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Topics - Mir Fazle Rabbi

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1
English / Daily Star Vocabularies
« on: May 08, 2017, 09:37:28 PM »
গত ডিসেম্বর মাস থেকে আজ পর্যন্ত জনপ্রিয় পত্রিকা ডেইলি স্টারের সব ইংরেজি Vocabulary এখানে পোস্ট করা হল। শেয়ার করে আপনার কাছে রেখে দিন আর প্রতিদিন চর্চা করতে থাকুন। আশা করি এভাবে একদিন ইংরেজির ভয়কে জয় করতে পারবেন।

1. Ceasefire Violations – যুদ্ধবিরতি লঙ্ঘন
2. Rebels – বিদ্রোহীরা
3. regime ally – শাসকদের মিত্র
4. truce – সাময়িক যুদ্ধবিরতি(armistice, truce)
5. null and void – অকার্যকর,বাতিল
6. artillery fire – কামানের আগুন
7. retaliation – প্রতিশোধ(vengeance, reprisal,
revenge)
8. ethnic cleansing – জাতিগত নির্মূল
9. starve to death – আমরণ অনশন
10. humanitarian aid – মানবিক সাহায্য
11. unprecedented occurrence – অভূতপূর্ব ঘটনা
12. mesmerised – সংবেশিত
13. political and racist alienation – রাজনৈতিক ও
বর্ণবাদী উন্মত্ততা
14. vis-à-vis – সামনাসামনি(orally)
15. meandering and lengthy way – প্রতারণাপূর্ণ
এবং সুদীর্ঘ পথ
16. perpetrators to justice – অপরাধীদের
বিচারাধীন করা
17. resettlement period – পুনর্বাসন সময়
18. persistent terrorist threat – ক্রমাগত সন্ত্রাসী
হুমকি
19. autonomous unit – স্বশাসিত ইউনিট
20. fitful – আক্ষেপজনক
21. more erratic – আরো অস্থির
22. untold sufferings – অবর্ণনীয় ভোগান্তি
23. acute – তীব্র
24. plight of private consumers – ব্যক্তিগত
ভোক্তাদের দুর্দশা
25. manifold – নানাবিধ
26. poor planning and widespread pilferage –
দরিদ্র পরিকল্পনা এবং ব্যাপক চুরি
27. ordeal – কঠোর পরীক্ষা
28. grievous – মর্মান্তিক
29. impending crisis – আসন্ন সংকট
30. burgeoning economy – উদীয়মান অর্থনীতি
31. paradigm – দৃষ্টান্ত
32. Sustainable Development Goals – টেকসই
উন্নয়ন লক্ষ্যমাত্রা
33. eradicating poverty – দারিদ্র্য দূরীকরণ
34. extreme poverty – চরম দারিদ্রতা
35. ultra poor family – হতদরিদ্র পরিবার
36. uneven developments and disparities – অসম
উন্নয়ন ও বৈষম্য
37. aforementioned crisis – উপরোক্ত সংকট
38. feasible and realistic – সম্ভবপর এবং
বাস্তবসম্মত
39. farce end – প্রহসন শেষ
40. relocation – স্থানান্তর
41. infrastructure and facilities – অবকাঠামো ও
সুযোগ-সুবিধা
42. bizarre – উদ্ভট
43. effluent treatment plant – প্রবহমাণ শোধনাগার
44. Regrettably – আফসোস
45. disgorging – উদ্গিরণ করা
46. unholy nexus – দুর্বল বন্ধন
47. stemmed – সকাণ্ড
48. moribund – মৃতপ্রায়
49. unprecedented year – অভূতপূর্ব বছর
50. inflation rate – মুদ্রাস্ফীতির হার
51. stern measures – কঠোর ব্যবস্থা
52. utilisation capacity – ব্যবহারের ক্ষমতা
53. imminent issue – আসন্ন সমস্যা
54. sustainable and inclusive – টেকসই এবং
সমেত
55. vigorously – সতেজ,তেজস্বী
56. True commitment – প্রকৃত অঙ্গীকার
57. spate of development – উন্নয়নের
জলোচ্ছ্বাস
58. same vein – একই ভঙ্গিতে
59. political turmoil – রাজনৈতিক গোলযোগ
60. dissenting voice – প্রতিবাদী কণ্ঠস্বর
61. lamentably lacking – দুঃখজনকভাবে অনুপস্থিত
62. sole obligation – একমাত্র বাধ্যবাধকতা
63. bane of corruption – দুর্নীতির অভিশাপ
64. substantial – সারগর্ভ
65. chunk – খণ্ড
66. accountability – জবাবদিহিতা
67. nullified – বাতিল
68. injudicious – অবিচক্ষণ
69. sine qua – অপরিহার্য শর্ত
70. glory-hunting approach – মহিমাময় পদ্ধতি
71. alleged perpetrator – কথিত অপরাধী
72. numerous political assassination – অনেক
রাজনৈতিক হত্যাকাণ্ড
73. social upheaval – সামাজিক উত্থান
74. authoritarian clampdown – স্বৈরাচারী চালানো
দমন
75. political spectrum – রাজনৈতিক বর্ণালী
76. undermining chance – সুযোগ নষ্ট
77. state-strengthening reform – রাষ্ট্র শক্তিশালী
সংস্কার
78. entrenched interest – প্রোথিত সুদ
79. denied asylum – আশ্রয় দিতে অস্বীকার
80. inexplicable collapse – অবক্তব্য পতন
81. preservation – সংরক্ষণ
82. sustainable water regime – টেকসই পানি শাসন
83. rendered – পারিশ্রমিক,পেশ,প্রদান
84. human consumption – মানুষের ব্যবহার
85. rising salinity and arsenic contamination –
ক্রমবর্ধমান লবণাক্ততা ও আর্সেনিক দূষণ
86. land grabber – ভূমিদস্যু
87. catchment area – অববাহিকা এলাকা
88. judicial use – বিচারিক ব্যবহার
89. indiscriminately – নির্বিচারে
90. irritating illustration – জ্বালাময় চিত্রণ
91. illegal settlement – অবৈধ বসতি
92. retaliation – প্রতিশোধ(vengeance, reprisal)
93. arch enemy – প্রধান শত্রু
94. Political backlash – রাজনৈতিক নেতিবাচক
প্রতিক্রিয়া
95. flagrant violation of law – আইনের ঘোর
লঙ্ঘন
96. figuratively and literall

