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Topics - Afroza Akhter Tina

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31
Project-Based Teaching Learning / My group-based learning
« on: May 20, 2018, 12:10:42 PM »
In my courses,I always try to encourage my students regarding group work which I believe helps them develop as professionals.This also enhances their leadership ability and mentality to help each other.My students usually visit historical places,museums,prepare posters and more importantly join free Spoken English Sessions in groups at the EMK Center.This leads them to communicate with students from other campuses as well.


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

32
My students prepared innovative and beautiful posters last semester from the newspaper 'The Daily Star' and displayed them in the department.They were supposed to select news from the daily and summarize the ideas on their own in groups.They worked hard for 3/4 days and finally presented them as part of their 'Assignment' exam.



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

33
This time I am planning to use Moodle to develop my students' reading and writing skills in a different way.Firstly,they will be provided with a group task which they will upload on Moodle for significant feedback from other groups.Later on,they will revise their work according to the received feedback for score.Finally,I will provide score with some suggestions for each group. In terms of providing feedback,they will start with a positive note and later will be critical if needed.They will maintain particular guidelines throughout, as discussing with group members before submitting anything on the forum.


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

34
English / Top 10 Classic Short Stories
« on: May 15, 2018, 02:21:36 PM »
Please find the link of some classic short stories below which can be used in some courses.



https://writersedit.com/fiction-writing/top-10-classic-short-stories/

Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

35
English / Why a motivated teacher is key to the classroom?
« on: May 15, 2018, 02:18:12 PM »
Why is motivation important?

A motivated teacher is crucial to a successful classroom. They will look at teaching through a different lens, and, in doing so, motivate their students in their learning too. Motivation helps to energise, direct and sustain positive behaviour over a long period of time. It involves working towards goals and tailoring activities to achieving this purpose. It also helps to drive creativity and curiosity, sparking the desire needed for students to want to learn more.

It isn’t just a case of getting pupils interested in learning in the moment, but also in growing the underlying goals and aspirations pushing their entire academic studies. It is about motivating them beyond the initial task or feeling of accomplishment and appreciating how ‘deferred gratification’ plays into the role of education in order for them to work towards a greater, larger goal. This is known as ‘intrinsic motivation’ and research has found it to be of key importance.


How to introduce motivation into the classroom?

Part of being a motivated teacher comes through your general behaviour and attitude. There’s a lot to be said for people that regularly smile, offer a happy and cheery outlook on life and generally come across as upbeat and pleasant to be around – regardless of how they’re actually feeling. Making your classroom a warm, colourful and stimulating environment is also key to creating a positive space.

It’s also important that you reward your students for good work as you go along. It doesn’t have to be all the time, as then it will come to be expected and will hold less value when you do praise them. But recognising hard work and offering praise will ensure your students stay encouraged and feeling as though their work is on the right track forwards and that you’re noticing their efforts.

Mixing things up is also key. If you’re doing the same thing all the time, it’ll start to become boring and repetitive. Look at the materials you’re teaching and think about how you can put a new spin on them. Perhaps you turn something into an acting activity or maybe you can turn facts or figures into a song that will help to make it more memorable. Perhaps you can get students working together on a group activity – this is a great way of helping students motivate each other. Be creative – use posters, offer visual aids and diagrams, show movies and play games.

Additionally, working in a different environment will help to keep students on their toes. Research has found that when we move around in various spaces while learning, we are able to recall more information better than if we had just stayed in one space. This is due to the associations the brain makes. The more you encourage movement in learning, the more the information is absorbed. Perhaps you do some work in the playground, some in the classroom and some off the school grounds. Maybe you look at taking your students on a field trip that will add a real-life dimension to their studies.

Setting expectations in the classroom is key and gives your students a standard to work towards. However, when you find your students need a nudge forwards, offering small incentives can help make learning fun. Encouraging a competitive energy can help fuel students and push them further – this could range from offering a special privilege to having a class pizza party if they all achieve a certain grade. There’s a reason sales companies offer staff bonuses – it always motivates!

Finally, showing students how information they’re learning is useful to real-life scenarios will help them to see the practical application that it holds. Often students will switch off when they don’t see how it will ever benefit them, but if you can connect it to life outside the classroom, it will give it new importance and motivate them to listen more attentively.


