Jane Goodall Quotes About Chimps, Human Responsibility

Jane Goodall is a chimpanzee researcher and observer, known for her work at Gombe Stream Reserve. Jane Goodall has also worked for the conservation of chimpanzees and for broader environmental issues, including vegetarianism. Selected Jane Goodall Quotations †¢ The greatest danger to our future is apathy. †¢ Every individual matters. Every individual has a role to play. Every individual makes a difference. †¢Ã‚  Im always pushing for human responsibility. Given that chimpanzees and many other animals are sentient and sapient, then we should treat them with respect. †¢Ã‚  My mission is to create a world where we can live in harmony with nature. †¢ If you really want something, and really work hard, and take advantage of opportunities, and never give up, you will find a way. †¢ Only if we understand can we care. Only if we care will we help. Only if we help shall they be saved. †¢ That I did not fail was due in part to patience.... †¢ The least I can do is speak out for those who cannot speak for themselves. †¢ I wanted to talk to the animals like Dr. Doolittle. †¢ Chimpanzees have given me so much. The long hours spent with them in the forest have enriched my life beyond measure. What I have learned from them has shaped my understanding of human behavior, of our place in nature. †¢ The more we learn of the true nature of non-human animals, especially those with complex brains and corresponding complex social behavior, the more ethical concerns are raised regarding their use in the service of man -- whether this be in entertainment, as pets, for food, in research laboratories, or any of the other uses to which we subject them. †¢ People say to me so often, Jane how can you be so peaceful when everywhere around you people want books signed, people are asking these questions and yet you seem peaceful, and I always answer that it is the peace of the forest that I carry inside. †¢ Especially now when views are becoming more polarized, we must work to understand each other across political, religious and national boundaries. †¢ Lasting change is a series of compromises. And compromise is all right, as long your values dont change. †¢ Change happens by listening and then starting a dialogue with the people who are doing something you dont believe is right. †¢ We cant leave people in abject poverty, so we need to raise the standard of living for 80% of the worlds people while bringing it down considerably for the 20% who are destroying our natural resources. †¢ How would I have turned out, I sometimes wonder, had I grown up in a house that stifled enterprise by imposing harsh and senseless discipline? Or in an atmosphere of overindulgence, in a household where there were no rules, no boundaries drawn? My mother certainly understood the importance of discipline, but she always explained why some things were not allowed. Above all, she tried to be fair and to be consistent. †¢ As a small child in England, I had this dream of going to Africa. We didnt have any money and I was a girl, so everyone except my mother laughed at it. When I left school, there was no money for me to go to university, so I went to secretarial college and got a job. †¢ I do not want to discuss evolution in such depth, however, only touch on it from my own perspective: from the moment when I stood on the Serengeti plains holding the fossilized bones of ancient creatures in my hands to the moment when, staring into the eyes of a chimpanzee, I saw a thinking, reasoning personality looking back. You may not believe in evolution, and that is all right. How we humans came to be the way we are is far less important than how we should act now to get out of the mess we have made for ourselves. †¢ Anyone who tries to improve the lives of animals invariably comes in for criticism from those who believe such efforts are misplaced in a world of suffering humanity. †¢ In what terms should we think of these beings, nonhuman yet possessing so very many human-like characteristics? How should we treat them? Surely we should treat them with the same consideration and kindness as we show to other humans; and as we recognize human rights, so too should we recognize the rights of the great apes? Yes. †¢ Researchers find it very necessary to keep blinkers on. They dont want to admit that the animals they are working with have feelings. They dont want to admit that they might have minds and personalities because that would make it quite difficult for them to do what they do; so we find that within the lab communities there is a very strong resistance among the researchers to admitting that animals have minds, personalities, and feelings. †¢ Thinking back over my life, it seems to me that there are different ways of looking out and trying to understand the world around us. Theres a very clear scientific window. And it does enable us to understand an awful lot about whats out there. Theres another window, its the window through which the wise men, the holy men, the masters, of the different and great religions look as they try to understand the meaning in the world. My own preference is the window of the mystic. †¢ There are an awful lot of scientists today who believe that before very long we shall have unraveled all the secrets of the universe. There will be no puzzles anymore. To me itd be really, really tragic because I think one of the most exciting things is this feeling of mystery, feeling of awe, the feeling of looking at a little live thing and being amazed by it and how its emerged through these hundreds of years of evolution and there it is and it is perfect and why. †¢ I sometimes think that the chimps are expressing a feeling of awe, which must be very similar to that experience by early people when they worshiped water and the sun, things they didnt understand. †¢Ã‚  If you look through all the different cultures. Right from the earliest, earliest days with the animistic religions, we have sought to have some kind of explanation for our life, for our being, that is outside of our humanity. †¢Ã‚  Lasting change is a series of compromises. And compromise is all right, as long your values dont change. About These Quotes Quote collection  assembled by  Jone Johnson Lewis. Each quotation page in this collection and the entire collection  © Jone Johnson Lewis. This is an informal collection assembled over many years. I regret that I am not able to provide the original source if it is not listed with the quote. Citation information:Jone Johnson Lewis. Jane Goodall Quotes. About Womens History. URL: http://womenshistory.about.com/od/quotes/a/jane_goodall.htm

Using A Stratified Sampling Method - 1788 Words

Sampling The unit of analysis for this study will be individuals that reside in Tioga County, PA. Approximately 41,981 people live in Tioga County, of which roughly 21,000 are women and the remaining 20,000 is men. Much of the Tioga County’s population is white and there are very few minorities. A total of 250 people will be selected at random to participate in the survey that will be conducted. These individuals will be chosen using a stratified sampling technique. Names of prospective subjects will be gathered from information collected at the courthouse. Individuals will be separated into three different groups. The first group will consist of individuals in rehab, the second group will be made of individuals on probation, and the third group will be individuals on parole After names are collected subjects will be assigned a number from1- 41,981 and then the numbers will be picked using a random generator machine. Stratified sampling is twofold first it divides the population into subpopulations. This mean that the whole population will be broken up into different subgroups. Populations can be broken up by race, gender, age, social class, or by being on parole or probation. After it divides the population it applies random sampling techniques to each subpopulation to form a different