2
Faculty Sections / What Actually Motivates a Teacher?
« on: November 08, 2016, 03:14:01 PM »
I have found a wonderful article on the factors which motivates teachers. The link is as follows:

http://www.edweek.org/tm/articles/2012/12/05/fp_passanisi_peters_motivates.html

 

3
Faculty Sections / UNIVERSAL BEHAVIORS THAT SHOULD STOP
« on: November 08, 2016, 12:11:40 PM »
UNIVERSAL BEHAVIORS THAT SHOULD STOP:

We all share the same space, and I wish there was not a need for people to put up signs to tell people to not do these things:

1. DO NOT SPIT
And they need signs about nose blowing,
and clearing the throat.

2. KEEP THE NOISE DOWN
Especially the guy next door with the guitar trying
to seduce the girl at 1:00 in the morning.
Just because you love the noise, doe not mean
the rest of the world must.

3, DO NOT URINATE IN PUBLIC
I hope they mean the dogs, and not the people.
No there are lots of signs to tell people to not do their
duty. Plus as you walk along streets there will be this
strange smell from the night before. It is natural,
but we really do not have to share all experiences.

4. NO THROWING TRASH
The travelers see the local people do it and follow
their example. Grow up and be a good example.

5. DO NOT CUT INTO A  LINE - STAND IN LINE
No one is special.
Obey the Queue. Stand in line, and wait your turn.
Share the path or road. Move and help people to pass.
You do not need to push your way through.

4
Internet / 10 Tech Skills Every Student Should Have
« on: November 08, 2016, 10:04:21 AM »
1. Internet Search - students need to know how to do a proper internet search, using search terms and modifiers. This skill is needed for school, work and life in general.

Tips on Better Searches (from Google)

Infographic on Better Searches

Common Craft Video on Web Search Strategies



2. Office Suite Skills - students need to now how to create, edit, and modify documents, presentations, and spreadsheets. Businesses still use MS Office for the most part, but iWorks, OpenOffice / LibreOffice, and Google Docs are all getting more popular. They all work similarly so the learning curve when switching isn't that big.

Alternatives to MS Office

Free Alternatives to Paid Software



3. Self learning of tech and where to go for help - knowing how to search a help menu on software or hardware, where to go to find user forums for help, and where to find the manual for technology is a huge skill that many do not know about.


