Daffodil International University
Faculties and Departments => Faculty Sections => Faculty Forum => Topic started by: sabnam on March 28, 2010, 02:33:40 PM
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Teaching is like no other profession. As a teacher, you will wear many hats. You should be a communicator, a disciplinarian, a conveyor of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role-model, and a surrogate parent.
Good teachers:
1)are good at explaining things.
2)have a sense of humor
3)are inherently fair-minded
4)have "common sense."
5)have a command of the content they teach.
6)set high expectations for their students and hold the students to those expectations.
7)can lead or follow, as the situation demands
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Yes we are role models to our students. I completely agree with Ms. Sabnam
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The responsibilities of a general teacher are well defined which are as follows:
1. Instructing students
2. Checking scripts
3. Preparing questions
4. Invigilating in the exam hall
5. Counseling students
6. Managing class rooms
7. Managing students
8. Doing research work
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We should teach the students how to study on their own and help themselves. If they go abroad, they won't able to adjust to that environment just because of their inability to do self-study.
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In Bangladesh we emphasis on degrees and results but in developed countries like in England, i have seen people value on skills; how skilled a person is and how creative he or she is to carry out or perform a specific job is judged, no matter how educated or less educated he or she is. That is the reason why so many right people in Bangladesh are not in the right places.
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I see many students don't seem to study at all. They just tend to study at night before the exam. We, the teachers should encourage and motivate them continuously, otherwise they are going to suffer in the long run.
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I think , the teacher should make a topic more interesting to the students and encourage to study concisely
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I do agree with Shibli sir that most of the students study at night before the exam. To reduce this tendency, we can take some steps such as-
-Most of the time we see that if we assign students to do a task as an assignment, they try to copy it as they do not read at home. To avoid this, sometimes we may ask questions on the assignment topic to the students at the time of collecting assignments. If they fail to answer us properly we can tell them to do the assignment again with an additional task. In this way, they will be encouraged to submit the assignment with a good knowledge on the topic to avoid this punishment.
-After finishing our lecture we can let them go through about what we have discussed in that class (but not in depth) for ten minutes from their lecture copy. After that we can ask questions and based on their performance we can reward them a bonus point. In this way they will be motivated to listen our lectures attentively and write it in their copy.
By taking the above steps i hope we will be able to motivate them to study from the beginning of the course.
Tanzina Hossain
Senior Lecturer
BBA Department
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Dear sir
Teachers are asking for a separate forum on which they can discuss on various issues to develop themselves and that should not be seen by any student. We would highly appreciate if we are given the opportunity to discuss among ourselves.
Regards
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THANKS SIR THIS IS VERY GOOD IDEA.
I AM AGREE WITH YOU .
THAN WE ARE CONTRIBUTE OUR SELF'S.
THANKS SIR
MOHAMMAD ABDUS SALAM SONY
DEPARTMENT OF REAL ESTATE
DIU
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The most important part of teaching, i suppose, is to take preparation for the class. A teacher has to study a lot and take necessary preparation before going to the class. He/she has to be sure before what he or she is going to teach the students in a particular class.
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Shibli Sir, I strongly agree with you. If the teacher is clear enough regarding the topic only then he or she will be able to describe the thing simply and fascinatingly.
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The more preparation a teacher takes, the more easy it becomes for him or her to make the lesson lucid. I do agree with you, Madam. We should study a lot and take sufficient preparation before taking class.
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My view is, as a teacher we should work to increase the confidence level of our students. The more confident they fell, the better they feel about the task at hand and their ability to do that. I think, to build confidence level we should avoid criticism. Criticism can make someone depressed which can creates barrier to become successful in the life.
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One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.
To be continued
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The most difficult part of teaching is checking scripts, i think. We are to evaluate the scripts of four quizzes, midterm and final exams. However, the time for checking scripts of final examination should be increased.
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Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.
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Teaching is a great art. Not all can become good teachers. A good teacher might be a scholar or a good student but a scholar or a good student might not always be a good teacher. A professor from Cambridge University remarked, "A good teacher should have the following qualities. First, he or she must know the material that he or she is teaching very well. Second, he or she should be able to explain his or her knowledge. Third, he or she must be patient and understanding. Last, he or she must be able to make the subject matter interesting to the students."