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

36
English / Motivating teachers
« on: May 15, 2018, 02:14:44 PM »
The following article reveals ways of motivating teachers.Do we need these?


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

Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

37
MCT / Drama in ELT
« on: June 14, 2017, 12:29:03 PM »
Most ELT teachers nowadays advocate some elements of a ‘Communicative Approach’ and therefore recognise and appreciate the value of Drama in ELT. Drama can be defined as activity involving people in a social context and there is no doubt that effective communication in social situations involves other forms of communication that go beyond language competence and includes the use of gesture, body posture, intonation and other prosodic features. However the inclusion of drama based activities is not so evident in current ELT course books, resource books, supplementary materials and teacher training courses. Teachers clearly need practical step by step guidance on how to incorporate drama more comprehensively and cohesively into their teaching.



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

38
This paper, Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities, addresses the relationship between language documentation and language revitalization and reclamation (LR), and focuses on the associated impacts on young children and their communities. The paper was produced by the Child Language Research and Revitalization Working Group, comprised of academic, professional, and community experts from a wide variety of disciplines and backgrounds. The work was generously supported by the National Science Foundation under Grant No. 1500720.

In this paper, the writers explore the impact of language documentation on LR, and consider how these activities not only promote language (re)learning, but also influence social, emotional and physical well-being among young children and their families and communities. They discuss existing research and practice, and recommend next steps to support Indigenous communities’ actions to maintain, restore, and reclaim their languages. Through this overview of existing knowledge, they aim to lay a foundation for future research in order to share and enhance the outcomes and benefits of language documentation and LR practice.

Please follow the link below:

http://www.edc.org/language-documentation-revitalization-and-reclamation


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

39
English / Causes of back pain in the workplace
« on: May 31, 2017, 12:21:01 PM »
Back pain can be caused by many work situations. The exact cause is often unclear, but back pain is more common in roles that involve:

    1. heavy manual labour, and handling tasks in heavy industry;
   2.  manual handling in awkward places, like delivery work;
    3. repetitive tasks, such as manual packing of goods;
    4. sitting at a workstation for a long period of time if the workstation is not correctly arranged or adjusted to fit the person, eg working with computers;
    5. driving long distances or driving over rough ground, particularly if the seat is not, or cannot be, properly adjusted or adequately sprung.
    6. operating heavy equipment, such as an excavator,
    7. stooping, bending over or crouching (poor posture);
    8. pushing, pulling or dragging loads that require excessive force;
    9. working beyond normal abilities and limits, and when physically overtired;
  10. stretching, twisting and reaching;


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

40
English / Drama in ELT
« on: May 31, 2017, 12:12:43 PM »
Most ELT teachers nowadays advocate some elements of a ‘Communicative Approach’ and therefore recognise and appreciate the value of Drama in ELT. Drama can be defined as activity involving people in a social context and there is no doubt that effective communication in social situations involves other forms of communication that go beyond language competence and includes the use of gesture, body posture, intonation and other prosodic features. However the inclusion of drama based activities is not so evident in current ELT course books, resource books, supplementary materials and teacher training courses. Teachers clearly need practical step by step guidance on how to incorporate drama more comprehensively and cohesively into their teaching.



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

41
English / How to Argue???
« on: May 31, 2017, 12:08:10 PM »
Arguments don't have to be hurtful, but they can easily turn that way if you're not careful. Luckily, there are several techniques and tricks you can try, which will allow you to get your point across without turning the discussion into a full-on fight. The ability to argue effectively is actually a great skill to learn, and can come in handy in a wide variety of situations, giving you the confidence to stand up for yourself and what you believe in.

1. Arguing Positively


Play fair: Odds are you know exactly how to push the other person's buttons, but it's important to resist if you want to have a civil argument. Resolve that no matter how upset he or she makes you, you will not say the one thing you know would push the argument over the edge.

Respect the other person: Respect what the other person has to say. An argument has to be two-sided; if you fail to hear the other side out, they will return the gesture and not listen to you. Refuting a person's opinion is fine, but refusing to hear it makes a debate pointless.


