How many colleges include plenty of writing in courses?
Strong communication skills are needed in the business world. I have a degree in Journalism and people are willing to hire me and teach me an industry. Do colleges have students write at every opportunity?
ISU uses calculus courses to determine who will be an engineer. Those with good writing skills will succed, while those who have weak english skills are useless to the business world.
Yes, college courses do require a fair amount of writing.
Acoustic Guitar Lessons - Fretboard Epiphanies - Melody in E
Writing A Sales Letter: Practice Tips On Making The Pitch
The meat of any sales letter lies in its ability to make readers pull out their wallets and buy a product or service. Making a sales pitch is difficult enough off paper; on paper, it has to be quick, terse, and convincing. A sales pitch has to be brief, but neither too short so that it appears hurried, nor too long so that it becomes less and less believable as the sentences run by. A sales pitch also has to be eager, but neither too eager so that the reader is tired out reading it, nor too staid so that the reader ends up bored to death.
Writing a sales letter pitch is difficult, but you can practice writing it by following these simple tips.
- If you are in the marketing or sales department of a company, writing a sales letter will be inevitable business for you. You might not be assigned the job at once, but this should be no excuse for you not to practice. Do not wait until you are given a sales letter to write. Start practicing, so that when you finally get sales letter writing duties, you are already an expert at the art and craft.
- Buy a good book of style and usage. Writing a sales letter does not merely mean putting together sentences and disregarding grammar, spelling, and punctuation rules. You need to watch your language, and now, more than ever, simply because it is your only weapon in fighting your big sales battles. A poorly-written sales letter can turn off customers faster than a poor product or service. After all, customers will not care about what you sell until they know that you care about them first. If you cannot care for your grammar and writing skills, then why should they buy anything from you? The last thing anyone needs is a careless person, and your customers know that.
- Practice the craft on products or services that you are familiar with. Start practicing writing sales letters on a product or service that you actually like and use. Although this sounds easy, it can actually be difficult. How do you make a product or service sound good without sounding like you are hollering your praises out? How can your favorite shampoo sell without you having to showcase how beautiful your hair has turned out? How can you make your potential customers get that spa treatment of their dreams without you sounding like the spa paid you millions to make the endorsement?
- The best writers are those who can sound interested in something that they do not even remotely like. This can be a good practice exercise for you if you have already sharpened your writing skills for the previous exercise. Pick a product or service that you do not like, and try to endorse it. This can prepare you for the times when you might be assigned to do a sales letter on a product or service that you do not believe in; you can always opt out and tell your boss that you do not want to get in the way of your principles, but this option is one of the biggest no-no's in the sales and marketing world.
- As soon as you know how to get your sales pitch out, it's time to trim it down. The best sales pitches are no more than a few hundred words long. When writing a sales letter, you need to keep your words convincing, but to a minimum. Remember, not all your readers have all the time in the world to listen to what you say. You need to make your little letter worth their while.
Look back at all your previous exercises and count how many words you used in describing a product or service that you liked, or did not like. How many words did you use? Did you use five hundred or two thousand words? Keep exercising: write the same sales pitch over again, with fewer words this time, but with the meat of your pitch still in it. Keep on trimming your pitch until you are left with nothing but the convincing summary of your endorsement.
Writing a sales letter can be difficult if you do not know how to make a sales pitch. As with any other letter, you need to be formal and respectful, but not stiff and boring. You need all your skills as a writer and salesperson, and you need to put them all into practice. So what are you waiting for? Pick up that pen, or get to that keyboard, and start writing a sales letter!
About the Author
Mario Churchill is a freelance author and has written over 200 articles on various subjects. For more information on copywriting
or becoming a copywriter
checkout his recommended websites.
Learn Mandarin Chinese While Teaching English in China
Everyone is well aware of the fact about the miraculous economy growth experienced by China. The economy growth is still growing enormously with large amount of goods being exported from China to various countries around the world. Despite hearing the number of business success stories of the Chinese people, the major hindrance revealed by many of them is their inability to write and speak proper English.