Dr. Serajul Islam Choudhury, a veteran professor of English from the University of Dhaka said, “learning is a life-long process and there is no real ending to it till the last moment. Ideally, teachers should be given pre-entrance as well as in-service training. Also, a teacher need not be bureaucratic; on the contrary he/she should try, if necessary deliberately, to be democratic in attitude as well as in practice. The learner deserves to be treated as a subject rather than an object, and needs encouragement, too. To mark out the errors is not enough, it is even more necessary to appreciate the positive qualities in a student’s work.
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A teacher has to have patience. No teacher can be a good teacher until and unless he or she has got patience and tolerance in dealing with students. In DIU in every semester, i have more than 200 students. Many a time, i tend to lose my temperament but again i try to control and compose myself.
what's more, good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.
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A good teacher knows how to make each of his or her class different. A good lesson plan helps him/ her to do so. A good teacher is a facilitator. But s/he knows how to manage students efficiently. For example: i proposed a date of quiz to my students today but all of them declined. But when i clarified the reason, they understood and agreed. Another thing is that we should NOT be too flexible neither should we be too strict. We should not dominate them neither should we listen to their undue requests anyway. We should be more than moderate.
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We, the teachers (as some of us do), may instruct some basic concepts of a course to our students and set questions as such and give them good grades but for the greater benefits of them, we should finish the whole syllabus meant for the course. For example: in an interview, a student was asked "what is you-view point in Business Communication?" He couldn't reply. So, the responsibility goes to the instructor. Under no circumstances should we ill-empower our students....
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Dear Shibli Sir,
Your comments reminded me those famous lines, "Grontho goto biddya ar poro hoste dhon,nohe biddya,nohe dhon,hole proyojon".
Yes,you are 100% right,if as teachers we are unable to help our students connecting their course ideas with real practical world and if they are not taught to study on their own,they will definitely fail to cope up with today's world.So,as teachers it is our responsibility to make our students independent.To do so,we may set tasks or assignments where they can explore their texts.You might remember one of my write-ups published in Star Campus on 'Service Learning'.That technique has also addressed such connection.
Shamsi
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Shamsi Ma'am,
I personally know you are one of the best teachers at DIU. I really liked your article on Reflecting Teaching. You also take part a lot in extra curricular activties of DIU on regular basis. Keep up all your efforts.
With all the best wishes.
Warmly,
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Its my pleasure sir that you have liked my article.You know,the way you are always trying to help out our students in developing their English is really praiseworthy.I think,it is also a contribution towards the country.
I wish you a very successful journey as a teacher.
Shamsi
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What makes a good teacher? A graduate-school degree? A high CGPA? An extroverted personality? Confidence? Passing the teacher-certification exam on the first try? Bill Gates announced that his foundation was investing millions to improve teaching quality in US but he couldn't help add: "Unfortunately, it seems the field doesn't have a clear view of what characterises good teaching," Gates said. "I'm personally very curious."
A bangla saying highlights on how teachers come right after parents when celebrating the students success. So then why does the average child in Bangladesh have to drag a bag double his/ her bodyweight all the way to school to her private tutors home to the coaching centre and back home almost every day? The failure of the teacher's teaching methods within the classroom is never a point of discussion as much as the hair-pulling worry over how much money will be spent over junior's third new mathematics tutor.
The solution, as infested through articles published in Newsweek,
states that the key to improving education is in keeping good teachers and firing the bad ones. In the article "Why we must fire bad teachers?" Writers Evan Thomas and Pat Wingert says: "What really makes a difference, what matters more than the class size or the textbook, the teaching method or the technology is the quality of the teacher […] The best way to deal with underperforming teachers is to fire them."
That in itself isn't really the easiest of solutions. For starters it is time consuming to find a proper replacement, there is also a loss of finance added with time, and readjusting the whole situation is a frustrating process. A bill had been passed for firing underperforming teachers in New York City, where Chancellor Joel Klein invested $1 million a year to attorneys with this sole task. "In the two years the project has gone on so far, the city only fired three teachers charged with incompetence," (Newsweek) That only meant more money down the drain. We can't even imagine spending more money for firing teachers considering how we can't even pay their salaries a from time to time.
