English, Social | | | | | | |Studies |866 |79 | |B.A |2006 |GNDU |History, Philosophy, El Pbi,| | | | | | |G Pbi, G Eng |1559 |65 | |Diploma |2004 |PTU |Elec. & Comm Engg. |1888 |68 | |Higher Sec/+2 |2003 |PSEB |Maths, Economics Sociology,| | | | | | |Ger Eng, Gen Pbi ...
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...As a tenth grade English teacher at Port St. Lucie High School, I had the opportunity to sit and interview a student, “John,” on his experiences with learning English as a second language, and how he perceives himself – and believes others perceive him – in an English-speaking environment. This interview took place after school on Wednesday, December 7, 2016. John and I began our conversation with acquiring background information. John and his family (father, mother, and two older sisters) moved to Tampa, Florida in 2009 from El Salvador. John was nine years old when the family immigrated. They lived for four months with John’s grandmother, who had travelled earlier to secure residence for the family. John’s father had secured an excellent new job opportunity in information technology that could not be rejected. The family knew basic English, according to John, but spoke and wrote solely in Spanish. When they moved to Florida, John’s...
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...IX SHE had known him but a little while and had never taken much notice of him. She had no idea when or where they had first met till after their engagement he told her that it was at a dance to which some friends had brought him. She certainly paid no attention to him then and if she danced with him it was because she was good-natured and was glad to dance with any one who asked her. She didn't know him from Adam when a day or two later at another dance he came up and spoke to her. Then she she remarked that he was at every dance she went to. "You know, I've danced with you at least a dozen times now and you must tell me your name," she said to him at last in her laughing way. He was obviously taken aback. "Do you mean to say you don't know it? I was introduced to you." "Oh, but people always mumble. I shouldn't be at all surprised if you hadn't the ghost of an idea what mine was." He smiled at her. His face was grave and a trifle stern, but his smile was very sweet. "Of course I know it." He was silent for a moment or two. "Have you no curiosity?" he asked then. "As much as most women." "It didn't occur to you to ask somebody or other what my name was?" She was faintly amused; she wondered why he thought it could in the least interest her; but she liked to please, so she looked at him with that dazzling smile of hers and her beautiful eyes, dewy ponds under forest trees, held an enchanting kindness. "Well, what is it?" "Walter Fane." ...
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...The female’s characters are presented in lot of ways in of mice and men and Shake Spare Macbeth. In my essay I shall compare both of the female characters the ways they are presented. “Conduct me to mine host, we love him highly, and shall continue our graces towards him” He says that he will continue to give him good things, to keep Macbeth on his side, as he would be a powerful enemy. Macbeth is a leader of the army and probably commands the loyalty of the army, which would be a powerful tool if he were ever disagreeing with the king. The king is trying to avoid a situation like that by hinting that he is going to do more things for him, so that Macbeth will wait and see what he does before taking matters into his own hands. Duncan also think that Macbeth loves him and would only do something like that as a last resort, showing his naivety again of Macbeth’s character, and specially him underestimation of lady Macbeth. In a soliloquy, Macbeth begins to think about the practicalities, showing his real intent to go through with it. “If it were done, when it’s done, then here well if it were done quickly.” Here Macbeth admits that he does want to kill Duncan, but also realises that he must take his chances while he can to avoid getting caught, or him missing his opportunity and never getting the chance to become king. He says this, so that the audience know what he is going to do it that night, so it builds the suspense. He still uses the word “if” indicating that Lady...