Attack ideas, not the person they're attached to: When you argue with someone, you should remember to only attack that person's ideas, not the person themselves. That means you shouldn't call the person stupid for thinking what they think, and you shouldn't devolve to attacks on their physical appearance either.


Admit when you are wrong: When you make a mistake, admit it. Admit that you misunderstood or were misinformed. Being wrong doesn't make you a lesser person but admitting you're wrong does make you the bigger person.

Apologize when appropriate: If you've hurt someone or your argument caused problems, you should apologize. Be the adult in the situation and take responsibility for your actions.


Be open to new ideas: The best way to argue positively is to be open to new ideas. You don't want to be wrong in an argument again, do you? Open yourself to the possibility of a better way of thinking or new, fascinating information.

 2. Arguing Persuasively

Make them feel smart: When you make people feel stupid, that makes them shut down and tends to quickly lead an argument nowhere. Make them feel smart and you'll have an easier time turning the argument in your favor.

Use evidence tailored to the argument and audience: Evidence from reliable sources that specifically supports and deals with what you're arguing about can be one of the easiest ways to win an argument. You should also tailor the type of evidence you use to what kind of person they are, using more logical or more emotional evidence based on what you think they'll respond to best.


Look for logical fallacies: Pointing out fallacies in their logic and politely explaining why that logic is bad is a good way to start to change someone's mind. Learning to recognize logical fallacies can be challenging but here are a few common ones:
    Watch out for arguments with incorrectly assume that correlation means causation. For example, rates of autism diagnosis increased with the usage of cell phones. Therefore, autism is caused by cellphone usage. Post-hoc fallacies are similar, but are based on the idea that because A preceded B, B was caused by A.
    An Argument from Silence fallacy is the idea that because there is no evidence for something, it must not exist. For example, God/germs/evolution/aliens do not exist because we have never physically witnessed them.
    Non-Sequiturs are when the conclusion of an argument is unrelated to its premise. For example, the argument that we can't pay teachers more because policemen and firefighters do not make that much money.

Paint them as the hero or victim: People like to think of themselves as the main character in their life story. Keep them thinking this and charm them into changing their views by carefully tailoring how you talk about the issues.

    For example, "I know you really, really want to help people. You're one of the most generous people that I know. But if you really wanted to help people, you wouldn't donate to a charity that misuses their money like that. Don't you want to be sure that your money is directly saving lives?"

Curate your language: When you argue, avoid language like "you" and "me". Instead, use words like "we". This brings your opponent into thinking of the two of you as a single unit with singular interests, rather than driving you apart.

Know when to stop: Sometimes, someone won't be able to change their mind right in front of you. Sometimes you have to just back off and their mind will change slowly over the course of time, as they think about what you said. Of course, sometimes you just have to persist too. It's a subtle art that you may just have to experiment with.

    Generally, if someone seems like they're getting really upset, it's time to stop.
    Close the argument with something like, "Okay, I can see that I can't change your mind but, please, just think about what I said."




Afroza Akhter Tina
Senior Lecturer
Department of English, DIU



42
English / The Frankfurt Book Fair
« on: May 06, 2017, 03:31:58 PM »
The Frankfurt Book Fair is the world's largest trade fair for books, based on the number of publishing companies represented, and also largest trade fair for books based on the number of visitors.
 
It is held annually in mid-October at the Frankfurt Trade Fair grounds in Frankfurt am Main, Germany. The first three days are restricted exclusively to trade visitors; the general public can attend on the last two.

Representatives from book publishing and multimedia companies, content providers and technology companies from all over the world come to Frankfurter Buchmesse in order to negotiate international publishing rights and licensing fees. The fair is organized by Frankfurter Buchmesse GmbH, a subsidiary company of the German Publishers and Booksellers Association. For five days more than 7,000 exhibitors from over 100 countries and more than 277,000 visitors take part. The Frankfurt Book Fair is considered to be the most important book fair in the world for international deals and trading.