In Bangladesh teaching has also become a business where the size of your coaching centre determines the size of your wallet, the number of students that plan to oil up the teacher with compliments determines the score on their grade sheets and quoting the teacher or memorising their lecture assures brainless efforts to doing well. This doesn't apply to all educational institutions, but a general trend in "memorising" for learning is still an encouraged classroom habit almost everywhere.
Teachers, they say, need to have that third eye in the back of their heads and not only to send more students into detention, but also to be able to understand them individually. A good teacher must be patient with the students and is able to scale up and down with the variation of IQs sitting around, most of whom are fervently waiting to get out of class. A mere reason why most students admire English teachers and anthropologists is because both understand the complications of human attention span! Also they acknowledge whole heartedly that no two people are alike and more importantly there is no right and wrong - no "one" individual is better than the "other."
We spend a huge chunk of our time within a classroom and a great deal of our construction of the world around us is based on the teacher's own model of our surroundings. If we then rely on underperforming teachers, who either fail to pass down knowledge or later drag you to extra hours in coaching centres, to show us the way forward, we are bound to sit back and watch the nation produce a larger backdated and overworked population.
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A good teacher knows how to mange his or her students and the class.
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A teacher can motivate a student. As students they may occur many mistakes, not only regarding study. As their mentors, we should make an enviroment,which will show them right path when they feel that they did mistakes and they need help to get out of those mistakes.
Many students cannot share their mistakes and ask for help to their families. I think an educational institution is the second home for any student. So in an institution there must be an enviroment, formed by the faculty members and the other students, which will ensure them a second home which always think of their success.
When students realise that we teacheer present here for their good will, I think they will pay more attention to their duties and they will be more cooperative with teachers in classrooms.
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A good teacher knows how to make each of his or her classes different from the other. One class should be different from the other in both value and content.
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A good teacher is a leader in the class. He or she should not let students decide on everything. Instead, in many times s/he should take the lead.
A good teacher should know how to control the students, at the same time s/he should act as a facilitator by empowering themselves on how to do things on their own.
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A good teacher is someone who is always ready to help out his/her students.A good teacher imprints a sense of security on students' minds.Students who are to stay far away from their parents because of their higher education,should have the feeling that there is my teacher with whom I can share anything that troubles me...
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A good teacher prepares a lesson plan and follows it as such. For example, in each course we can follow the lesson plan in the following way:
Lecture 01: Introduction and Chapter 1 (What is business, what are the objectives of business, etc)
Lecture 02: Chapter 2
Lecture 03: Continuation of Chapter 2
Lecture 04: Review, and general discussion on sample quiz questions and human ethics and behavior
Lecture 05: Quiz 1 (Questions will be true and false, fill in the gaps, MCQ and short questions on chapter 1 and 2)
.......................................................onwards
Most of us remain so busy with student counseling, checking scripts and other academic, administrative and co-curricular activities that without following a lesson plan, we cannot reflect on our teaching.
We must follow a specific lesson plan, mustn't we?
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Definitely,it is good for a good teacher to follow a clear-cut lesson-plan.The teacher himself or herself can find out the difference between a class with a lesson-plan and a class without any lesson-plan.After a class with a definite lesson-plan,a teacher must have a feeling of contentment.Whereas,after a class without a specific lesson-plan, a teacher always feels dissatisfied and sometimes frustrated.
So,I think each and every teacher should reflect after his/her class,"How was my class today?".I am sure he/she will definitely get the answer and thus will go for a successful lesson-plan...
Shamsi
Department of English
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Shamsi madam
Thanks for your reply. I would like to share one more thing. Some of us only emphasis on teaching Grammar in English 1 and 2. Very often students forget the rules of Grammar. What do you say to that? I think DIU students should be taught free hand writing and speaking too.
Regards
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Dear Shibli Sir:
We all know that teaching grammar only through rules is always something boring both for the teacher and for the learner.But sometimes,we the teachers have to go through this process for completeing syllabus;sometimes to pacify the learners who only want to know what will be there in exam,how will be the question pattern?,and how to go for that?...I don't think,that it is not our responsibility to guide our students how to prepare for exam,but I think that we should put them in such situations,where they must learn the grammar from respected contexts.And after that we have to confirm it again and again whether the students are using what they have learnt.If not,we will have to encourage them.Because,without practice,they happen to forget everything.They will be able to remember only when they will be motivated to remember.But you know,it is not that easy.Still,we will have to try again and again if we really want our students to talk English.At the beginning,it can be only one.But this one will motivate another one and another one.In this way,in the long run,it will be a good bunch...