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...Vietnam’s diverse natural environment, geography, hístory, and culture ảe convenient for the development of tourism .Vietnam hás all long coastlines, forests, flat paddy fields and mountains ưith beautiful caves. As well, Vietnam has a history and culture of ancient architecture , religions and cults, and traditional festivals. Vietnam is the neighbour of China to the north, facing the west borders (on) Laos and Cambodia, and to the east is reaching the Pacific Ocean . It is located in the centre òf South East Asia . Vietnam’s territory stretches from Lung Cu village ( Ha Giang province ) to the north to Mui Rach Tau cape ( Ca Mau province) to the south. In addition , the goverment has some control over a group of islands and archipelagos , including Hoang Sa and Truong Sa . In area, Vietnam’s mainland covers 330,991 square kilometres. Based on the archaeollogical discoveries made at Do Mountain, the theory suggested that life in Vietnam might begin 300000 years ago. Anyway, it history was was officially certified to be formed 4000 years ago ưhen Vietnam was supposedly founded by the Hung Kings. It was then named Van Lang. The climate covers the tropics in the south creating the rainy season(that begins mid-June and ends mid-December) and the dry season(occuring between mid-December and mid-June of the following year), and the monon in the north, forming the rainy season from mid-May to mid-September and the warm, dry season from mid-October to mid –March.Typhoons...
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...of his background and general social context.” (Coleman et. al. 1966; Jenks et. al. 1972). Other evidence suggests that factors like class size (Glass, et. al. 1982; Mosteller, 1995), teacher qualification (Ferguson, 1991), school size (Holler, 1993), and other school variables may play an important role in influencing learning. As new standard for new learning continues to be introduced in the country, hence, greater attention is given to the role teacher plays in student achievement. While some evidence suggests that better qualified teachers may make a difference in student learning at the school and district levels. There is also increasing inquiry into the exact predictors that affect teacher efficiency vis-à-vis student level of achievement. Teaching competence and teacher impact on students may largely determine whether or not the student will fail or succeed in his studies. Through students’ individual differences need to be considered in the teaching-learning process, a very challenging role of improving mankind and enlightening the world to guide the young to the right path lies in the teacher’s hands. Likewise, the educational progress of our country relies on the young generation who needless to say, will bear the progeny of this country. Hence, the vital role of teachers in shaping the country’s leaders and workers lie in the...
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...“What do we say to the client who still insists on having a “native speaker” English teacher?” An analysis of the prejudices surrounding non-native English speaker teachers (NNESTs) and the obstacles for fostering cooperation between NNESTs and native English speaker teachers (NESTs) in ESL courses in Indonesia. Word count 2997 The spread of English across the globe in recent years had led to English being taught by many more NNESTs, a shift which has produced as many inconsistencies as it has benefits for both students and the teachers themselves. This paper will examine the types, level and origins of discrimination faced by NNESTs in the EF franchise of English language schools in Indonesia of which the author has 10 years’ experience working in. It will also assess the obstacles which hinder cooperation between NESTs and NNESTs within this context. The number of NNESTs is now at an all time high worldwide, fuelled by the rapid growth in the popularity of English language learning (Graddol 2006). Canagarajah (2005) estimates that NNESTs account for 80% of all English teachers, across both non-English and English speaking countries. Issues surrounding how NNESTs are viewed have become a hot topic for ESL school’s directors of studies, ESL students, parents of students (who want the best for their children, at the best price of course), NESTs and NNESTs (of themselves and each other) and not least the academics who write about the relative merits and demerits of each...
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...part of the students highly depends on teachers and the actions they take in their classes (Markley, 2004). Jordan, Mendro, and Weerasinghe (1997) reported that “by spending a few years with effective teachers can put even the most disadvantaged students on the path to success whereas a few years with ineffective teachers can deal students an academic blow which they may never recover”. However, Language practitioners and researchers have already recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...Dora Argument Essay 06.20.09 Should We use Foreign Teachers in Elementary School in Taiwan In Taiwan, the Ministry of Education announced it would employ foreigners as elementary school teachers. It is a big dispute. What about the pressure on the pupil? Or they can learn English more easily. However, I support to recruit Chinese English teachers, because they have significant advantages than over foreign teachers. First, foreigners are native English speakers. The student can learn correct pronunciation by foreign teachers. Second, the foreigner lived in his country long time, they could introduce proper Western culture to the students. Third, the students have opportunity talk with native speakers, and help students reduce their fear of speaking English to foreigners. They can able to efficiently learn English. However, foreign teachers have many limitations. First, even though native English speakers are fluent in English, they do not possess knowledge of the complex of English grammar. Second, the students are so young. They do not have enough comprehension to cause them to be uncertain of the meaning of the sentence. But foreign teachers can not explain in Chinese. Last, the expense of hiring foreign teachers is an issue. And the purpose of most of the native English speakers hired is to make a lot of money in a short time. The Chinese English teacher does has not have these limitations, because the big advantage is that they are bilingual...
