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A father teaches his young son the fine art of Judo. And they have a great time along the way. This young boy and his Dad are continually laughing or smiling. Mill Bay Judo, in Mill Bay, just up the Malahat in Victoria, BC. Canada.
June 09, 2016- Cheektowaga, NY- Governor Andrew Cuomo announces first recipient of the Empire State Excellence in Teaching Award to Adam Norris, an advanced placement high school social studies teacher at Maryville High School in Cheektowaga, NY. The award recognizes outstanding educators who exemplify the highest professional standards and work to inspire students, instill a love of learning and ensure school is exciting, motivating and challenging.
Featuring dance teacher Nikos Patas with one of his students.
This video was taken during the final concert and dancing party to celebrate the closing of the 7th Musical Seminal of Ikaria «Musical Yards ♪♫♬ Μουσικές Αυλές».
More pictures and videos from the 7th Musical Seminar of Ikaria posted on facebook page: «Μουσικές ♪♫♬ Αυλές 2018».
A screening of Teaching in Arizona short documentary at Pima Community College West, Tucson, AZ, May 2019
Images by Madeleine Hessing.
For more information please visit the Madagascar Teaching project page of the Frontier website.
These highly articulate puppets have been designed by Folded Feather specifically for teaching ensemble puppetry performance (Bunraku). All methods of construction and in particular moving joints are visible so students may also learn puppet construction both traditional and innovative. Customized teaching puppets are available by order, please contact Oliver foldedfeather@gmail.com
Photo- Ben Hopper
I had my Grade 7s create games that involve adding and subtracting integers instead of doing a unit test. The results exceeded my expectations!
Volunteer Uganda 2014 Teaching and Orphanage program
Volunteer in one of two local orphanages in the Wakiso district, located outside of the city of Kampala. The village orphanage and school not only provide a home and safe haven this is where the children have classes.
Most of these children have lost parents to HIV/Aids. Some have been abandoned, and they know abuse, hunger and fear. The orphanage strives to provide a better future for some of the most vulnerable children in Uganda. As a volunteer, you will primarily assist with the daily care of the kids; getting them ready for school, brushing teeth, reading to them. After-school activates you can play games, arrange activities, create arts & crafts projects and share your time and caring with these wonderful children.
Prior experience not necessary, volunteers should have a lot of patience, an open mind and a sense of compassion. The children range in age from 3yrs-13yrs old.
www.abroaderview.org/programs/orphanage-support/orphanage...
Inside the stupa at Garchen, Buddhist quotes are painted on each panel of the hexagonal inner pillar. This was my favorite inscription.
TEACHING LANGUAGE TO YOUNG LEARNERS
Teaching and learning is a process which needs the teachers to be very active and skillful. When it comes to language teaching it further becomes difficult because to teach a language to a young learner requires the strategy through which all the four skills such as speaking, listening, writing and reading could be developed. It is quite difficult to say that there is any specific method through which a language can easily be learned (Chamber, 1999) but using various methods a teacher can make his or her lesson interesting for the students which will enable the students to learn a language easily. In this paper I am going to discuss about how to teach language to young learners in the light of theory and experiences.
As it was mentioned above that teaching language to young learners is complicated task because the children have to learn a language in a culture which is different from their home. According to Kay (2003)” it is important to be aware that children who have English as a second language or subsequent language may have difficulty accessing learning in an environment which is dominated by different culture to their home culture”(p 20). It shows that a natural environment for language learning is very important as language learning occurs in social interaction (Vygostky cited in Pinter 2006). This interaction can be had at home with parents, at school with teachers and friends but Pinter (2006) has included play ground as well. He believes that children pick up language from other children in their environment relatively quickly because they want to play and make friends (p30).
From the above statement it became clear that without motivation, language cannot be taught because playground was a good motivating factor for the children to learn the language as their prime objective is to make friends. If we connect this with the classroom teaching then we will come to know that how a teacher can effectively motivate his or her students for learning a second language using different strategies. It depends on the knowledge of the teacher about the learning styles of his students. When we talk about the strategies or methodologies, we do not talk about a single methodology. No any method is good or bad but it depends how the teacher uses it .Brown (1995) argues that each method has tended to claim for itself authority concerning what students need to learn, the best way to match the students learning style, or in some cases the truth about how to present or practice language(p 1). The teacher has the responsibly to be aware of the interest and learning styles of his students and he can best decide what to teach and how to teach.
As in the introduction I had mentioned that the purpose of this academic writing is to reflect on the classroom teaching in the light of literature, so let me shed light on my classroom observation and teaching practices. Before joining English teaching program at the Aga Khan University Institute for Educational Development, my knowledge about teaching English to young learners was very limited. Though I was teaching in Secondary and primary classes but I was not aware the learning styles of young learner. By studying at IED about young learners, I was reflecting on my way of teaching and came to the conclusion that I was teaching without knowing that what and how to teach the children in this stage of development. That is why I was convinced that knowing more about the development of learner’s language helps the teacher to asses teaching procedures in the light of what they can reasonably expect to accomplish in the class room (Macaro2003).