So,when you dream,dream positively.When it is winter,spring is not far behind.
I wish you a very successful teaching career.
Shamsi
Department of English
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Shamsi Madam
I like your positive attitude when you said, when winter comes; can spring be far behind?
Regards
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Dear colleagues
The person who is self-educated is really educated, goes a proverb. Self-study is one of the most important things for students to do in order to qualify for an examination. Number of hours does not actually come into play when a student can actually study for 2 hours with the efficiency of 4 hours slog and there’s no point in studying more.
In classroom teaching, there are several factors which actually hinder the outcome of good learning. Since, the syllabus is quite huge and teachers are burdened to complete the syllabus in a restricted time frame, they often go on a faster pace. Pace doesn’t affect one’s learning process as much as the duration of each class. Long classes actually saturate students and they often feel tired and become less receptive. And in such a situation, our students, i think, can’t even take a break and let their brain become receptive again.
That’s where self-study outperforms the classroom teaching. When a student is studying by oneself s/he can actually take some time off and take break in order to get back to his/her usual self as an average student gets tired in an hour and a half or three hours.
To me, all that students need to do is to, draft a schedule and start working towards their goal in a systematic method. They neednot add up sky high study hours in their schedule as they are bound to lose on the track. They should Keep it straight forward and allot time to their subjects equally.
They should have understood that number of hours is not important but qualitative study is very important.
If they haven’t started doing this, they should start now as preparation which begins early will yield a much better result. As a matter of fact, we should inspire, instruct and incite our students to do self-study because i believe instilling a zest for learning is instilling a zest for life.
Regards
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Good teachers show that they are the masters of their subjects. The first law of teaching is to "know your stuff," to be exceptionally knowledgeable in a subject area. This task never ends, because the flow of important research never stops. Staying current in one’s field is exacting yet crucial. Teachers must feel comfortable with a subject if they are going to succeed at explaining it. They should know how to talk about their subject from several starting points, prompted by a variety of questions. Teaching a subject is far different from conducting research or studying for a doctoral examination. No matter how good a teacher’s style or other abilities may be or how charming and devoted a person, the teacher will never be effective if he or she has glaring gaps in understanding the materials.
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Great teachers know that they are always on stage and that who they are, how they act, and what they believe are as important as what they teach. Teaching, like leadership, is a performing art. Nonverbal behavior -- eye contact, posture, tone of voice, intensity, facial expression, and attitude -- have as much impact as, if not more than, what is said. Whether people listen to and believe, as opposed to just hear, a teacher depends on a host of variables.
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Good teachers exhibit passion for their field. Memorable teachers are enthusiastic about their subject and teach with a joy and intensity that are often contagious. Time and again, former students recall their best teachers as those whose special quality was their infectious enthusiasm for what they taught. As Van Doren observes: "A teacher can fool his colleagues; he may even fool his president; but he never fools his students. They know when he loves his subject and when he does not" (1964, p. 39). What invariably touches the hearts and imaginations of students is a professor’s personal devotion to learning and truth. According to an old proverb, the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, and the great teacher inspires.
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In concrete terms, the purpose of an education should be to prepare students for jobs that they will take when they enter the real world, ones that they can choose and ones that will earn their bread. Teachers should try their best to foster a desire for learning in their students, but it is really most important that a student is empowered to pick and choose which job they want; this could include pursuing a degree. They should be familiar with their strengths and weaknesses and learn how to use those to their advantage in the years following university. While there should be minimum standards for what all students are required to learn, education should ultimately lead to better self-awareness and a clear-cut path for success in the real world, in whatever form it takes for each person.
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The objective of education should first always be to inspire students, be it inspire them to be better students and better persons. Learning can only come when a student is excited about what they are learning or how they are learning. The most successful students are those who have been inspired to become excited about what they are doing.
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"Instilling a zest for learning is instilling a zest for life.