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...Moreover, the second consistency proved teachers’ understanding about the elements of lesson plan they had designed. This consistency supported Adam and Cessna (1991) who argued that teachers shared beliefs about teaching and learning are fundamental to successful co-teaching. As teachers’ beliefs about lesson plan in team teaching may have a dominant influence on the successful of classroom practice, it is important for teachers to be aware of their own beliefs about lesson plan and process of team teaching and how they are translated into classroom practice. John and Golombeck (2002) [14] argued that it has become important to consider teachers’ beliefs and values as they serve as the background for much of decision making and actions in the classroom. Moreover, Peacock (2001) [15] confirmed that teachers’ beliefs do not readily change, it also shows that teachers’ beliefs may adapt to accommodate the contextual...
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...Stakeholder Letter: Dear Davis Senior High School PTA (Parent-Teacher Association), The main mission statement for the National PTA is "…to make every child's potential a reality by engaging and empowering families and communities to advocate for all children." The purpose to get involved with your child's education is to increase the professional development in English Language Learner programs to collaborate with the new implementation of Common Core State Standards. The benefits of doing so is that there will be a better learning environment with achieving academic language and raising their knowledge. I've looked on the DHS PTA website online and I saw the contributions of "Chromebooks to help accelerate instruction among DHS English Language Learners' and students facing learning challenges." Demonstrating that in 2016-2017, this money was given to help the English Learners but there are more ways that through the incorporations of professional development can help teachers tackle the challenges of English Learners. At first with the policy under the Bush Administration of "No Child Left Behind," left ELLs unable to get a fair public education because the expectations were that they needed to learn English in a fast pace. Now, with Common Core State Standards there are no formal mandates that help teachers with the...
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...As an English Instructor, I think that CELTA is highly beneficial. CELTA gives teachers confidence by equipping them with a better understanding of grammar and ESL teaching methods than other certificates. It gives insights into the theories behind classroom management, terminology and grammar rules. It puts applicants in a real teaching atmosphere by training them to write and deal with a variety of lesson plans. It is an internationally-recognized program and a highly respected one which opens the door for the best working opportunities. CELTA holders stand out of the crowd in today's competitive job market. Correspondingly, CELTA gives me a chance to seek the best employment opportunities with competitive benefits and salaries. CELTA trained teachers are known to be the best thanks to the detailed feedback and individual attention given to candidates during the program. It can provide me with the ability to deal with teaching challenges. It can back me up in expanding my knowledge of TESOL fundamentals. It does no only expose candidates to TESOL theory, but...
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...volunteered to teach English to a group of kids studying or rather enrolled in a government school where subjects are taught in regional language. It was when I met these kids aged between 6-12, and I got firsthand information about their class structure, teachers, syllabus, etc. Recently, I read “Needs Improvement’: Despite Progress, India’s primary education system has ways to go” published in The Lauder Global Business Insight Report 2013 by Knowledge@Wharton. In the rest of this paper, I would like to compare my first-hand experience and reflect on this article. Majority of the population in India lives in rural areas with access mostly to government led primary schools. Rural India is the backbone of India and the future of India lies in the hands of the children of India. Currently the problems I see with government-led schools in India are: * The teaching medium in most of the schools is the regional language of the state in which the school is located [5] * The very large ratio of students to teachers hence lack of individual attention [6] * A large number of untrained teachers [7] * A general lack of disinterest in learning due to the attitude of people surrounding the children i.e. parents, teachers, friends, etc. [8] * Even if some good-will exists in some of the politicians, it is lost in bureaucracy [9] * Government teacher’s salaries are not as high as those given to teachers in private schools, so all good teachers look for opportunities...
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