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

43
English / Nanda Dyssou interviews Ngũgĩ wa Thiong'o
« on: May 06, 2017, 03:21:37 PM »
NGŨGĨ WA THIONG’O is a world-renowned Kenyan writer, scholar, and social activist. Ngũgĩ’s diverse body of work includes novels, short stories, plays, articles, essays, and poems, which have been translated into over 60 languages. A Distinguished Professor of Comparative Literature at UC Irvine, he has received numerous awards and 11 honorary doctorates. Ngũgĩ refers to himself as a “language warrior” because of his fight for the recognition of his native Gĩkũyũ and other marginalized languages. He graciously agreed to this interview on the occasion of receiving yet another major honor: the second annual LARB/UCR Creative Writing Lifetime Achievement Award.

Nanda Dyssou is a Congolese-Hungarian journalist and fiction writer living in Los Angeles.

NANDA DYSSOU: Did you ever think when you were growing up that you would be an internationally renowned author and that your stories of Kenya would be translated into 60 different languages?

NGŨGĨ WA THIONG’O: No, never, not even that I would ever become a writer. The struggle to ensure that one seized whatever educational opportunities came one’s way was hard enough. The competition for places in the few schools and colleges available was fierce. From elementary schools to colleges, every two years were terminal exams. There were hardly any second chances. Once you got off the train, for whatever reason, you hardly ever got on it again. But I always wanted to read. As I narrated in my memoir, In the House of the Interpreter, my ambition, on entering a library for the first time in my life, was to one day be able to read all the books in the world. Reality would soon clip the wings of that ambition, but the desire to read remains.
What do you see as your role in the writing community at this point in your career?
I have become a language warrior. I want to join all those others in the world who are fighting for marginalized languages. No language is ever marginal to the community that created it. Languages are like musical instruments. You don’t say, let there be a few global instruments, or let there be only one type of voice all singers can sing.

NANDA DYSSOU:You found publishing success early in life. Your first play, The Black Hermit, was produced in 1962 and published in 1963. You wrote your first two novels — The River Between (1965) and Weep Not, Child (1964) — to critical acclaim while a second-year student in college. Were you ever worried that you could not replicate the successes of your early 20s?

NGŨGĨ WA THIONG’O: Actually, for many years, I thought of my early novels as my apprentice work. So despite the novels and play you mention, as well as eight or so short stories and over 60 pieces of journalism, I found it difficult to call myself a writer. I thought that I had yet to write the novel I wanted to write to earn the right to call myself a writer. A Grain of Wheat (1967) and Petals of Blood (1975) were attempts to write that novel. But by the time I completed these two works, I had changed my position on English as the primary language of my creativity and embraced Gĩkũyũ. But even with Gĩkũyũ, I try to write that novel that I have striven to write but have not yet written. Caitaani Mũtharabainĩ (1980; translated as Devil on the Cross) and Mũrogi wa Kagogo (2006; translated as Wizard of the Crow) were the result of my new commitment. Now I have come to realize that, for writing, there is no moment of arrival — or, rather, the moment of arrival is the beginning of a new phase of the journey. It is a continual challenge.


Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

44
English / Some unwritten social rules
« on: April 17, 2017, 12:49:21 PM »
Some unwritten social rules everyone should know:

•   If you see somebody holding a door, then do that awkward walk run towards it, so that you don’t look like a jerk.
•   Don’t take selfies in public. It makes everyone super uncomfortable to watch you try and contort your face to make it look as attractive as possible.
•   For all the teens out there: Don’t block the god damned hallway because you for some reason have to be on your phones. Hallways are for walking.
•   When in an elevator, please, for the love of god, let people leave before trying to flood in yourself. The elevator won’t leave without you. Everything will be OK.
•   Don’t be that person who makes a 20 slide power point that is full of blocks of text, and then read it all.
•   Cover your mouth when you cough. I got sick because someone coughed into their hand and then touched me. I couldn’t go on a trip I have been fundraising and getting excited for all year because of some idiot who can’t use basic hygiene.
•   Don’t be that person who inadvertently picks on nervous or shy people. You don’t have to point out our anxiety. We are well aware of it.


Elias Fredericks



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

45
English / A quote
« on: April 17, 2017, 12:31:39 PM »
"Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity."
 
- Martin Luther King Jr. (1929-1968)



Afroza Akhter Tina
Senior Lecturer
Department of English, DIU

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