group, known as the test group. With simple random techniques, researchers find a list of individuals who live in their target population and assign them numbers. After potentialShow MoreRelatedMethods Of Using Stratified Sampling Essay2343 Words   |  10 PagesIllinois, Ohio, Tennessee, West Virginia, and Virginia. The participating facilities and the inmates were selected utilizing stratified sampling. From the total number of facilities (126), fifty facilities were randomly selected. The facilities were selected by grouping them into different security levels (maximum, medium, and minimum) and were all given a number and selected using a random number generator. Lists of all the inmates were collected from the facilities and 10,000 male inmates were randomlyRead MoreSampling Vs. Stratified Random Sampling1275 Words   |  6 PagesSimple Random Sampling vs. Stratified Random Sampling Sampling involves selecting a subset of elements from the population. In this case, Stratified Random Sampling, and Simple Random Sampling plans are compared as data collection methods for a sample that a researcher would consider using for a business survey for a marketing/advertising campaign. Simple Random Sampling is a sampling procedure whereby the researcher defines the target population and then selects a sampling frame from the populationRead MoreWhat Is The Process Of Applying Machine Learning For A Problem926 Words   |  4 PagesThe process of applying machine learning for a problem is usually a two phase process, the training phase which involves learning meaningful models using the training data and the testing phase where the learned models are evaluated on an unseen dataset to estimate how well they perform. Since we are interested in classification problems in this work, this would involve training a classifier and then obtaining accuracy of classifier on test data. Labeled data is required in both phases. LabelingRead MoreAdvantages Of Simple Sampling And Accuracy Of Representation801 Words   |  4 PagesAdvantages of simple sampling: a. Representative and Freedom from human bias b. Ease of sampling and accuracy of representation (Andrews, 1999-2015). Disadvantages of simple sampling: a. It is expensive and time consuming. b. Sample selection bias may occur (Horton, 2015). Systematic random sampling: can be described as a most commonly used method in which after a number has been allocated to an individual in the population frame, the first person is selected using a random number table or out ofRead MoreSampling Methods Essay1025 Words   |  5 Pages Sampling Methods A great deal of sociological research makes use of sampling. This is a technique aiming to reduce the number of respondents in a piece of research, whilst retaining - as accurately as possible - the characteristics of the whole group. The purpose of taking a sample is to investigate features of the population in greater detail than could be done if the total population was used, and to draw inferences about this population. In addition, at theRead MoreRandom Sampling : Sampling And Sampling791 Words   |  4 PagesRandom Sampling Types The probability is one of the sampling techniques of choosing the equivalent elements. These are specified as random sampling. The sampling is helped to develop the sampling frame; it selects the elements as randomly. The sampling can be done through the replacement. The random sampling assumption can be accomplished by the Middle Limit Theory. Random Sampling:definition: The group of independent of options is known as random sampling. The random sampling has analogousRead MoreEssay on Simple Random Sampling 845 Words   |  4 Pagessystem in which the points are represented using a set of co-ordinates or numbers. The order of the coordinates is knIntroduction: The probability is one of the sampling techniques of choosing the equivalent elements. These are specified as random sampling. The sampling is helped to develop the sampling frame; it selects the elements as randomly. The sampling can be done through the replacement. The random sampling assumption can be accomplished by the MiddleRead MoreAnalysis : Post Stratification Sampling1075 Words   |  5 Pages POST STRATIFICATION SAMPLING Stratification is introduced after the sampling phase in a process is called post stratification. The necessary information to create a stratifying variable during the sampling phase is unknown, the post stratification sampling method is used. The random sample method is used to improve the efficiency. It can be used to implement weighting and it improve the precision of a sample estimates. It is a calibration estimation method that is often used to reduce the varianceRead MoreChildren With Autistic Spectrum Disorder1149 Words   |  5 Pagesnon-probability sampling methods are voluntary samples and convenience samples. Voluntary sample. A voluntary sample is made up of people who self-select into the survey. Often, these folks have a strong interest in the main topic of the survey. Convenience sample. A convenience sample is made up of people who are easy to reach. The main types of probability sampling methods are simple random sampling, stratified sampling, cluster sampling, multistage sampling, and systematic random sampling. The keyRead MoreEnglish Chinese Dictionary Is What I Use For This Assignment1105 Words   |  5 Pagesillustrate it’s meaning without looking at the definition. Q2 In order to estimate the size of my vocabulary by using OXFORD ADVANCED LEARNER’S ENGLISH-CHINESE DICTIONARY, I have constructed three different sampling strategies: 1. Simple random sampling 2. Systematic sampling 3. Stratified sampling Simple random sampling: Simple random sampling is the simplest form of random sampling: †¢ Record the total number of the vocabulary in the dictionary to be N †¢ Choose sample size n which is the number

Who Gets What Fair Compensation After Tragedy And...

In Who Gets What: Fair Compensation after Tragedy and Financial Upheaval, Kenneth R. Feinberg provides a brief overview of his unique career implementing large payout and compensation systems following tragedies. As the title suggests, the main goal of the book is to shed light on how Feinberg implemented a number of previously unprecedented compensation funds and decided which parties should be compensated, how much they should be compensated, and the burden of proof required by each party, all while operating in the shadow a national tragedy and intense political pressure. While the book contains valuable insight into some of the most ambitious payout and compensation plans ever implemented in the United States, the lessons are somewhat muffled by Feinberg’s reluctance to apply the lessons of each fund to any larger policy or make any connections to traditional means of recovery though torts. (pg. 24). Feinberg’s work under intense scrutiny is commendable, however I think the analysis in Who Gets What would have been more effective if he explained why he thought the compensation procedures from funds he managed should be completely separated from torts and not presented the rationale for his decisions as fairness. Feinberg’s views the victim funds that he has managed as, â€Å"safety valves,† that should only be used in extreme and rare scenarios. (p. 195). This must be true given the extreme circumstance that lead to each case study. For one thing, there will rarely beShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 Pageseconomic, social, and political churning, how will these driving factors be influenced by the brutally competitive global economy in which organizations do not have any particular geographic identity or travel under any particular national passport? 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Those who do work on these challenges today, and thus prepare themselves and their institutions for the new challenges, will be the leaders and dominate tomorrow. Those who wait until these challenges have indeed become â€Å"hot† issues are likely to fall behind, perhaps never to recover. This book is thus a Call for Action. These challenges are not arising out of today. THEY ARE DIFFERENT. In most cases they are at odds and incompatible with what is accepted and successful todayRead MoreDeveloping Management Skills404131 Words   |  1617 Pagessolution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN PrenticeRead MoreStrategic Marketing Management337596 Words   |  1351 Pages427 427 427 428 438 447 461 463 465 474 478 484 489 493 495 497 497 497 498 500 505 510 515 517 518 520 522 523 528 528 534 Stage Three: How might we get there? Strategic choice 12 The strategic management of the marketing mix 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.11 Learning objectives Introduction Product decisions and strategy What is a product? The dimensions of product policy Brand strategies The development of new products Pricing policies and strategies Approaches to price settingRead MoreProject Mgmt296381 Words   |  1186 Pagesdoctorate in operations management from the College of Business, University of Oregon. 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Geographical Location Of Climate Change - 1405 Words