Chinese people mostly speak their native language and majority of people uses Mandarin Chinese as their main dialect. But as the economies progresses, Chinese people are now more open to Western countries and many of them are keen on learning English to do business efficiently and more effectively.
Therefore, if you have a strong hold on English language and have potential to teach the language to others, you can try your luck to work in China. There are ample opportunities in Chinese schools and foreign language learning institutes there where your knowledge will be utilized best. You can contact education consulting company like China Study Abroad in China and enquire about the job post and vacancies.
No doubt, the opportunities are in plenty but being a foreign national, it is not so easy to land up in distant place like China and start your professional career there. But there is nothing to worry when you approach reliable education consulting companies in China.
If you are highly credible for the post and got a chance to teach English in China through these education consulting companies, you will receive innumerable benefits enjoyed by the teachers there. Major benefits includes paid teaching position, good amount of salary, emergency travel and medical insurance, free excursions to various places in China, paid vacations and public holidays.
Besides, teachers are allowed free mandarin Chinese learning classes, interaction with native Chinese teachers, exposure to various social activities and art and cultural classes for free.
But if you say you would like to extend your voluntary service to the poor and unprivileged people in China by teaching English or by any other social activities, you can fulfill your dream being associated with Mandarin Chinese learning companies in China.
Hence, if you have a craze for mandarin Chinese language, your teaching profession there could meet your dream easily and inexpensively. You can come in contact with some reliable companies in China through thorough Internet research, and choose best education consulting companies having proven track records and credentials.
About the Author
China Study Abroad is a highly reliable Mandarin Chinese learning center that provides excellent learning facility to interested candidates. Apart from providing qualified teachers to teach Chinese language, center looks for all basic necessity that an individual needs while staying and learning Mandarin Chinese in China.
An Analysis of Teaching Behaviors That are Ineffective in Teaching Learning Process
INTRODUCTION
Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).
Effective teachers are those who achieve the goals they set for themselves or have set for them by others. An effective teacher must possess the knowledge and skills needed to attain the goals and must be able to use that knowledge and those skills appropriately if the goals are to be achieved. (Anderson, 1991).
Presently, effective teaching and student learning has been a central of current reform movements. The present view on effective teaching is defined by those behaviour patterns that promote desired student outcomes such as good grades, better attitudes and improved skills (Borich, 1996).
There are many researches being conducted on effective teaching abroad but in Pakistan there are few meaningful studies on effective teaching from the model given by Borich. The training of the teachers is traditional and latest techniques to improve teacher’s performance are rarely. Majority of the teachers do not know the key behaviors and helping behaviors that influence student learning nor can they use those behaviors in the class room instruction to improve the performance of the students. If teachers are expected to teach the students according to these behaviours. Initially, their teaching practices must be studied from the latest perspective of effective teaching to identify the areas needing improvement.
REVIEW OF LITERATURE
No system of education can rise above the teachers who serve it, its quality ultimately depends upon the quality and efforts of teachers. Teacher is a key stone of the arch of national education, is the efficient hard working, honest teacher who is fully conscious of the fact that he is the trust of his nations suitability, progress and reputation for training and up bringing of the nations youth are placed in his hands. Teachers are the backbone of the nation. No nation can think of progress without the efforts of its teachers. The teacher is the planner, messenger, supervisor, evaluator, motivated, guide and human architect. There is no replacement of the teacher in education system. Here the teachers have the eye contact with students and clarification of any points is immediate. There are little progress without education poverty. Illiteracy breads poverty and poverty breads revolution and crime.
Teacher is a Prophet, teacher is an artist, teacher is a friend, teacher is a citizen, teacher is an interpreter, teacher is a builder and teacher is a believer.