Free Tech Tips and Help

TechEase - technology tips

Online Tech Tips - hardware, software, and more

Tech Support help




4. Typing - yes, typing. I can get much more work done since I know how to type, then people who don't. It's a skill that is necessary for any kind of writing.

Learn to Type



5. Social Media - how to properly use social media for school and work, how to protect yourself on it, the issues of cyberbullying, connecting with others in your profession (PLN).

Twitter, Google+, Facebook comparison

Twitter, Facebook, RSS, Email, Google+ - tips on use

Facebook and Google+ security and privacy

Common Craft Video on Social Media

Create a Personal Learning Network



6. Netiquette - Internet/Email/Social Media etiquette - proper way to use the internet, write professional emails, use social media in relation to your job (not complaining about the boss).

Netiquette - Wikipedia



7. Security and Safety - antivirus, spam, phishing, too much personal information sharing, stalkers, and more are all issues they need to know about.

Internet Safety Resources

Google Family Safety Center

Google Good to Know online safety and internet data

Common Craft Video on Secure Passwords



8. Hardware basics and troubleshooting - knowing what different parts of technology are called, how to make minor fixes, and how to do basic troubleshooting for WiFi, networks, OS won't load, etc.

Free Tech Tips and Help

TechEase - technology tips

Online Tech Tips - hardware, software, and more

Tech Support help



9. Backup data - with all of the data that students create for school and work, it is important to back it up and have access to it at any time.

Backup your Data - tools and resources

Google Takeout - export your Google data



10. Finding apps and software - how to find, evaluate, and use apps for school and business. Also, how to find quality, free alternatives to paid software, apps and services.

Quixey - Search engine for apps

Free Alternatives to Paid Software

Google Apps Resources

Free Apps

On device apps/software vs. web apps

SmartPhone Experts - apps, reviews, tech tips, and more for all smartphones

5
Be a Leader / 4 Keys to Developing Leadership Qualities in Students
« on: November 08, 2016, 09:21:02 AM »
The idea of developing leadership qualities in students reminds me of the days when I was a fresh-faced college student and well-meaning relatives would ask what I planned to do after graduation. “I’m thinking about law school,” I’d reply, which was preferable to telling them the truth, which was: “I have absolutely no clue.”

Brian P. Gatens identifies leadership traits to develop in students. I thought of that experience while preparing this blog post because I think schools often do the same thing. When asked about their mission, our schools’ version of “law school” is to reply: “We’re developing leaders.” Unfortunately, despite our best intentions, the idea that schools are in the business of developing leaders has almost become a cliché.

So where does that leave us in discussing the best ways to bring out leadership qualities in our students? I’ve identified several qualities that we attribute to “leaders” (though in reality they simply illustrate the traits we want to see in decent, contributing members of society). Here are four traits that are common among leaders that we should encourage in all of our students:

Leaders are communicators

The ability to listen, understand and speak clearly is an essential core skill. While the popular concept of a leader is somebody who can bark out orders at a moment’s notice (think of any ship commander in a movie), the abilities to carefully listen to what is being said, discern what is essential and not essential to the problem at hand and communicate the next step are key attributes of leaders.

Leaders weigh many perspectives

Leaders can see all sides of an issue, compare the many opinions at hand, draw upon their personal priorities and base their decisions upon all the data. The trick though is to not get caught up in the phenomenon of “paralysis by analysis,” frozen by the abundance of options. Rather, the leader weighs all the facts and acts with conviction when the time comes.

Leaders anticipate future needs

While leaders must be able to act quickly in rapidly changing situations, they also have to be mindful of situations that arise over time. Great leaders see developing patterns, prepare for all eventualities and respond appropriately. The work of the leader isn’t always making the immediate decision; it’s laying the groundwork for making the right call when things turn either for or against the organization.

Leaders think strategically

The final point actually comes from the great TV show “The West Wing.” President Jed Bartlet is going back and forth between two concurrent chess games and during one game encourages his young speechwriter Sam Seaborn to “look at the whole board.” This exchange personifies the need for the leader, or any engaged citizen, to look at the entire situation and see it for what it is and for what it could be.

Listening well, seeing all sides of an issue, reacting quickly and thinking strategically should not only be the domain of the leader, but instead should be fostered in all of our students if we want them to become useful and productive members of our democratic society.