Geographical location: Prehistoric Europe refers to the prehistorical period of Europe, usually taken to refer to human prehistory since the Lower Paleolithic, but in principle also extending to the geological time scale – for which see Geological history of Europe. Climate: The subject of climate change could hardly be more timely. In Climate and Cultural Change in Prehistoric Europe and the Near East, an interdisciplinary group of contributors examine climate change through the lens of new archaeological and paleo-environmental data over the course of more than 10,000 years from the Near East to Europe. Key climatic and other events are contextualized with cultural changes and transitions for which the authors discuss when, how, and if,†¦show more content†¦TheThe difficulty, however, about such an inquiry is that nearly all the available data are confined to those concrete survivals like graves, sacred places and their contents, sculptures, bas-reliefs, engravings and paintings that have escaped the ravages of time. Their interpretation must be to some extent conjectural, but much of the material has survived, little changed, in everyday occurrence among the peoples who live today under conditions very similar to those of early humans. If emp loyed with proper caution such evidence can afford useful and illuminating clues to the purpose and meaning of prehistoric religion. Short history of Prehistoric of Europe Prehistoric people lived on the European continent as long ago as the Ice Age. Civilization began to come from Egypt and Asia by way of the islands of the Aegean Sea in about 2000 BC. In time this flowered into the splendors of Greek and Roman culture. Europe s recorded history begins with these cultures. After centuries of progress and power, the Roman Empire was divided into two parts at the death of Theodosius the Great in AD 395. The Western Empire had Rome as its capital; the Byzantine, or Eastern, Empire had its capital at Constantinople, now called Istanbul. Beyond the boundaries of the Roman world were numerous barbaric peoples, divided into three main groups: remnants of the Celtic peoples in outlying parts of the BritishShow MoreRelatedClimate Change And The Geographies Of Objectivity Essay1645 Words   |  7 Pagesdifferent geographical spaces unite different types of research together in how culture can influence the research. 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Along with geography, food production, immunity, animal domestication, and the production and use of steel were all tied

The Mist Countries Free Essays

THE THE MIST COUNTRIES – Mexico, Indonesia, South Korea Turkey: Are MIST countries becoming the new BRICs? : For many investors, Mexico, Indonesia, South Korea and Turkey have taken over from the BRICS becoming the four biggest emerging markets, and growing faster than their major rivals. BRIC inventor Jim O’Neil from Goldman Sachs proposed the new term MIST term for Mexico, Indonesia, South Korea and Turkey, which are the four biggest markets in the Goldman Sachs N-11 Equity Fund. The MIST economies more than doubled during the last decade, according to Bloomberg, and continue surging despite global economy concerns. We will write a custom essay sample on The Mist Countries or any similar topic only for you Order Now Mexico’s IPC Index has climbed 11% this year, comparing with a 2. 8% growth of Brazil’s Bovespa. Meanwhile Turkey’s ISE National 100 gained 28 percent, compared to 13% gain of BSE India Sensitive Index and 2. 6% gain in Russia’s MICEX. Though the MIST nations outperformed the BRIC in pace of growth, its economic output still can’t approach the BRIC. Total GDP for the MIST nations was $3. 9 trillion last year, compared to $13. 5 trillion of BRIC economies and $7. 3 trillion for China alone. Comment: If you go to the Wikipedia page about BRIC you will read that Mexico and South Korea tried to become part of BRIC. It was used the name BRIMC†¦. But it failed because the BRIC were Core-Hubs in their areas (Eurasia, South America, Far East, South East Asia) while the MIST are a second dependent layer around the Hub. In fact, and to be precise there are three World Hubs-Cores: USA, GERMANY (Eurozone) and CHINA. Turkey depends on Europe, Mexico depends on the US, South Korea depends on China†¦. So, if those hubs are hit, the MIST will be hit MUCH MORE, as we remember from the Bhat crisis. Russia could be an Eurasian and Energy Hub-Core†¦. even if still not fully developed, so it is still a layer of the E. U. Hub. Mexico Economy – overview: Mexico has a free market economy in the trillion dollar class. It contains a mixture of modern and outmoded industry and agriculture, increasingly dominated by the private sector. Recent administrations have expanded competition in seaports, railroads, telecommunications, electricity generation, natural gas distribution, and airports. Per capita income is roughly one-third that of the US; income distribution remains highly unequal. Since the implementation of the North American Free Trade Agreement (NAFTA) in 1994, Mexico’s share of US imports has increased from 7% to 12%, and its share of Canadian imports has doubled to 5%. Mexico has free trade agreements with over 50 countries including Guatemala, Honduras, El Salvador, the European Free Trade Area, and Japan – putting more than 90% of trade under free trade agreements. In 2007, during its first year in office, the Felipe CALDERON administration was able to garner support from the opposition to successfully pass pension and fiscal reforms. The administration passed an energy reform measure in 2008 and another fiscal reform in 2009. Mexico†s GDP plunged 6. 2% in 2009 as world demand for exports dropped, asset prices tumbled, and remittances and investment declined. GDP posted positive growth of 5. % in 2010 and 3. 8% in 2011, with exports – particularly to the United States – leading the way. The administration continues to face many economic challenges, including improving the public education system, upgrading infrastructure, modernizing labor laws, and fostering private investment in the energy sector. CALDERON has stated that his top economic priorities remain reducing poverty and creating jobs. GDP (purchasing power parity) $1. 657 trillion (2011 est. ) $1. 596 trillion (2010 est. ) $1. 514 trillion (2009 est. ) note:  data are in 2011 US dollars GDP (official exchange rate) $1. 185 trillion (2011 est. ) GDP – real growth rate . 8% (2011 est. ) 5. 4% (2010 est. ) -6. 2% (2009 est. ) GDP – per capita (PPP) $15,100 (2011 est. ) $14,400 (2010) $13,600 (2009) note:  data are in 2011 US dollars GDP – composition by sector agriculture:  3. 8% industry:  34. 2% services:  62% (2011 est. ) Population below poverty line 18. 2% note:  based on food-based definition of poverty; asset based poverty amounted to more than 47% (2008) Labor force 49. 