During the field visits I got the opportunity to observe two classes. One in government school and another in a private school. My aim was to see how English is taught in both government and private schools. Though I cannot generalize that whatever I observed in those classrooms are being practiced in all other government and private schools, however I got the idea of how to teach language to young learners because I had studied the literature during the course. In the government school the teacher was teaching a story. She read aloud herself the passage for the students and asked the students to listen. Her reading speed was normal and audible for every one in the classroom (Shankar, 2003). The reading followed by in Urdu translation by the teacher. As in early classes, there is problem of pronunciation, so the teacher did not paid attention on the new words.Shankar (2003) believes that pronunciation drill should precede reading aloud (p63). After the translation teacher asked two or three students to read aloud the passage one by one.
From the above way of teaching, it can be inferred that it was a teacher dominated classroom. Students became passive listener while the teacher was feeding them. The students in this age are mostly visual and kinesthetic learners, they do abstract thinking (Vygotsky cited in Pinter 2003) and they mostly learn language through interaction. The teacher must design colorful activities which could catch students, interests. Particularly young learners who very soon take interest in doing things practically. The child centre approach is better to teach a language to young learners because the young learners can in independent environment easily. According to Lightbown and Spada (2002) “research has shown that learners can learn a great deal that no one teaches them. They are able to use their own internal learning mechanism to discover many of the complex rules and relationships which underlie the language they wish to learn” (p 169). This statement advocates that the role of teacher should be a facilitator. He or she should facilitate the students rather then giving them every thing. Secondly, in this classroom there was no any opportunity for the students to interact each other as language is always learnt through social interaction.Maraco (2003) says that “classroom interaction in the target language is the psycholinguistic device in a teacher’s pedagogical tool box which sets the teaching of language apart from all other subjects”(p182).
Furthermore, for the interaction to be happened, group work is very important because in groups, the students can easily interact each other and help each other. Pinter (2009) thinks that children of all abilities will enjoy working together in pair or small groups and more capable learners can often help weaker ones(P15) but through out the period, no any group work was given to this class by the teacher.
Unlike the above situation, I believe that learning is a two way interaction. Teacher must engage the learners in the process of teaching and learning. The teacher or subject centered notion of classroom is obsolete now. During my micro teaching I used different activities and tried to catch the student’s interest. Here it is important to mention that all the topics in the books cannot be interesting for the students but it is the teacher who can make them interesting for the students. The very first thing which I did in my lesson was to motivate the students. For this purpose I used a green and red card in which the students were asked to write the qualities of their friend. This could be an appropriate activity for the young learners because they are more curious then the elders. Next I linked this activity with the actual story which was about a clever owl that helped his friend in a difficult time. Here again I gave the responsibility to the students to read the story in groups and discuss. As it was in my objective to focus the reading and speaking skills, so this activity helped me to achieve my objective because after discussing the students had to share with the whole class.
I do not favor any single method to teach English to young learners, I believe in integrated methods because the idea that a single methodology exists which suits every one is erroneous as believing that the stereotypical language learner exists. Without any group there is a range of needs, interests, and backgroundand learner’s types (Chamber 1999).However I will advocate to teach language in a natural environment that leads towards direct method. As the major objective of a language teaching is communicative competence so when the target language is focused in the classroom, the students will have to interact in the same language which will improve their speaking and listening skills. In the context of Pakistan where the family and society mostly accepts Urdu as a tool for communication, it is important to make the school environment conducive for second language. In the observed school the teacher was speaking Urdu with the students for instructions which do nothing virtually anything to enhance the student’s communicative ability in the language (Brown, 1994). The grammar translation method has dominated draw backs then strengths. The rote learning of the isolated words and their meanings and translating the sentences into the mother tongue can stay in the mind but cannot come in the usage of daily life speaking. I agree that direct method needs resources but my preference will always be direct method as compare to the translation method. Because in the early ages the children more easily learn a language which is evident from the bilingual children who simultaneously learn two languages, one at their home and another from the society. So if the children are given a home like environment where everyone speaks the same language, I think there will be no difficulty in achieving the objective of language learning.
Though I tried to teach differently from the teacher whom I observed through my preferred way of teaching, still there is a room for improvement. After the lesson when I reflected back on the activities, I had so many ideas in my mind. Also the constructive feed back from the teacher and colleagues led me to think more about the lesson. For instance I did not let the students to think about the further part of the story so that the students could imagine what is going to be taking place next. Secondly I could also use materials like pictures of the animals mentioned in the story, or some models which attract the young children to be more engaged in the lesson.Brown, A (1998) states that “if teaching is to be successful, it is not just the content of the teaching that is provided that is important, learners have to be willing and eager to learn” (p18).Therefore the first and first duty of the teacher is to use the techniques which could motivate the students.