Few would dispute that the aim of education should be to produce individuals able to think for themselves and not merely follow what someone else has told them. For teachers to accomplish this is to concentrate on what M. F. Ashley Montague called "the drawing out, not the pumping in." Teaching should excite a youngster's natural curiosity. It was a wise mother who asked her young son after school not "what did you do today?" but "what questions did you ask today?"
The word "educate" comes from the Latin educare, which means, "to draw out" the student into a wider world of knowledge. It is by stimulating a zest for learning in general that teachers can perform their greatest service to those in their care.
Because teaching is challenging often with expectations from administrators, supervisors, parents, politicians, not to mention children, teacher burnout and stress related problems are a reality for part of the workforce. "A teacher is sometimes like a candle which lights others in consuming itself," wrote Giovanni Ruffini.
"If a doctor, lawyer or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some concept of a classroom teacher's job," wrote Donald D. Quinn, himself an experienced teacher. Faced with this daunting situation, some teachers can tire of catering to individual needs and striving for professional excellence.
Society has always expected an awful lot from its teachers, and now we are expecting even more from them. We expect them to serve to a large degree as surrogate parents, dealing with the emotional tangles and torments of the adolescent years. Teaching is one of those rare jobs in which one's work is wrapped up in one's personality. It is very demanding psychologically. The abdication of responsibility within so many homes adds to the psychological drain.
Yet at the same time as the complications and vexations of teaching life multiply, the public persists in undervaluing the teacher. Every thinking person would agree that the hope of the human race lies chiefly in education, but most of us pay little attention to the people who provide this precious service, nor do we give them much support in the vital job they do.
A tradition that has been lost and should be found
"If I had a child who wanted to be a teacher, I would bid him Godspeed as if he were going to war," wrote James Hilton, author of the great novel of teaching, 'Goodbye, Mr. Chips'. "For indeed the war against prejudice, greed and ignorance is eternal, and those who dedicate themselves to it give their lives no less because they may live to see some fraction of the battle won."
Not every teacher is a hero or heroine, of course. There are good, bad and indifferent ones, ranging from those who totally devote their lives to their students to those who give the profession a bad name. Our social priorities do not make it easy to encourage the best and the brightest to teach. Surveys of students who consistently get top marks in university show that they intend to go into more 'prestigious' and more lucrative professions. To a large extent, teachers themselves tend to be diffident about their occupation. "I beg of you," said William G. Carr to a representative teacher, "to stop apologizing for being a member of the most important ... profession in the world."
"Teaching is not a lost art, but the regard for it is a lost tradition," Jacques Barzun wrote. If this society knows what is good for it, that regard will be restored. Parents and other concerned citizens will do all they can to make a teacher's life less troublesome and give due credit to the profession." extracted from internet
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A focus on students will create a trend in which teachers recognize students as mature and capable judges of the quality of their education. And educators should adapt in a way that creates a better learning environment, one that gets students excited and gets them involved. This idea of regaining a sense of purpose in education would be the best-case scenario.
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Dear sir
Thank you so much sir for your post.
I share my opinion with one proverb "I hear, and I forget. I see, and I remember. I do, and I understand."
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Principles of Accounting has the reputation of being a "hard and boring" course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated. These rules are not original, and they aren't just for those of us who teach accounting classes. Indeed, most of these time-honored suggestions apply to any course students find hard and boring, and we think that makes them broadly applicable.
Rule 1: Emphasize the most critical concepts continuously. Reiterate these concepts in lectures and assignments throughout the course. Include questions relating to these critical subjects on every exam, thus rewarding students for learning, retaining, and, hopefully, applying this knowledge in a variety of contexts.
Rule 2: Provide students with a "visual aid" when possible to explain abstract concepts. A significant proportion of today's students are visual learners. For these students, a simple diagram or flowchart truly can be more valuable than a thousand words in a text or a lecture.
Rule 3: Rely on logic when applicable. Point out to students which information is merely "fact" that must be memorized and which course material is based upon "logic." Show students how to employ logical thinking to learn and retain new information. For example, in the double-entry bookkeeping system, "debits" equal "credits," and debit entries cause assets to increase. These are "facts" or features of the system; they are not based on logic. However, once the student accepts the system, logic can be used to operate within the system. Continuing the example, if debit entries increase assets, it is logical that credit entries will cause assets to decrease.