17 million (2011 est. ) Labor force – by occupation agriculture:  13. 7% industry:  23. 4% services:  62. 9% (2005) Unemployment rate 5. 2% (2011 est. ) 5. 4% (2010 est. ) note:  underemployment may be as high as 25% Unemployment, youth ages 15-24 total:  10% male:  9. 7% female:  10. 6% (2009) Household income or consumption by percentage share lowest 10%:  1. 5% highest 10%:  41. 4% (2008) Distribution of family income – Gini index 51. 7 (2008) 53. 1 (1998) Public debt 37. 5% of GDP (2011 est. ) 36. 9% of GDP (2010 est. ) Inflation rate (consumer prices) 3. 5% (2011 est. ) 4. 2% (2010 est. ) Central bank discount rate NA% (31 December 2010 est. ) 4. 5% (31 December 2009 est. ) Commercial bank prime lending rate 5% (31 December 2011 est. ) 5. 287% (31 December 2010 est. ) Stock of domestic credit $407. 4 billion (31 December 2011 est. $374. 2 billion (31 December 2010 est. ) Market value of publicly traded shares $454. 3 billion (31 December 2010) $340. 6 billion (31 December 2009) $232. 6 billion (31 December 2008) Agriculture – products corn, wheat, soybeans, rice, beans, cotton, coffee, fruit, tomatoes; beef, poultry, dairy products; wood products Industries food and b everages, tobacco, chemicals, iron and steel, petroleum, mining, textiles, clothing, motor vehicles, consumer durables, tourism Industrial production growth rate 3. 9% (2011 est. ) Current Account Balance -$11. 27 billion (2011 est. ) -$5. 724 billion (2010 est. ) Exports $336. billion (2011 est. ) $298. 5 billion (2010 est. ) Exports – commodities manufactured goods, oil and oil products, silver, fruits, vegetables, coffee, cotton Exports – partners US 73. 5%, Canada 7. 5% (2009 est. ) Imports $341. 9 billion (2011 est. ) $301. 5 billion (2010 est. ) Imports – commodities metalworking machines, steel mill products, agricultural machinery, electrical equipment, car parts for assembly, repair parts for motor vehicles, aircraft, and aircraft parts Imports – partners US 60. 6%, China 6. 6%, South Korea 5. 2% (2009 est. ) Reserves of foreign exchange and gold $142 billion (31 December 2011 est. ) 114 billion (31 December 2010 est. ) Debt – external $20 4 billion (31 December 2011 est. ) $195. 6 billion (31 December 2010 est. ) Stock of direct foreign investment – at home $321. 5 billion (31 December 2011 est. ) $326. 1 billion (31 December 2010 est. ) Stock of direct foreign investment – abroad $84. 92 billion (31 December 2011 est. ) $78. 38 billion (31 December 2010 est. ) Exchange rates Mexican pesos (MXN) per US dollar – 12. 39 (2011 est. ) 12. 636 (2010 est. ) 13. 514 (2009) 11. 016 (2008) 10. 8 (2007) Fiscal year calendar year Indonesia Economy – overview: Indonesia, a vast polyglot nation, grew an estimated 6. % and 6. 4% in 2010 and 2011, respectively. The government made economic advances under the first administration of President YUDHOYONO (2004-09), introducing significant reforms in the financial sector, including tax and customs reforms, the use of Treasury bills, and capital market development and supervision. During the global financial crisis, Indonesia outperformed its regional neighbo rs and joined China and India as the only G20 members posting growth in 2009. The government has promoted fiscally conservative policies, resulting in a debt-to-GDP ratio of less than 25%, a small current ccount surplus, a fiscal deficit below 2%, and historically low rates of inflation. Fitch and Moody’s upgraded Indonesia’s credit rating to investment grade in December 2011. Indonesia still struggles with poverty and unemployment, inadequate infrastructure, corruption, a complex regulatory environment, and unequal resource distribution among regions. The government in 2012 faces the ongoing challenge of improving Indonesia’s insufficient infrastructure to remove impediments to economic growth, labor unrest over wages, and reducing its fuel subsidy program in the face of rising oil prices. GDP (purchasing power parity) $1. 121 trillion (2011 est. ) $1. 054 trillion (2010 est. ) $993 billion (2009 est. ) note:  data are in 2011 US dollars GDP (official exchange rate) $834. 3 billion (2011 est. ) GDP – real growth rate 6. 4% (2011 est. ) 6. 1% (2010 est. ) 4. 6% (2009 est. ) GDP – per capita (PPP) $4,700 (2011 est. ) $4,400 (2010 est. ) $4,300 (2009 est. ) note:  data are in 2011 US dollars GDP – composition by sector agriculture:  14. 7% industry:  47. 2% services:  38. 1% (2011 est. ) Population below poverty line 13. 33% (2010) Labor force 117. 4 million (2011 est. ) Labor force – by occupation agriculture:  38. 3% industry:  12. 8% services:  48. 9% (2010 est. ) Unemployment rate 6. 6% (2011 est. ) 7. 9% (2010 est. ) Unemployment, youth ages 15-24 total:  22. 2% male:  21. 6% female:  23% (2009) Household income or consumption by percentage share lowest 10%:  3. 3% highest 10%:  29. 9% (2009) Distribution of family income – Gini index 36. 8 (2009) 39. 4 (2005) Public debt 24. 5% of GDP (2011 est. ) 25. 7% of GDP (2010 est. ) Inflation rate (consumer prices) 5. 7% (2011 est. ) 5. 1% (2010 est. ) Central bank discount rate 6. 37% (31 December 2010) 6. 46% (31 December 2009) ote:  this figure represents the 3-month SBI rate; the Bank of Indonesia has not employed the one-month SBI since September 2010 Commercial bank prime lending rate 12. 2% (31 December 2011 est. ) 13. 252% (31 December 2010 est. ) note:  these figures represent the average annualized rate on working capital loans Stock of domestic credit $305. 2 billion (31 December 2011 est. ) $254. 1 billion (31 December 2010 est. ) Market value of publicly traded shares $360. 4 billion (31 December 2010) $178. 2 billion (31 December 2009) $98. 76 billion (31 December 2008) Agriculture – products ice, cassava (manioc), peanuts, rubber, cocoa, coffee, palm oil, copra; poultry, beef, pork, eggs Industries petroleum and natural gas, textiles, apparel, footwear, mining, cement, chemical fertilizers, plywood, rubber, food, tourism Industrial production growth rate 4. 1% (2011 est. ) Current Account Balance $5. 704 billion (2011 est. ) $5. 654 billion (2010 est. ) Exports $208. 9 billion (2011 est. ) $158. 1 billion (2010 est. ) Exports – commodities oil and gas, electrical appliances, plywood, textiles, rubber Exports – partners Japan 16. 3%, China 10%, US 9. 1%, Singapore 8. 7%, South Korea 8%, India 6. %, Malaysia 5. 9% (2009) Imports $172. 1 billion (2011 est. ) $127. 4 billion (2010 est. ) Imports – commodities machinery and equipment, chemicals, fuels, foodstuffs Imports – partners China 15. 1%, Singapore 14. 9%, Japan 12. 5%, US 6. 9%, Malaysia 6. 4%, South Korea 5. 7%, Thailand 5. 5% (2009) Reserves of foreign exchange and gold $136. 2 billion (31 December 2011 est. ) $96. 21 billion (31 December 2010 est. ) Debt – external $158. 8 billion (31 December 2011 est. ) $196. 1 billion (31 December 2010 est. ) Stock of direct foreign investment – at home $105. 7 billion (31 December 2011 est. ) $86. 5 billion (31 December 2010 est. ) Stock of direct foreign investment – abroad $41. 89 billion (31 December 2011 est. ) $32. 85 billion (31 December 2010 est. ) Exchange rates Indonesian rupiah (IDR) per US dollar – 8,696. 1 (2011 est. ) 9,090. 43 (2010 est. ) 10,389. 9 (2009) 9,698. 9 (2008) 9,143 (2007) Fiscal year calendar year South Korea Economy – overview South Korea over the past four decades has demonstrated incredible growth and global integratio n to become a high-tech industrialized economy. In the 1960s, GDP per capita was comparable with levels in the poorer countries of Africa and Asia. In 2004, South Korea joined the trillion dollar club of world economies, and currently is among the world’s 20 largest economies. Initially, a system of close government and business ties, including directed credit and import restrictions, made this success possible. The government promoted the import of raw materials and technology at the expense of consumer goods, and encouraged savings and investment over consumption. The Asian financial crisis of 1997-98 exposed longstanding weaknesses in South Korea†s development model including high debt/equity ratios and massive short-term foreign borrowing. GDP plunged by 6. 