In conclusion I would say that the young learners have different learning styles. Some can learn by doing while other prefers listening to new input (Pinter 2003). Some are visual learners but some pick the abstract ideas. If teaching is conducted keeping in view all these characteristics, that is the good and perfect method to teach young learners.
REFERENCE
Brown, A. (1998).A Practical Guide to Teaching Reading in the Early Years: London. Paul Chapman Publishing Ltd
Brown, H.D (1994).Teaching by Principle. An interactive approach to language pedagogy: USA.Printice Hall Inc.
Brown, J.D (1995).The Element of Language Curriculum. A systematic approach to programme development: USA.HEINLE PUBLISHERS
Chambers, G.N (1999).Motivating Language Learners. Modern Languages in Practic: England.Multilingual Matters LTD
Kay, J. (2002).Teaching Assistant’s Hand book: London.Coninuum
Lightbown, P.M & Spada, N (2002).How languages are Learned. China: Oxford University Press.
Maraco, E (2003) Teaching and Learning a Second Language. A Guide to Recent Research and its Application: London. Continuum
Pinter, A (2009).Teaching Young Language Learners: China. Oxford University Press.
Liuoliene, A & Metiuniene, R. (2003).Second language Learning Motivation. Retrieved on February 8, 2010 from
www.vgtu.lt/upload/filosof_zurn/a_liuoliene_metiuniene_fi...
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Grade I listed historic cathedral.
"The Cathedral and Metropolitical Church of Saint Peter in York, commonly known as York Minster, is the cathedral of York, England, and is one of the largest of its kind in Northern Europe. The minster is the seat of the Archbishop of York, the third-highest office of the Church of England (after the monarch as Supreme Governor and the Archbishop of Canterbury), and is the mother church for the Diocese of York and the Province of York. It is run by a dean and chapter, under the Dean of York. The title "minster" is attributed to churches established in the Anglo-Saxon period as missionary teaching churches, and serves now as an honorific title. Services in the minster are sometimes regarded as on the High Church or Anglo-Catholic end of the Anglican continuum.
The minster, devoted to Saint Peter, has a very wide Decorated Gothic nave and chapter house, a Perpendicular Gothic quire and east end and Early English North and South transepts. The nave contains the West Window, constructed in 1338, and over the Lady Chapel in the east end is the Great East Window (finished in 1408), the largest expanse of medieval stained glass in the world. In the north transept is the Five Sisters Window, each lancet being over 53 feet (16.3 m) high. The south transept contains a rose window, while the West Window contains a heart-shaped design colloquially known as The Heart of Yorkshire.
A bishop of York was summoned to the Council of Arles in 314 indicating the presence of a Christian community in York at this time; however, archaeological evidence of Christianity in Roman York is limited. The first recorded church on the site was a wooden structure built hurriedly in 627 to provide a place to baptise Edwin, King of Northumbria. Moves toward a more substantial building began in the decade of the 630s. A stone structure was completed in 637 by Oswald and was dedicated to Saint Peter. The church soon fell into disrepair and was dilapidated by 670 when Saint Wilfrid ascended to the See of York. He repaired and renewed the structure. The attached school and library were established and by the 8th century were some of the most substantial in Northern Europe.
In 741, the church was destroyed in a fire. It was rebuilt as a more impressive structure containing thirty altars. The church and the entire area then passed through the hands of numerous invaders, and its history is obscure until the 10th century. There were a series of Benedictine archbishops, including Saint Oswald of Worcester, Wulfstan and Ealdred, who travelled to Westminster to crown William in 1066. Ealdred died in 1069 and was buried in the church.
The church was damaged in 1069 during William the Conqueror's harrying of the North, but the first Norman archbishop, Thomas of Bayeux, arriving in 1070, organised repairs. The Danes destroyed the church in 1075, but it was again rebuilt from 1080. Built in the Norman style, it was 111 m (364.173 ft) long and rendered in white and red lines. The new structure was damaged by fire in 1137 but was soon repaired. The choir and crypt were remodelled in 1154, and a new chapel was built, all in the Norman style.
The Gothic style in cathedrals had arrived in the mid 12th century. Walter de Gray was made archbishop in 1215 and ordered the construction of a Gothic structure to compare to Canterbury; building began in 1220. The north and south transepts were the first new structures; completed in the 1250s, both were built in the Early English Gothic style but had markedly different wall elevations. A substantial central tower was also completed, with a wooden spire. Building continued into the 15th century.