6


Children and young people from vulnerable backgrounds come from experiences of adversity. Adversity affects their ability to engage with the world, make healthy life choices and be successful. Adversity comes in many forms – abuse, abandonment, neglect, rejection, war experiences, extreme poverty, poor care, poor nutrition and violence. When a child misses out on sensitive periods or opportunities for social and emotional development due to adversity, development stops; resulting in stunting or failure to thrive. This is prominent and pronounced amongst children from vulnerable backgrounds.

Educational systems today don’t understand adversity. Once children enter the school, they are expected to perform – sit in a classroom, pay attention, make friends, listen to the teacher, understand the lesson plan and be on their own. This is overwhelming for children who come from spaces of adversity resulting in over 50 per cent dropouts by Grade 5.



On the flip side of the coin, the world today is changing at a frantic pace and requires very different skills to survive, live and succeed in this fast changing, complex world. The 21st century will bring new social, economic and environmental challenges, so the next generation need to be equipped with the confidence and adaptive skills to effectively tackle them. The education system does not understand the new world and its changing role – today, teachers are no longer the owners of information and knowledge, technology has broken that barrier.

With this being the case, what roles do teachers and schools play then? We believe it’s a critical role. Teachers can help children build the skills to understand and filter information, to use knowledge for making healthy choices and build the life skills to succeed in the new world. A city like Bangalore, with nine million people, is running out of fresh drinking water. When that happens, we hope our children will respond with empathy to find solutions that work for everyone and that education can help develop this empathy in children.


What are the skills a child needs to master to become an active changemaker?


Changemaking comes from a space of the “Being”. An individual’s ability to accept everything and everyone for who they are, irrespective of their backgrounds; the ability to understand without judgment; the ability to reflect constantly on one’s intentions and actions; an ability to affect change within oneself – all of these are key skills to be an active changemaker. Essentially, when a child learns how to learn they become an active changemaker.



Why is it essential for children to learn through play?


In our experience, we have learnt that play is an amazingly powerful medium for transformation – as demonstrated by the below stories.

    We had an 11-year old with learning difficulties who struggled in his classroom and his teacher didn’t know what to do. Participation in table tennis under an empathetic and caring coach helped build his concentration skills and attention span. In six months, his learning levels in the classroom improved much to the surprise of the teacher.
    A 13-year old who came from a violent family background beat up another child when given a hockey stick. A caring coach decided to give him a unique punishment. He gave him 30-minutes extra practice every session; pushing him to hit 25-30 balls and ensure all of them went into the goal post. In a year, this young man channelled all his aggression into the sport and became the best team player. Today, this young man has completed his college, works with Dream a Dream as a Life Skills Facilitator and is transforming over 5000 lives a year.
    A young man learnt to recognise and express his emotions while clay-modelling portraits.
    A teacher discovered her deep sense of empathy when she drew her life as a river on a canvas inspiring her to share her journey with her students.
    A teacher discovered the power of listening with his heart through a playful activity when a student who was consistently late to school started coming on time when the teacher just sat down and listened to her.


Children learn best when the space is safe, and there is trust, acknowledgement, validation and deep listening. Play creates and nurtures this, thus helping children learn. (Collected)



7
The Demand for Research

The past few years have seen an explosion in the number of demands placed on teachers of English. Standards of qualification and continuing professional development, involvement in materials development, and expectations of published research are pulling teachers in directions the "simple classroom teacher" may have never expected. This just to hold on to a job, let alone to climb the professional ladder!

    Few teachers have been prepared to undertake research other than what might be required for their graduate school programs

While there are organized programs and professional societies to facilitate the education & training aspects of professional qualification, and an experienced teacher may be able to delve into their own "bag of tricks" in materials development, research support is harder to find.

Research methodology

Few teachers have been prepared to undertake research other than what might be required for their graduate school programs. Often these research projects have little applicability to the activities and interests of practicing teachers. Where to start? Which to do: applied research, action research, classroom(based) research, teacher research, experimental (clinical) research? Why? There is no consensus.

Jo and Steven McDonough provide a clear roadmap of options in their little publicized reference Research Methods for English Language Teachers. This text has a number of advantages over many of the more popular "teacher research" books, and is a very useful starting point for those considering engaging in a research project.

Action research?

Recent years have seen the growth in popularity of "action research" for English language teachers, yet there is considerable disagreement on the definition and essential elements within that form. The McDonoughs do not appear to prefer action research over other forms, but provide guidance and advice on the various choices a teacher must make. This is an important distinction from Anne Burns' (1999) Collaborative Action Research for English Language Teachers, which is an excellent guide to conducting one form of action research.