9% in 1998, and then recovered by 9% in 1999-2000. Korea adopted numerous economic reforms following the crisis, including greater openness to foreign investment and imports. Growth moderated to about 4% annually between 2003 and 2007. With the global economic downturn in late 2008, South Korean GDP growth slowed to 0. 3% in 2009. In the third quarter of 2009, the economy began to recover, in large part due to export growth, low interest rates, and an expansionary fiscal policy, and growth was 3. 6% in 2011. In 2011, the US-South Korea Free Trade Agreement was ratified by both governments and is projected to go into effect in early 2012. The South Korean economy†s long term challenges include a rapidly aging population, inflexible labor market, and heavy reliance on exports – which comprise half of GDP. GDP (purchasing power parity) $1. 549 trillion (2011 est. ) $1. 495 trillion (2010 est. ) $1. 409 trillion (2009 est. ) note:  data are in 2011 US dollars GDP (official exchange rate) $1. 164 trillion (2011 est. ) GDP – real growth rate 3. 6% (2011 est. ) 6. 2% (2010 est. ) 0. 3% (2009 est. ) GDP – per capita (PPP) 31,700 (2011 est. ) $30,600 (2010 est. ) $28,900 (2009 est. ) note:  data are in 2011 US dollars GDP – composition by sector agriculture:  2. 6% industry:  39. 2% services:  58. 2% (2008 est. ) Population below poverty line 15% (2006 est. ) Labor force 25. 1 million (2011 est. ) Labor force – by occupation agriculture:  6. 4% industry:  24. 2% services:  69. 4% (2011 est. ) Unemployment rate 3. 4% (2011 est. ) 3. 7% (2010 est. ) Unemployment, youth ages 15-24 total:  9. 8% male:  11. 9% female:  8. 5% (2009) Household income or consumption by percentage share lowest 10%:  2. 7% highest 10%:  24. 2% (2007) Distribution of family income – Gini index 31 (2010) 35. 8 (2000) Public debt 33. 3% of GDP (2011 est. ) 35. 1% of GDP (2010 est. ) Inflation rate (consumer prices) 4% (2011 est. ) 3% (2010 est. ) Central bank discount rate 1. 5% (31 December 2011) 1. 25% (31 December 2009) Commercial bank prime lending rate 5. 9% (31 December 2011 est. ) 5. 508% (31 December 2010 est. ) Stock of domestic credit $1. 356 trillion (31 December 2011 est. ) $1. 275 trillion (31 December 2010 est. ) Market value of publicly traded shares $996. 7 billion (31 December 2011) $1. 093 trillion (31 December 2010) $836. billion (31 December 2009) Agriculture – products rice, root crops, barley, vegetables, fruit; cattle, pigs, chickens, milk, eggs; fish Industries electronics, telecommunications, automobile production, chemicals, shipbuilding, steel Industrial production growth rate 3. 8% (2011 est. ) Current Account Balance $29. 79 billion (2011 est. ) $28. 21 billion (2010 est. ) Exports $556. 5 billion (2011 est. ) $466. 4 billion (2010 est. ) Exports – commodities semiconductors, wireless telecommunications equipment, motor vehicles, computers, steel, ships, petrochemicals Exports – partners China 24. %, US 10. 1%, Japan 7. 1% (2009 est. ) Imports $524. 4 billion (2011 est. ) $425. 2 billion (2010 est. ) Imports – commodities machinery, electronics and electronic equipment, oil, steel, transport equipment, organic chemicals, plastics Imports – partners China 16. 5%, Japan 13%, US 8. 5%, Saudi Arabia 7. 1%, Australia 5% (2009 est. ) Reserves of foreign exchange and gold $306. 4 billion (31 December 2011 est. ) $291. 6 billion (31 December 2010 est. ) Debt – external $397. 3 billion (31 December 2011 est. ) $359. 4 billion (31 December 2010 est. ) Stock of direct foreign investment – at home 130. 3 billion (31 December 2011 est. ) $127 billion (31 December 2010 est. ) Stock of direct foreign investment – abroad $190. 4 billio n (31 December 2011) $164. 8 billion (31 December 2009) Exchange rate South Korean won (KRW) per US dollar – 1,107. 3 (2011 est. ) 1,156. 06 (2010 est. ) 1,276. 93 (2009) 1,101. 7 (2008) 929. 2 (2007) Fiscal year calendar year Turkey Economy – overview Turkey’s largely free-market economy is increasingly driven by its industry and service sectors, although its traditional agriculture sector still accounts for about 25% of employment. An aggressive privatization program has reduced state involvement in basic industry, banking, transport, and communication, and an emerging cadre of middle-class entrepreneurs is adding dynamism to the economy and expanding production beyond the traditional textiles and clothing sectors. The automotive, construction, and electronics industries, are rising in importance and have surpassed textiles within Turkey’s export mix. Oil began to flow through the Baku-Tbilisi-Ceyhan pipeline in May 2006, marking a major milestone that will bring up to 1 million barrels per day from the Caspian to market. Several gas pipelines projects also are moving forward to help transport Central Asian gas to Europe through Turkey, which over the long term will help address Turkey’s dependence on imported oil and gas to meet 97% of its energy needs. After Turkey experienced a severe financial crisis in 2001, Ankara adopted financial and fiscal reforms as part of an IMF program. The reforms strengthened the country’s economic fundamentals and ushered in an era of strong growth – averaging more than 6% annually until 2008. Global economic conditions and tighter fiscal policy caused GDP to contract in 2009, but Turkey’s well-regulated financial markets and banking system helped the country weather the global financial crisis and GDP rebounded strongly to 8. 2% in 2010, as exports returned to normal levels following the recession. Turkey’s public sector debt to GDP ratio has fallen to roughly 40%. Continued strong growth has pushed inflation to the 8% level, however, and worsened an already high current account deficit. Turkey remains dependent on often volatile, short-term investment to finance its large trade deficit. The stock value of FDI stood at $99 billion at year-end 2011. Inflows have slowed considerably in light of continuing economic turmoil in Europe, the source of much of Turkey’s FDI. Further economic and judicial reforms and prospective EU membership are expected to boost Turkey’s attractiveness to foreign investors. However, Turkey’s relatively high current account deficit, uncertainty related to monetary policy-making, and political turmoil within Turkey’s neighborhood leave the economy vulnerable to destabilizing shifts in investor confidence. GDP (purchasing power parity) $1. 026 trillion (2011 est. ) $981. 2 billion (2010 est. ) $906. 9 billion (2009 est. ) note:  data are in 2011 US dollars GDP (official exchange rate) $763. 1 billion (2011 est. ) GDP – real growth rate 4. 6% (2011 est. ) 8. 2% (2010 est. ) -4. 7% (2009 est. ) GDP – per capita (PPP) $14,600 (2011 est. ) $13,800 (2010 est. ) $12,900 (2009 est. ) note:  data are in 2011 US dollars GDP – composition by sector agriculture:  9. 3% industry:  28. 1% services:  62. 6% (2011 est. ) Population below poverty line 16. 9% (2010) Labor force 27. 3 million note:  about 1. 2 million Turks work abroad (2011 est. ) Labor force – by occupation agriculture:  25. 5% industry:  26. 2% services:  48. 4% (2010) Unemployment rate 9. 8% (2011 est. ) 12% (2010 est. ) note:  underemployment amounted to 4% in 2008 Unemployment, youth ages 15-24 total:  25. 3% male:  25. 4% female:  25. 1% (2009) Household income or consumption by percentage share lowest 10%:  2. 1% highest 10%:  30. 3% (2008) Distribution of family income – Gini index 40. 2 (2010) 43. 6 (2003) Public debt 42. 4% of GDP (2011 est. ) 43% of GDP (2010 est. ) ote:  data cover central government debt, and excludes debt instruments issued (or owned) by government entities other than the treasury; the data include treasury debt held by foreign entities; the data exclude debt issued by subnational entities, as well as intra-governmental debt; intra-governmental debt consists of treasury borrowings from surpluses in the social funds, such as for retirement, medical care, and unemployment. Debt instruments for the social funds are sold at public auctions. Inflation rate (consumer prices) 7. 