In minds of the students,
1. Teacher must be an ideal person.
2. Teacher is a personification of the reality.
3. He is co-worker God in perfecting man.
4. He is the priest of man spiritual heritage.
5. He is perfactor of mind.
6. He is the maker of democracies.
7. He is the apostle of peace and progress.
8. He is the philosopher, friend and guide.
9. He is the compendium of all virtue.
10. He is the spiritual symbol of right conduct.
11. He possesses the best spiritual qualities of mankind (Safiullah, 2001).
Teacher is like an artist who blends colour and texture into a painting to produce a coherent impression. The effective teacher blends key behaviours to different degrees to promote student achievement. This requires orchestration and integration of the key and helping behaviours into meaningful patterns and rhythms that can achieve the goals of instruction within your classroom (Borich,1996).
A good teacher is kind, listens to you, encourages you, has faith in you, keeps confidences, likes teaching children, likes teaching their subject, takes time to explain things, helps you when you are stuck, tells you how you are doing, allows you to have your say, does not give on you, cares for your opinion, makes you feel clever, treats people equally, stands up for you, makes allowances, tells the truth, is for giving (Mcber, 2000).
Effective teachers respond to pupils and others as individuals with unique gifts and talents. Having tuned in pupils, teachers can sensitively frame approaches and tailor materials to take account of others strengths, and the things that may have an adverse impact on learning. They may also identify enthusiasms or interests that can be used as a spring board for further learning. Effective teachers show that team working matters because co-operative effort is important in learning and later life. This sort of modelling conveys the importance and value of belonging to a community and being involved with others (McBer, 2000).
Good teachers are not only effective role models; they also constantly keep in mind that their behaviour both intentional and unintentional can profoundly effect what students learn above all, good teachers know how to motivate students to learn, A teacher’s responsibility goes beyond presenting lessons; the teacher is a model for students and has a profound effect on students attitude, beliefs and behavior.(Crowl et all, 1997).
Past Research On Teacher Personality Characteristics
Researchers have been trying to identify the personality characteristics associated with the superior teachers, e.g. those who have won many distinguished awards etc. Following characteristics among superior teachers were found:
· They frequently mention liking for teaching.
· They express admiration of such qualities as friendliness, permissiveness, definiteness and fairness in teachers.
· They dislike in teachers such qualities as arrogance, intolerance, sarcasm, and partiality.
· They typically appear to be accepting and generous in their appraisals of other persons and to see the good points of a person rather than the bad.
· They express satisfaction with teaching and intend to continue teaching indefinitely.
· They frequently engaged in teaching activity as a child (for example, they taking charge of the class in the absence of the teacher).
· They frequently made their decision to become teachers even before enrolling in college.
· They enjoyed school when they were students.
· They showed superior accomplishment in school.
· They report large number of teachers among the parents and relatives.
· They report participation in religious activities.
· They enjoy activities with friends but prefer small groups.
· They frequently are members and officers of clubs.
· They are married (85% of group).
· They are interested and active in literacy affairs, such as writing poetry or books.
· They are more emotionally stable than the average adult.
· They are more friendly than the average adult.
· They are more cooperative and agreeable than the average adult.
· They are more restrained than the average adult.
· They are more objective than the average adult.
· They are more tolerant than the average adult.
· They are more inclined to “try to give a good impression” than the average adult.
· They are more interested in social service than the average adult.
· They are less interested than the average adult (Mohan, 1992).
The past research has focused on measuring various attitudes and personality traits of teachers, with some attempts to relate these to supervisor’s estimates of classroom success. Often, the studies simply intercorrelate various tests of teacher attitudes, interests, intelligence, and so forth (Averch et all,1972).
2.5 Research on teaching effectiveness
Despite seventy-five years of research on the topic relatively little is known about effective teaching. Advances in methodology and conceptualization have begun to make a difference in the last fifteen years or so, but the research is still in its infancy.
(Sadker and Sadker, 1997).
On the basis of a study of several case histories of teachers, good teachers exemplified several characteristics, e.g., are alert about their surroundings they have deep convictions about the worth of their profession they are unaware of restrictions, limitations, indignities and innuendoes in their profession which often irk their follow teachers and lastly they are very fond of their pupils (Mohan, 1992).