As the McDonoughs observe, there is a danger of making a research paradigm so "alternative" that it becomes an "either /or" choice. While the context for this quote is that of teachers choosing not to consider the work of non-teacher researchers, this knife cuts both ways: teacher research that lacks the elements of generally accepted research practices may be discounted by those in authority (employers, journals, etc.). Action research is currently so broadly defined that it risks such polarization.

Types of research designs

It is impossible to count how many research designs are discussed in Research Designs for English Language Teachers, because the authors point out that lines are often quite fuzzy, and concepts overlap. Roughly the first 1/3 of the book is an introduction to research concepts, then eight chapters discuss the following areas: observation, diaries, numbers, experiments, asking questions, introspection, and cases. They note that they are "concerned primarily with the kinds of investigations that teachers can undertake as an integral part of their professional lives" (p. 103). They further observe that "it is not at all self-evident that the experiment method … is at all relevant" (p. 156).

Choices for this topic

In books of this nature, there is a balancing act to be performed. Graduate school courses may focus on statistical and research methods, and coursebooks are created to fill this need. We might call these "methods books." Other books may serve more as an overview and inspiration to research. There are, of course, books that straddle this divide, to one side or the other.

Donald Freeman's Doing Teacher Research is clearly an overview book, and quite nicely done in its way. Quite reader-friendly, and it provides numerous reader-study aids. It offers few tools for research, but is more of a "call to arms" for teachers to engage in research studies of whatever type. His book, like the McDonoughs', does not incorporate "reflective teaching" as a research design. The McDonoughs' chapter on introspective methods is oriented largely to recovering the thoughts of the learners.

Michael Wallace's Action Research for Language Teachers provides far more detail in the "how to" aspects of conducting research, a step by step guide. I've noted elsewhere (2001) that it could be a "useful companion to a more traditional treatise in a Master's course" and that "the detail in Wallace can be discouraging to a 'cover to cover' reader." It's an excellent desktop reference, and compliments this book rather than replacing it.

None of the books discussed here replace a good research methods course, and all novices in research should seek more experienced peers for suggestions and insights prior to delving deeply into a research project. Many of us are far from graduate school courses, however, and we must study as and when we can. As a general introduction to the issues of teacher research, Jo and Steven McDonough's Research Methods for English Language Teachers is clearly a comprehensive and complete book designed for the practicing teacher of English. (Collected)

8
Tourism & Hospitality Management (THM) / 10 Traveling Tips
« on: November 08, 2016, 12:44:00 AM »
    1.Plan your itinerary
    2.Go cheap on accommodation
   3. Pack lighter and carry a few healthy snacks
    4.Learn the language - few basics of the local language
   5. Always carry your documents: Identity cards and passports
    6.Use Public Transport
    7.Travel like local. Eat local.
    8.Be ready for surprises
    9.Get your shots and medications.
    10.Grab travel deals

9
The orientation program for the newly enrolled undergraduate students of Fall-2016 semester of Daffodil International University Permanent Campus was held today on October 29, 2016, at Permanent Campus Auditorium of the university. The main attraction of this Orientation Program was the spontaneous presence of the freshers' parents. Two of the guardians came on dais and shared why did they choose Daffodil for their children's higher studies.
 
Mr. Md. Sabur Khan, Chairman, DIU was present at the Orientation Program as the chief guest. presided over by Professor Dr. Yousuf M. Islam, Vice Chancellor, DIU the function was also addressed by Professor Dr. S M Mahbub-Ul-Haque Majumder, Acting Pro-Vice Chancellor, Mr. Hamidul Haque Khan, Treasurer, Prof. Dr. Engr. A K. M. Fazlul Hoque, Registrar and Professor Dr. Mostafa Kamal, Director (Permanent Campus).

10
You should first and foremost keep in mind that China is a large and highly diverse country, so any impressions you might gain from a short trip will quite often be reflective of only a small part of China. This is particularly true if you are only visiting Beijing or Shanghai, and the only things you see of China are tourist sites or the view from the backseat of a taxi cab. It cannot be stresses enough that many people widely considered to be "experts" in China have experiences in China that are no deeper than this. Shanghai in particular is hardly representative of a typical Chinese city or the way typical Chinese people live. Southeast China is different from northeast China, and western China is quite different from both, and when you start talking about small ethnic villages you are entering a whole new ballgame altogether. A short trip will only give you a taste of a part of China, and only a small taste at that.