Rule 4: Use in-class activities to reinforce newly presented material. After a new concept or subject has been presented via text reading, lecture, or class discussion, allow the students to put the concept into action by completing an in-class assignment. These assignments can be short, but they must be developed to ensure that the students understand the critical concepts underlying the new material. Typically, the most learning takes place when the students are permitted to work in small groups, to refer to their text and notes, and to ask questions of the instructor while completing the assignment. If these in-class assignments are part of the course grading scheme, class attendance also improves.
Rule 5: Help students create a "link" when teaching something new. If the student can "link" the new material to something already learned, the odds of learning the new material are greatly increased. Examples of possible links include: prior material learned in this course (e.g., the critical concepts described in Rule 1), material learned in prerequisite courses, and "real-life" experiences of the students outside the classroom.
Rule 6: Recognize the importance of vocabulary in a course. Students often struggle with new vocabulary in many courses, especially introductory ones. To succeed in these courses, students must become comfortable with the new terminology. As subjects are presented, new and/or confusing terms should be identified and introduced to the students. Present "real-world" definitions and alternative terminology, in addition to textbook definitions. One way to help students assimilate the course vocabulary is to create a "living" glossary on the instructor's website where new terminology is added, explained, and illustrated throughout the course.
Rule 7: Treat students with respect. Patronizing behavior may be expected in primary school teachers, and :drill sergeant" strategies may be effective in military book camps. However, most college student will not respond well to these techniques. Give students their dignity, and they will give you their best efforts.
Rule 8: Hold students to a high standard. If students are not required to maintain a specified level of learning and performance, only the most highly motivated students will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate student learning, it will also be the source of student feelings of accomplishment when those standards are met.
Each of these rules can help motivate even the most lethargic student, but Rule 7 and 8 are the most important. If students are not treated with respect and held to a high standard, scrupulously following the first six rules will have much less impact and might end up being an exercise in futility.
Lana Becker and Kent N. Schneider, East Tennessee State University
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A good teacher is always serious about his/her students. He or she takes required number of exams and let the students know about their performance. It's the right of the students to know the marks they get in quizzes, midterm, presentations, and assignments so that they can prepare themselves for the final exam accordingly.
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When we do any sort of job, we are supposed to carry out the responsibilities even if we don't like some of them. I don't like invigilation and checking answer scripts but still i try to enjoy those because those are part of my profession. If i don't enjoy my responsibilities, I am not worth my profession....
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I agree with Shibli sir...
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"Ask not what salary you get for your job, ask what you have done for the students," For a teacher there is nothing better than making a permanent space in your students' minds. _Dr. Md. Abu Zafor.
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A good teacher always tries to teach students in that way which will help them to be conceptually clear. For this she/he may not compromise regarding the syllabus or question pattern. As a teacher she/he should not bother about how much popular she/he is. The main goal should be to make students knowledgeable.
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" Always consult your learner within. In other words, never stop asking yourself the question: If I was the student, would I enjoy and benefit from the sessions I give, classes I conduct, lessons I plan, materials I use and techniques I employ? This is hardly revolutionary, I know, and of course such personal reflection is limited in that it cannot take into account the fact that everyone learns in different ways. But, I believe that it is the best thinking frame for any new teacher to get into while waiting for the assistance of Mr Experience and Mrs Intuition. "
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Besides, entertainment and variety are, to my mind, two strong ways a good teacher takes . He/she always try to make the class modestly entertaining as well as uses various methods to impart knowledge and avoid boredom.
Nahid Kaiser
English Dept.
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I also agree with Shibli Sir.............
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A good teacher should be 'SMART' which means-
# who has specification capacity
# who has measurable power
# who has achievement
# who is rational and
# who has time perception knowledge.
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very good discussion
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as teachers we remain impartial to our students. But fact is that each of us is
(i) a very good teacher to some students ;
(ii) an ordinary teacher to some students ;
(iii) an unpopular teacher to some students.
why is this dilemma ? Is there any solution ?
: SP :
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Learn many things from the above discussion!
Happy learning!
Thanks for the post.
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teaching is learning how to create
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nice one
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thnaks
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thank you!