8% (2011 est. ) 8. 6% (2010 est. ) Central bank discount rate 5. 25% (31 December 2011) 15% (22 December 2009) Commercial bank prime lending rate 16% (31 December 2011 est. ) 19% (31 December 2010 est. ) Stock of domestic credit $573. 8 billion (31 December 2011 est. ) $496 billion (31 December 2010 est. ) Market value of publicly traded shares $306. 7 billion (31 December 2010) $225. 7 billion (31 December 2009) $117. 9 billion (31 December 2008) Agriculture – products tobacco, cotton, grain, olives, sugar beets, hazelnuts, pulses, citrus; livestock Industries textiles, food processing, autos, electronics, mining (coal, chromate, copper, boron), steel, petroleum, construction, lumber, paper Industrial production growth rate 9. 2% (2011 est. Current Account Balance -$71. 94 billion (2011 est. ) -$47. 74 billion (2010 est. ) Exports $133 billion (2011 est. ) $120. 9 billion (2010 est. ) Exports – commodities apparel, foodstuffs, textiles, metal manufactures, transport equipment Exports – partners Germany 10. 1%, UK 6. 4%, Italy 5. 7%, France 5. 3%, Iraq 5. 3%, Russia 4. 1% (2009 est. ) Imports $212. 2 billion (2011 est. ) $177. 3 billion (2010 est. ) Imports – commodities machinery, chemicals, semi-finished goods, fuels, transport equipment Imports – partners Russia 11. 6%, Germany 9. 5%, China 9. 3%, US 6. 6%, Italy 5. 5%, France 4. 4%, Iran 4. 1% (2009 est. ) Reserves of foreign exchange and gold $96. 05 billion (31 December 2011 est. ) $86. 08 billion (31 December 2010 est. ) Debt – external $313. 6 billion (31 December 2011 est. ) $290. 7 billion (31 December 2010 est. ) Stock of direct foreign investment – at home $98. 98 billion (31 December 2011 est. ) $86. 98 billion (31 December 2010 est. ) Stock of direct foreign investment – abroad $18. 63 billion (31 December 2011 est. ) $16. 88 billion (31 December 2010 est. ) Exchange rates Turkish liras (TRY) per US dollar – 1. 668 (2011 est. ) 1. 5028 (2010 est. ) 1. 55 (2009) 1. 3179 (2008) 1. 319 (2007) Fiscal year calendar year How to cite The Mist Countries, Essay examples

Role of Esl Teacher free essay sample

The Role of an English Teacher in the Middle School Classroom Thesis statement: The teacher plays several kinds of roles in order to improve the students’ English level. 1 Introduction. 2 The teacher plays many roles in the middle school classroom. A. The teacher is a controller. B. The teacher is an organizer. C. The teacher is an assessor. D. The teacher is a participant. E. The teacher is a helper. F. The teacher is a prompter. 3 Conclusion. Abstract: For the IT and all kinds of mediums are developing quickly, An English teacher is not the only way for the students to get their knowledge. The difference between a teacher and a student is not that a teacher is more knowledgeable than a student, but that a teacher can develop a student’s intelligence, mood, character, vitality and personality. â€Å" Education is not merely culture teaching, but stimulate the creation of people and wake up people’s emotion so that people can act freely and voluntarily†, Pan(2002)said. We will write a custom essay sample on Role of Esl Teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Teachers are related to people’s growth closely. People’s development changes with time. These changes make more demands to teachers. † Yu(2005) said. The English teacher not only teaches the students to study English, but also how to improve themselves in various aspects. So, the role of the only â€Å"controller† of an English teacher could not meet the need of the development of education, and she/he must be the controller, organizer, participant, helper and prompter. Key words: The roles of an English teacher, controller, organizer, participant, helper, prompter, assessor. I Introduction The 21st century is full of high-technology and high competition, and the requirements of English talents are different from the past. Nowadays, learning English is more important. The English teacher not only teaches students the knowledge, but also teaches students how to study and how to use their knowledge. As a second language which the students must study, English is not so easy and interesting for every student. Many students feel that studying English is very dull and very difficult. And day by day, they lose their heart in learning English. But now, English is very very important for the young people. If they want to go to universities, they must pass the English exam. If they want to go abroad, they also must pass all kinds of English exams. And if the teacher only teaches the students and answers their questions, the students could not study English better. So, the English teacher should change their roles in the middle school classroom so that the students could study English easily and well. 2 The Roles of the English Teacher 1. Controller As a controller, the English teacher controls the class fully. The teacher tells the students what they must do, when they do it; what they must study, when they should study. He/she also controls the students as to when they should speak English and what kinds of English they should speak. In many middle school classrooms, especially in the country middle school classrooms, the English teacher first tells the students what they will learn in that class, then teaches the content in the English book and asks the student to read, or do exercise and so on. We also hear the teacher say: â€Å"now, do the exercise by yourselves, and if you have questions, you may ask me. † In this way, the students may pay their attentions to what the teacher say, and all the students study the same knowledge in the same way and at the same time. It is also very effective in learning new lessons and new sentences. But the teacher should make sure that all students pay their attentions to what he’s said. However, the role of an English teacher as the â€Å"controller† controls all the class, and the students have less time to speak English and it is not good for developing the students’ abilities of using the language. So, the teachers should give their students much time to speak English. 2 Organizer It is very difficult for an English teacher to play the role â€Å"organizer†. If the teacher organizes the class-game well, the class-game is successful. Before the teacher asks the students to do the exercise, the teacher must know that if the students do not know what they should do, they will waste all the time of that class. And the students who know less English do not know how to take part in these games. They may do those games in Chinese. It is not effective too. So, before the class-games, the teacher must see that every student knows what he or she should do. So, at this time, the teacher should give an example, and then, ask some of the students to do that. If it is a dialogue exercise, the teacher could give some students the roles of this dialogue, and then ask the student to do the dialogue in the classroom. For example, when learning THOMAS EDISON in Unit 11 of Book 3 of â€Å"Junior English Book†, the teacher may ask the students to play Edison, Edison’ s mother, Edison’ s father and so on. And other students are reporters, they may interview the mother and the father, learning Edison’s hobby; they may interview the teacher, learning the study of Edison; they could also interview the doctor, learning the progress of saving Edison’ mother and so on. For example, (Sa is interviewing Edison’ father. ) Sa: Excuse me, please, I’m on China Daily, are you Edison’s father? F: Yes, nice to meet you. Sa: Pleased to meet you too. We all know your son, Thomas Edison, is a great inventor now. Can you tell me what he was always doing when he was a child? F: Yes, when he was a child, my son was always trying out new ideas. Sa: can you give me an example? F: Ok. One day when he was five. I saw him sitting on some eggs. I asked him why he was doing that. But he didn’t answer. Instead, he asked me a question. Sa: what did he say? F: â€Å"Hens are able to have chicks. Why can’t I? † he said. Sa: Could you answer his questions at that time? F: I’m afraid I couldn’t. Sa: Oh, thank you very much. F: You’re welcome. Goodbye! Sa: Bye! (Sb is interviewing the doctor) Sb: I know you are a very good doctor. You saved Edison’ mother, can you tell us what happened that day? D: That day, Edison’ mother was ill. I was asked to go quickly. I went as soon as possible. When I saw her, I said that she needed an operation at once. But I wasn’t able to operate. Sb: why? D: Because it was night, and the light in the room was very bad. I couldn’t see clearly enough! Sb: what should you do then? D: Edison thought hard and had an idea. His father owned a large mirror. Edison took all the lights in the house and put them on a long table. Then he put the big mirror behind them, so there was enough light. Sb: Could you see clearly? D: Yes. I operate on his mother at once and she was saved. Sb: Great! By the way, what do you think of little Edison? D: Very clever! In this way, all of the students take part in the class-game and remember the sentence style. So the teacher pays attention to the role of organizer, making sure that every student understands. If it is necessary, the teacher can do that in Chinese. And it is also necessary for the teacher to spend much more time on thinking of how to organize the students when they do the preparation. 3. Assessor The main work a teacher should do is assessing the learners’ study and knowing whether they study well. If no, the teacher should change the way he taught. There are two ways for assessing: correcting and feedback. When a teacher is correcting the students’ mistakes, he should pay his attention to the way he speaks, and do not cut short the students. Otherwise the students may lose their hearts and dare not speak English. Feedback is assessing the students’ work when they finish it. The teacher should approve the students’ advantages while he points out the problems and tells them how to deal with those problems. Ever since they are enrolled into schools, students are trained in learning methods and habits. In this way, they will switch from the passive position to the initiative position, so as to lay a solid foundation for further studies. Learning to use dictionaries is one of the most basic skills in English study. Teachers should guide students to learn to look up new words in the dictionary. Different dictionaries are designed with different purposes. Students are guided to choose suitable ones. Out of dictionaries,students can learn pure English, because lots of language items are from original books, newspapers or magazines. Students need guidance on how to preview new lessons. The purpose to preview is to get to know new words, language items and the content preliminarily with the help of dictionaries and reference books. Students may feel it too difficult or unused to it at the very beginning, but day after day, if they insist on using the method, they will enjoy the happiness of previewing new lessons. This is one way to probe. Based on their own preliminary preview, they are able to study with problems and to raise deep level questions in class. So teachers can organize lessons at a higher level. At the stage of introducing new lessons, teachers should try every means to arouse students’ interest, motivate their desire to take part in the study process. During this procedure, teachers design situations for teaching of either a language item or a sentence pattern, and presenting tasks, to make students realize their lack of knowledge. Students’ motivation to learn will be generated in this way. So they will be eager to get involved into the learning process. Teachers’ guiding role is necessary for new English learners. At the stage of guiding, teachers work as guiders, guiding students to form good learning habits and as promoters, promoting students to love learning English 4 Participant Participant† is that the teacher thinks of himself as one of the students and takes part in their games, not that he/she looks at the students at the platform. It could enliven the atmosphere of the class and offer the students chances to speak to someone who knows more English. By taking part in the games by the teacher. â€Å"there is no love and there is no education†. The love of the teachers is that the teacher unders tands the students’ spiritual world, learning to think as a student and studying together with the students. At the same time, the teacher may get something which can help him when he explains the problems to the students. For example, when teaching THE NECKLACE in Unit 18 of Book 1 of Senior English Book, the teacher may ask the students to give a further end of the story. T: When Mathilde heard what Jeanne had said, she simply couldn’t believe her own ears. The lost necklace wasn’t a real diamond necklace. How she regretted that she hadn’t told Jeanne what had happened then! She was too sad to say a word. But she thought for a while and felt it wasn’t a bad thing, because it made her a hard-working woman. S1: Mathilde was very sad when she heard that. â€Å"dear me! then she fell to the ground. When she stood up, she kept on laughing and saying â€Å"Necklace†. She was mad at last. S2: Jeanne was so moved that she took Mathilde home and gave her a lot of money. With the money, Mathilde and her husband started a new life and lived happily. Through this discussion, the students give free rein to their imagination and exercise their speaking; the teacher learns more a bout the story’s end. But as a participant, the teacher should be careful to control the class, he should give the students much more time to speak and discuss. 5. Helper To the students, a teacher is a dictionary, a tool book and a computer. Whenever they meet problems, they will ask the teacher to help them. When students do oral communication games, reading and writing, they will meet with many many problems; they will ask the teacher to help them understand them. Besides, one’s confidence and attitude determine if his English is poor or well. So, when the students lose their heart in learning English, the teacher should say something to comfort them; when they make advances, the teacher should praise them; when they have problems, the teacher should help them in time. Loving the students, the teacher should be good at getting into the students’ emotion world. To get into the students’ emotion world, the teacher first should be the students’ friend and feel their happiness, anger, grief and joy. † The teacher should create favorable conditions that help in time, and recommend some favorable English readings and magazines to the students and tell them some reading skills in the class to improve their reading speed. 