RESEARCH METHODOLOGY
.The main purpose of the study was to compare teaching effectiveness of two schools at primary level.
3.1 POPULATION
Population of the study comprised of 5th class students including girls and boys studying in Beacon house School and The City School located in Islamabad city.
3.2 SAMPLE
The sample of the study consisted of 100 students from the above population. The sample students were selected randomly. Sample of this study included 50 boys and 50 girls from each school. Sample of the study was chosen from Beacon house School and The City School through random sampling.
3.3 RESEARCH INSTRUMENTS
Research instrument to measure teacher effectiveness was prepared. The questionnaire consisted of 30 items related mainly to five key behaviours and five helping behaviours in the light of ‘Formative Observation of Effective Teaching Practices Instrument’ by Borich (1996). In this way the students get their opinion about the teacher effectiveness of both the schools. In addition, previous three years results of the sample school were also obtained in the study in order to relate the results to teaching effectiveness.
3.4 DATA COLLECTION
The following procedure was adopted in order to collect data:
1 Firstly The City School was visited and had a meeting with the principal. The questionnaire was delivered to the students. The students were told about the purpose of the study and the questionnaire was administered individually to each student. All the students responded to the questionnaire delightfully and attentively. The questionnaire was collected after one week.
2 After few days Beaconhouse School was visited. The researcher had to visit this school again and again for data collection. It took three weeks for the collection of data.
3 In addition, previous three years results of both the schools were also obtained to relate the results to teaching effectiveness.
3.5 DATA ANALYSIS AND INTERPRETATION
The data collected by the researcher through research instrument were tabulated, analyzed and interpreted in the light of the objectives of the research study and then percentages and statistical technique (chi square) was used on each item of the questionaire to draw inferences about whole population. To summarize the scores obtained from student response on each item, the mean and standard deviation of the scores were calculated.
The formula for calculating chi square value is stated as follows:
x2 = Σ( fo-fe)2 (Gravette ,2000)
fe
Where fo = Frequency observed
Fe = Frequency expected
The level of significance selected was 0.05.
The previous three years results of the schools were used to relate the results to teaching effectiveness. These results were compared to check the teaching effectiveness. For this purpose mean and standard deviation was calculated. For comparison t-test was applied.
Formula for t-test is stated as follows:
t = (M1-M2)-0
SED
Chapter 4
RESULTS AND DISCUSSION
The study aimed at measuring the teaching effectiveness of The City School and Beaconhouse School in Islamabad. The data collected through research instrument and schools record was tabulated, analyzed and interpreted in the light of the objective of the study. The same is being presented in the following pages.
Table 1: The teachers inform the students about what they expect from them
at the end of the each lesson.
Schools Yes No Total c2
The city school 38 12 50 13.52*
Beacon house school 50 0 50 50.00*
*Significant df=1 c2 value at 0.05 level =3.841
Table 1 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “The teachers inform the students about what they expect from them at the end of the each lesson” is accepted.
Table 2: The teachers inform the students about the importance of the
topic.
Schools Yes No Total c2
The city school 48 2 50 42.32*
Beacon house school 49 1 50 46.08*
*Significant df=1 c2 value at 0.05 level =3.841
Table 2 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “do teachers inform the students about the importance of the topic ” is accepted.
Table 3: While introducing the lesson, the teachers tell the students what
be will teach?
Schools Yes No Total c2
The city school 49 1 50 46.08*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 3 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “While introducing the lesson, the teachers tell the students what be will teach? ” is accepted.
Table 4: The teachers test previous knowledge at the beginning of the
lesson?
Schools Yes No Total c2
The city school 34 16 50 6.48*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 4 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers test previous knowledge at the beginning of the lesson ” is accepted.
Table 5: During teaching, the teachers give the students clear, step-by-
step information.