Security is a big issue in China, especially when it comes to foreigners. One of the first rules for traveling in China--a rule Chinese tourists  observe--is to keep most of your money hidden, and not to flash a lot of cash around in a marketplace. It will only lead to grief. In China it is highly unlikely that you will be mugged or killed. However, it is common to find things lost or stolen if you are not careful. One street vendor near my office had a fairly robust selection of lost tourist cameras, and it seems that my daughter always had trouble losing her cell phone on the subway.

You should also be wary of strangers offering help or friendship, or offering to sell you something on the street for a bargain. Much of the time, it is just a con. Once I was sitting in a restaurant and I overheard an American tourist bragging to his acquaintances that he had managed to buy a watch from a street vendor for 50 RMB when the street vendor had wanted 200 RMB. Of course, the tourist was not aware that he could have bought the same watch for 20 RMB at a nearby shop. But what kind of watch will work for more than a few days if it costs only 20 RMB, or even 200 RMB, anyways? Some common sense should be in order here.

Food safety is a big issue not just for foreigners, but for local tourists as well. Many Chinese tourists take a supply of antibiotics with them when they travel, in case they eat something that makes them sick. It is doubtful that this option is available for most foreign tourists, so you should be careful what you eat.

11
English / 10 Common Problems Teachers Face in ESL Classrooms
« on: November 08, 2016, 12:22:25 AM »
Teaching English as a foreign language is a challenging, yet rewarding career choice. As an English as a Second Language (ESL) teacher, you must learn to constantly adapt to your students' needs. Many times, this means dealing with a variety of problems in the classroom, many of which are all too common occurrences. A good ESL teacher must be able to recognize these common problems, and work to find solutions. Even a small tweak in your teaching methods can help to create a more productive and casual environment for both you and your students. The following will outline 10 of the most common classroom problems faced when teaching English as a foreign language, and just how to solve them.


10 Common Classroom Problems

1. Students become overly dependent on the teacher.

Many times, students will automatically look to the teacher for correct answers instead of trying themselves. If the teacher obliges them with the answer each time, it can become a detrimental problem. Instead, focus on giving positive encouragement. This will help to make students more comfortable and more willing to answer (even if incorrectly).

2. Persistent use of first-language

When teaching English as a foreign language, this is possibly the most common problem. As an ESL teacher, it's important to encourage students to use English, and only English. However, if students begin conversing in their first language, move closer. Ask them direct questions like "do you have a question?" Another idea is to establish a set of class rules and develop a penalty system for when they use their first language. For example: if someone is caught using their first-language three times, have them recite a poem in front of the class (in English). Remember, for the 1-2 hours they are in English class, it must be English only.

3. Student is defiant, rowdy, or distracting of others.

This will happen, no matter what, in every classroom. If the entire class is acting up, it may be the fault of the teacher, i.e. boring material or poor classroom management. If it is one particular student, you should react swiftly to show dominance. In order to resolve the issue, an ESL teacher must be strict and institute discipline if needed. If it continues to happen, further disciplinary action through the school's director could be pursued.

4. Students "hijack lesson"—The lesson doesn't go where you want it to.

When teaching English as a foreign language, you can always count on students hijacking a lesson. To some extent, this can be a good thing. It shows that students interest, and as long as they are participating and conversing in English, it is a productive experience. However, if the lesson strays too far off topic, in a direction you don't want it to go, it's important to correct the problem by diverting the conversation.

5. Personalities clash.

Not everyone in an ESL classroom will become the best of friends. If drama arises between certain students, the easiest solution is to separate them from one another. If the tension persists, switching a student to another classroom may be your only option.

6. Students unclear what to do, or do the wrong thing.

This happens far too often when teaching English as a foreign language. The fact is, it's often the fault of the teacher. If your instructions to an assignment yield looks of confusion and soft whispers among students, don't worry: there is a solution. In order to avoid this problem, it's important to make sure your instruction are clear. Use gestures, mime, and short concise sentences. Speak clear and strong. Most importantly, use models and examples of the activity. You can use pictures, miming, gestures etc. to model the entire activity exactly how you want the students to do it.

7. Students are bored, inattentive, or unmotivated.

Many times, it is the teacher's fault that class is boring. Fortunately, with proper planning, this problem can be solved. Choose a juicy theme to the lesson; one that the students can relate to and one you know they will enjoy. This will automatically give them some motivation and interest. Get to know your pupils and identify their interests and needs, then design your course accordingly.