6. Prompter â€Å"Prompter† is a teacher role which makes the student the center. He lets them study by themselves. Teachers are to lead and encourage students. Yang(2005). Nowadays, in China, professionals analyze teachers’ roles mainly in two aspects: from microscopic point of view, teachers’ roles in learners’ development: from microscopic point of view, teachers’ expectations of learners. The former beliefs tend to be abstract, but the latter expectations always show out their concrete qualities, and their impact on learners’ development. Teacher’s expectations of learners and their impact result from the process of interaction between teacher and learner. During the process, teachers constantly insist on influencing the learner according to their own expectations, and the learner will step by step develop himself as the teacher expects. Teacher’s roles will affect everything the students do in the classroom, whether these are implicit or explicit. And teacher’s deep—rooted beliefs about how languages are learnt will pervade their classroom actions more than a parceled methodology they are told to adopt or course book they follow. A British educational theorist Pajares thinks that the teacher’s beliefs have a greater influence than the teachers’ knowledge on the way. They plan their lessons by depending on all kinds of decisions. They make their general classroom practices. Social constructionists also find that the teacher’s beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems, and are better predictor of how teachers behave in the classroom. Social constructivists find that an effective teacher creates a learning atmosphere which is cognitively and affectively expanding; a learning atmosphere which enables the learner to become a more adequate and knowledgeable person. It is clear that this kind of approach places great emphasis upon what the teacher as a person brings to the teaching—learning relationship and how the learner can be helped to develop as a whole person by the provision of a supportive learning environment, which allows individuals to develop in their own way. Aspirn and Boy express it. â€Å"pupils feel the personal emotional structure of the teacher long before they feel the impact of the intellectual content offered by that teacher. † This obviously has particular implications with regard to teachers’ views of themselves since a teacher who lacks self—esteem will find it impossible to build the self—esteem of others. This is equally true when it comes to conveying dignity and respect. Thus, the language teacher needs to convey a sense of self—confidence when using the language, at the same time especting learner’s attempts to express themselves and their views in the language. III. conclusion Now teacher work with students who are actively planning and managing their own futures. Teachers prepare students for a range of career path ways and help them develop the skills habits and attitude they will retain over a lifetime of learning. It is a more challenging role for teachers now that the expect ations are more complex.

On Being a Good Teacher Essay Example For Students

On Being a Good Teacher Essay Teachers play a vital role in life of students. They are the most important ones when it comes to nourishing and influencing the life of students. This could mean that the future of students depends on the teachers we have in schools. An optimistic or even a pessimistic approach could change the entire life of children. Therefore, all teachers should try to be a good teacher. This means that they must have a good knowledge of their subject. They should know how to make a good expression in their class. Above all, a good teacher is the one who knows how to explain the content in an easier way and is able to find an individual approach to each student. In my 12 years of education I came across many teachers. Few of them were good teachers whereas many of them were reasonable. However there was only one teacher that I can truly relate to as a good teacher. His name was Sir Sajjad A. Siddiqui. He used to teach us O-levels Computer Science. He had all the qualities of a good teacher. In our first class, he had worked out a strategy. He came onto us with full force and make a very strict expression on us on our very first day. I along with my fellow student become fierce and dreaded that this course would be a hell of a course. However as the time passed, he started becoming lenient. At that point I comprehended that being strict on our very first day was his part of the strategy. He wanted to make us fear him so that we would not lie or do anything stupid in his class and believe me he did quite succeeded in his plan. Although he was now not very strict, he used to give us more and more work to do. He would even make us sit after school hours to finish our work. There even came a time when me and my fellow students became united and headed towards the principle. There we told the principle about how the teacher is very strict with us and how he sometimes mocks us and make us miserable. That being said the principle said, Apart from all this, do you easily understand whatever he teaches you? As soon as we agreed with him, the principle asked us to disperse saying that as long as he does his job and makes you students understand your syllabus, he is a good teacher. Although our principles definition of a good teacher was completely obsolete, I am glad that he did not took any action. This is because in the end we realized that we had a completely wrong perception about the teacher. In our whole batch, computer science was the only course in which not a single student was bellow D grade. In fact more than half of the class ended up getting As. I myself got A*. This was only because of our teacher. During the whole course he tried to keep up us off balance, forcing us to step into new and even more difficult challenges. Pushing the students off limits was one of the teachers characteristic that I found intriguing and considered him my best teacher. Another fascinating characteristic of my teacher was cooperation and coordination. Once a good student and teacher relation is created, he would do anything in his power to help his students in any way possible. Not only this, if he could not be able to solve his students problems he would somehow get the answer in a day or two. Apart from all this, his help was not only restricted to his course, but also he tried to help his students in other advance computer courses also. .u610ead6e2bfc2f5d85da7f611647c834 , .u610ead6e2bfc2f5d85da7f611647c834 .postImageUrl , .u610ead6e2bfc2f5d85da7f611647c834 .centered-text-area { min-height: 80px; position: relative; } .u610ead6e2bfc2f5d85da7f611647c834 , .u610ead6e2bfc2f5d85da7f611647c834:hover , .u610ead6e2bfc2f5d85da7f611647c834:visited , .u610ead6e2bfc2f5d85da7f611647c834:active { border:0!important; } .u610ead6e2bfc2f5d85da7f611647c834 .clearfix:after { content: ""; display: table; clear: both; } .u610ead6e2bfc2f5d85da7f611647c834 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u610ead6e2bfc2f5d85da7f611647c834:active , .u610ead6e2bfc2f5d85da7f611647c834:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u610ead6e2bfc2f5d85da7f611647c834 .centered-text-area { width: 100%; position: relative ; } .u610ead6e2bfc2f5d85da7f611647c834 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u610ead6e2bfc2f5d85da7f611647c834 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u610ead6e2bfc2f5d85da7f611647c834 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u610ead6e2bfc2f5d85da7f611647c834:hover .ctaButton { background-color: #34495E!important; } .u610ead6e2bfc2f5d85da7f611647c834 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u610ead6e2bfc2f5d85da7f611647c834 .u610ead6e2bfc2f5d85da7f611647c834-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u610ead6e2bfc2f5d85da7f611647c834:after { content: ""; display: block; clear: both; } READ: Computer Science EssayAs a matter of fact, when I was facing some serious difficulties in my A level Aict course, I went to him and asked for help. He not only facilitated me but also taught me some new concepts regarding my advanced course. Not only this, at another time one of my friend from outside the school needed some help with his project work in computer science course. I asked the teacher about my friends situation and he agreed to assist him. On his consent, I introduced my friend with him and they both got along very well. At the end of the course me as well as all my fellow students were very much inspired by our teacher that we even did a small play regarding him and his class on our annual dinner at school. Following the school, this teacher is the only one I am still in contact with. After I was done with my course, I really gave it a thought and decided that if I ever decided to be a teacher in future, I will try my level best to fill in his shoes as he was the one that inspired me and made me believe that through teaching we can sure make a difference in ones life.