Schools Yes No Total c2
The city school 48 2 50 42.32*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 5 shows that c2 value in both cases was found to be more than the table value at .05 level. Hence the statement “during teaching, the teachers give the students clear, step-by-step information ” is accepted.
Table 6: The teachers teaching is according to the students level.
Schools Yes No Total c2
The city school 48 2 50 42.32*
Beacon house school 35 15 50 32.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 6 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “the teachers teaching is according to the students level” is accepted.
Table 7: The teachers reteach the previous lesson when necessary?
Schools Yes No Total c2
The city school 49 1 50 46.08*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 7 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers reteach the previous lesson when necessary ” is accepted.
Table 8: The teachers give the summary at the end of the lesson.
Schools Yes No Total c2
The city school 27 23 50 0.32*
Beacon house school 50 0 50 50.00**
not *Significant df =1 c2 value at 0.05 level=3.841
**Significant
Table 8 indicates that in case of The City School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers give the summary at the end of the lesson ” is rejected.
In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers give the summary at the end of the lesson” is accepted.
Table 9: The teachers get your attention before the lesson.
Schools Yes No Total c2
The city school 48 2 50 42.32*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 9 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers get your attention before the lesson ” is accepted.
Table10: The teachers teach with enthusiasm and animation through
change in eye contact, voice and gestures.
Schools Yes No Total c2
The city school 41 9 50 20.48*
Beacon house school 48 2 50 42.32*
*Significant df =1 c2 value at 0.05 level=3.841
Table 10 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach with enthusiasm and animation through change in eye contact, voice and gestures ” is accepted.
Table 11: During the lesson, the teachers use various activities such as
questioning, discussion and practice.
Schools Yes No Total c2
The city school 44 6 50 28.88*
Beacon house school 49 1 50 46.08*
*Significant df =1 c2 value at 0.05 level=3.841
Table 11 clarifies that x2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “during the lesson the teachers use various activities such as questioning, discussion and practice” is accepted.
Table 12: The teachers reward and praise the students on their good
Performance.
Schools Yes No Total c2
The city school 40 10 50 18.00*
Beacon house school 49 1 50 46.08*
*Significant df =1 c2 value at 0.05 level=3.841
Table 12 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers reward and praise the students on their good performance ” is accepted.
Table 13: The teachers get the participation of the students in the class.
Schools Yes No Total c2
The city school 49 1 50 46.08*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 13 shows that x2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers get the participation of the students in the class ” is accepted.
Table 14: The teachers maintain class discipline.
Schools Yes No Total c2
The city school 48 2 50 42.32*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 14 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers maintain class discipline ” is accepted.
Table 15: The teachers handle misbehaviour students in the class calmly
without disturbing the lesson or class.
Schools Yes No Total c2
The City School 30 20 50 1.00*
Beacon House School 45 5 50 32.00**
not *Significant df =1 c2 value at 0.05 level=3.841
**Significant
Table 15 indicates that in case of The City School c2 value was found less than the table value at 0.05 level. Hence the statement “the teachers handle misbehaviour students in the class calmly without disturbing the lesson or class ” is rejected.
In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “the teachers handle misbehaviour students in the class calmly without disturbing the lesson or class” is accepted.
Table 16: The teachers teach strictly according to the syallabus.
Schools Yes No Total c2
The city school 33 17 50 5.12*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 16 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach strictly according to the syallabus ”? is accepted.
Table 17: The teachers teach by telling.
Schools Yes No Total c2
The city school 47 3 50 38.72*
Beacon house school 33 17 50 5.12*
*Significant df =1 c2 value at 0.05 level=3.841
Table 17 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach by telling ” is accepted.
Table 18: The teachers teach by asking.
Schools Yes No Total c2
The City School 34 16 50 6.48**
Beacon House School 24 26 50 0.08*
**Significant df =1 c2 value at 0.05 level=3.841
*notSignificant
Table 18 indicates that in case of The City School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers teach by asking ” is accepted.