8. Strong student dominance

As an ESL teacher, you will encounter learners with different capabilities and language skills. While it is good to have some students who excel in the classroom, it is important that they don't take away from others. If certain students begin to constantly "steal the show," take care. Focus on calling on weaker students in the class to answer questions. Encourage, but gently deflect some answers from the strong students and give production time to other not-so-strong members of the class.

9. Students are unprepared.

The last thing you want as an ESL teacher is for learners to drop out simply because they felt lost and/or unprepared. Concentrate on a more shared learning experience. Make sure students are all on the same page before moving onto a new topic by concept checking multiple times, and encouraging individual participation.

10. Tardiness

Even I have a hard time arriving places on time. But the truth is, tardiness is not only rude, it can be distracting and disruptive to other students. If tardiness becomes a problem for members of your class, make sure they are disciplined. Set rules about tardiness and penalties for breaking them.

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Faculty Forum / Employability Skills
« on: November 07, 2016, 09:14:59 PM »
What are Employability Skills?

Employability skills are those skills necessary for getting, keeping and being successful in a job.They are the skills and attitudes that enable employees to get along with their colleagues, to make critical decisions, solve problems, develop respect and ultimately become strong ambassadors for the organisation. Employability or ‘soft skills’ are the foundation of your career building blocks and they are frequently referenced in the media as lacking in school-leavers, graduates and those already in employment. Organisations spend a lot of time and money training staff, not in job specific areas but in general and basic skills.

Interpersonal Skills:

Interpersonal skills are vital when seeking employment and may be the single most important factor for many recruiters. Interpersonal skills are the skills we use to interact with other people. Good interpersonal skills allow you to participate effectively as a member of a team, satisfy customers and clients' expectations, negotiate, make decisions, manage your time efficiently, take responsibility, and work effectively with other employees.  Well-honed interpersonal skills allow us to empathise and build rapport with colleagues and clients, leading to a better working environment which can be less stressful.

Communication Skills:

Employers look for people who communicate well both verbally and in writing. If you are either applying for a job or looking for a promotion with your current employer, you will need to demonstrate good communication skills. The ability to communicate both verbally and in writing with a wide variety of people, maintain good eye contact, write clearly and succinctly, demonstrate a varied vocabulary and tailor your language to your audience are all essential skills that employers seek out. Good verbal and written communication means you can get your messages across with less chance of misunderstanding. Similarly, active listening skills involve not only hearing but gaining and understanding information. Listening is a basic requirement leading to fewer mistakes and a greater understanding of the needs of employer and client.  As your career progresses, the importance of communication skills increases since as well as creativity, people skills, and an aptitude for teamwork, the ability to speak and write with clarity and conciseness is essential for managers.

Critical Thinking Skills:

The ability to solve problems and make decisions can be a huge asset to your employer and these are therefore desirable skills to develop. Decision making and problem solving require gathering reliable information, evaluating the information for a variety of solutions and selecting the most appropriate option based on the criteria and situation. Although the ability to solve problems and make appropriate decisions are critical in any job, people with these skills are especially helpful in customer service positions. The ability to be able to effectively plan and organise means that you, or your team, are more likely to get the job done correctly the first time.  These skills are beneficial to employers as they save time and money. Planning and organisation also require the recording of information (maybe in a report) which can be referred to when planning future projects. Creative thinkers are innovative and inventive and are more likely to devise new ways of doing things that add value to the work environment, making systems and procedures more efficient.  Creative thinkers can offer new perspectives about the job and the company. (Collected)











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English / A few techniques to build good relationships with anyone
« on: September 12, 2016, 07:17:13 PM »
Sometimes we strike a wrong chord with someone, or feel uncomfortable to ask somebody about something.
Today, I will tell you the techniques which can help you build good relationships with anybody.

If the answer doesn’t suit you — for example, the person you are talking to left something unsaid, wasn’t clear, or lied — don’t ask again. Instead, simply look silently and attentively into his or her eyes. This technique will get him or her cornered, and the person will be forced to continue his or her thoughts.

If someone yells at you, make an effort to keep calm, staying absolutely impassive. The first reaction of a loudmouth is usually anger, which your behavior can provoke, but it will quickly subside. Then the next reaction will fade in — the sense of guilt for his or her defiant and aggressive behavior. Most likely, the insulter will be the first to ask for forgiveness.