The Chapter House was begun in the 1260s and was completed before 1296. The wide nave was constructed from the 1280s on the Norman foundations. The outer roof was completed in the 1330s, but the vaulting was not finished until 1360. Construction then moved on to the eastern arm and chapels, with the last Norman structure, the choir, being demolished in the 1390s. Work here finished around 1405. In 1407 the central tower collapsed; the piers were then reinforced, and a new tower was built from 1420. The western towers were added between 1433 and 1472. The cathedral was declared complete and consecrated in 1472.
The English Reformation led to the looting of much of the cathedral's treasures and the loss of much of the church lands. Under Elizabeth I there was a concerted effort to remove all traces of Roman Catholicism from the cathedral; there was much destruction of tombs, windows and altars. In the English Civil War the city was besieged and fell to the forces of Cromwell in 1644, but Thomas Fairfax prevented any further damage to the cathedral.
Following the easing of religious tensions there was some work to restore the cathedral. From 1730 to 1736 the whole floor of the minster was relaid in patterned marble and from 1802 there was a major restoration. However, on 2 February 1829, an arson attack by Jonathan Martin inflicted heavy damage on the east arm. An accidental fire in 1840 left the nave, south west tower and south aisle roofless and blackened shells. The cathedral slumped deeply into debt and in the 1850s services were suspended. From 1858 Augustus Duncombe worked successfully to revive the cathedral. In 1866, there were six residentiary canonries: of which one was the Chancellor's, one the Sub-Dean's, and another annexed to the Archdeaconry of York.
During the 20th century there was more concerted preservation work, especially following a 1967 survey that revealed the building, in particular the central tower, was close to collapse. £2,000,000 was raised and spent by 1972 to reinforce and strengthen the building foundations and roof. During the excavations that were carried out, remains of the north corner of the Roman Principia (headquarters of the Roman fort, Eboracum) were found under the south transept. This area, as well as remains of the Norman cathedral, re-opened to the public in spring 2013 as part of the new exhibition exploring the history of the building of York Minster.
York is a cathedral city and unitary authority area in North Yorkshire, England. The population of the council area which includes nearby villages was 208,200 as of 2017 and the population of the urban area was 153,717 at the 2011 census. Located at the confluence of the Rivers Ouse and Foss, it is the county town of the historic county of Yorkshire. The city is known for its famous historical landmarks such as York Minster and the city walls, as well as a variety of cultural and sporting activities, which makes it a popular tourist destination in England. The local authority is the City of York Council, a single tier governing body responsible for providing all local services and facilities throughout the city. The City of York local government district includes rural areas beyond the old city boundaries. It is about 25 miles north-east of Leeds and 34 miles north-west of Kingston upon Hull. York is the largest settlement in the ceremonial county of North Yorkshire.
The city was founded by the Romans as Eboracum in 71 AD. It became the capital of the Roman province of Britannia Inferior, and later of the kingdoms of Deira, Northumbria and Jórvík. In the Middle Ages, York grew as a major wool trading centre and became the capital of the northern ecclesiastical province of the Church of England, a role it has retained. In the 19th century, York became a major hub of the railway network and a confectionery manufacturing centre, a status it maintained well into the 20th century. During the Second World War, York was bombed as part of the Baedeker Blitz. Although less affected by bombing than other northern cities, several historic buildings were gutted and restoration efforts continued into the 1960s.
The economy of York is dominated by services. The University of York and National Health Service are major employers, whilst tourism has become an important element of the local economy. In 2016, York became sister cities with the Chinese city of Nanjing, as per an agreement signed by the Lord Mayor of York, focusing on building links in tourism, education, science, technology and culture. Today, the city is a popular tourist attraction, especially for international visitors from America, Germany, France and China. In 2017, York became UK's first human rights city, which formalised the city's aim to use human rights in decision making." - info from Wikipedia.
Summer 2019 I did a solo cycling tour across Europe through 12 countries over the course of 3 months. I began my adventure in Edinburgh, Scotland and finished in Florence, Italy cycling 8,816 km. During my trip I took 47,000 photos.
Now on Instagram.
Become a patron to my photography on Patreon.
For this image in my cyberpsychology collection, I started off with an illustration that was free to use, modify, and share, even commercially, as indicated by Google (my thanks to the artist!) I added in the colors and text. I also added the device on the table, as these are now ubiquitous in the college classroom, even when the teaching itself is low tech.
One curious aspect of the original illustration was that the horizontal line across the sitting people (supposedly a table) was well BELOW their elbows, which gave the impression that their arms were amputated. I raised the line up to meet their elbows so that it looks more like their arms are resting on the table.
The local children and wildlife of Madagascar.
For more information please visit the Madagascar Teaching project page of the Frontier website.