If you know that a person is going to criticize you (make comments or blame you), gather your courage and try to sit or stand beside him or her. In this case, the person will relent and say less negative things about you, than if you were at a distance.

Eating meals is always associated with peace and security, so we eat at home, surrounded by our own walls, more often. That’s why, if you’re really worried, just chew some gum. It will trick your brain making the impression that you are eating and there is nothing to worry about, so you will feel more confident and relaxed after a while.

An old and proven method being used by many students in exams. They imagine that a professor is their good and close friend, so they feel calmer, and it becomes easier for them to find right answers to the questions. This technique is effective in other situations as well. Try it before an important job interview!

If everyone in a group starts laughing at once, everybody instinctively looks at the person who they like most, or with whom they want to get closer. Therefore, observe everyone’s eyes after a successful joke — you will learn a lot.
Meeting someone, express a little more joy than usual towards the person. For example, smile sincerely or try to say his or her name gently and warmly. Over time, you will start referring much better to this person, and the pleasure of meeting will be sincere.

If your work is connected to people, it’s possible to «force»
them to behave more politely and kindly. Put a mirror behind your workplace, so your interlocutors will always see their reflections. As a rule, people always try to look their best in a mirror and don’t want to see themselves as evil nor harmful. So, they will smile more for sure!

If you want to catch the attention of a person you like, stare at something directly behind his or her shoulders. Once you realize that you had caught the person’s sight, quickly look into his or her eyes and gently smile. It works flawlessly!
In fact, we can control our stress. When you are very worried, you begin breathing deeper, and your heart starts pounding faster. Try to force yourself to breathe calmer and balance your heartbeat. Trust me — it’s in your power.

In order to woo a person in your first meeting and get his or her sympathy, try to specify the color of his or her eyes when you meet. Eye contact always works effectively.
Initially, raise the bar while declaring any requirements or terms. Most likely, a person won’t agree to them, and refuse. However, he or she would definitely agree on the actual terms that you would offer later. People tend to cave in to your smaller request if they have denied you something bigger before.

People are drawn to those who are confident in themselves and their actions, so just show that you know what you are talking about (even if it’s not so).

Our mimicry is closely related to our emotions: we raise our eyebrows when we are touched and squint our eyes while crying. Conversely, our facial expressions affect our internal state, too. If you make a face similar to your crying face, it’s likely that tears will want to come out on their own. Use this ability with benefit — smile! Smile for no reason, and after a few seconds, your smile will become real and sincere!

Source: fashiony

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It is a matter of great pleasure that Mr. Md. Bazlul Kabir Bhuiyan, Additional Commissioner of Income Tax, National Board of Revenue, will take a motivational session on:

How to be prepared for BCS Exam?
How to be a good public speaker?
How to succeed in life?

To attend this session be present on 20 August 2016, Saturday at 10am at 301 (AB-1)

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BCS Cadre / Some Universally Recognized Quotations!
« on: August 19, 2016, 09:18:08 PM »
√ "Beauty is truth, truth is beauty "
:-- John Keats
√ A thing of beauty is a joy for ever
:-- John Keats
√ "To be or not to be, that is the question "
:-- Shakespeare (Hamlet)
√ "Cowards die many times before their deaths"
:-- Shakespeare
√ "Brevity is the soul of wit"
:-- Shakespeare
√ Example is better than precept
:-- S. Smiles
√ Life is not life without delight
:-- Rabindranath Tagore
√ "If winter comes, can spring be far behind?"
:-- P.B. Shelley
√ "Our sweetest songs are those that tell of saddest thought"
:-- P.B. Shelley
√ "Justice delayed is justice denied"
:-- Gladstone
√ "Justice hurried is justice buried"
:-- Gladstone
√ Pain is the outcome of sin
:-- Gautam Buddha
√ "To err is human; to forgive is devine"
:-- Alexander Pope
√ "Fools rush in where angels fear to tread"
:-- Alexander Pope
√ "A little learning is a dangerous thing"
:-- Alexander Pope
√ "He prayeth best who loveth best"
:-- Coleridge
√ Eureka! Eureka! (I have found it)
:-- Archimedes
√ Man is by nature a political animal
:-- Aristotle
√ The child is the father of a man
:-- William Wordsworth
√ Government of the people, by the people, for the people
:-- Abraham lincon
√ Opportunity makes a thief
:-- Francis Bacon
√ Man is born free and everywhere he is in chains
:-- Rousseau

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