In case of Beaconhouse School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers teach by asking” is rejected.
Table 19: The teachers give weekly and monthly tests regularly.
Schools Yes No Total c2
The city school 44 6 50 28.88*
Beacon house school 49 1 50 46.08*
*Significant df =1 c2 value at 0.05 level=3.841
Table 19 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers give weekly and monthly tests regularly ” is accepted.
Table 20: The teachers provide practice immediately after teaching.
Schools Yes No Total c2
The city school 39 11 50 15.68*
Beacon house school 48 2 50 42.32*
*Significant df =1 c2 value at 0.05 level=3.841
Table 20 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers provide practice immediately after teaching ” is accepted.
Table 21: The teachers correct the wrong answers of the students in a non- threatening way.
Schools Yes No Total c2
The City School 31 19 50 2.88*
Beacon House School 39 11 50 15.68**
not *Significant df =1 c2 value at 0.05 level=3.841
**Significant
Table 21 indicates that in case of the City School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers correct the wrong answers of the students in a non-threatening way ”is rejected.
In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers correct the wrong answers of the students in a non-threatening way” is accepted.
Table 22: The teachers use group or individual learning when needed.
Schools Yes No Total c2
The city school 41 9 50 20.48*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 22 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers use group or individual learning when needed ” is accepted.
Table 23: The teachers encourage the students for their good performance
in the class?
Schools Yes No Total c2
The city school 45 5 50 32.00*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 23 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers encourage the students for their good performance in the class ” is accepted.
Table 24: The teachers circulate and move around in the class while the
students are busy in seat work.
Schools Yes No Total c2
The city school 47 3 50 38.72*
Beacon house school 50 0 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 24 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers circulate and move around in the class while the students are busy in seatwork ” is accepted.
Table 25: The teachers teach the lesson with the previous knowledge of
the students.
Schools Yes No Total c2
The city school 37 13 50 11.52*
Beaconhouse school 49 1 50 46.08*
*Significant df =1 c2 value at 0.05 level=3.841
Table 25 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach the lesson with the previous knowledge of the students ” is accepted.
Table 26: Do the teachers correct your wrong responses immediately?
Schools Yes No Total c2
The city school 35 15 50 8.00*
Beacon house school 11 39 50 15.68*
*Significant df =1 c2 value at 0.05 level=3.841
Table 26 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers correct your wrong responses immediately ” is accepted.
Table 27: The teachers teach the lesson in small steps.
Schools Yes No Total c2
The city school 42 8 50 23.12*
Beacon house school 46 4 50 35.28*
*Significant df =1 c2 value at 0.05 level=3.841
Table 27 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach the lesson in small steps ” is accepted.
Table 28: The teachers move from one topic of the lesson to the next topic
by telling you about it.
Schools Yes No Total c2
The city school 32 18 50 3.92*
Beacon house school 46 4 50 35.28*
*Significant df =1 c2 value at 0.05 level=3.841
Table 28 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers move from one topic of the lesson to the next topic by telling you about it ” is accepted.
Table 29: The teachers tell the correct answers.
Schools Yes No Total c2
The city school 32 18 50 3.92*
Beacon house school 30 20 50 50.00*
*Significant df =1 c2 value at 0.05 level=3.841
Table 29 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers tell the correct answers ” is accepted.
Table 30: The teachers ask questions to get the right answers.
Schools Yes No Total c2
The City School 34 16 50 6.49**
Beaconhouse School 20 30 50 2.00*
**Significant df =1 c2 value at 0.05 level=3.841
*notSignificant
Table 30 indicates that in case of The City School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers ask questions to get the right answers ” is acceptable.
In case of Beaconhouse School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers ask questions to get the right answers” is rejected.
Comparison of the teaching effectiveness of The City School and Beaconhouse School Islamabad.
Ho: There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2002.
Table 31: Significance of difference between the mean scores of The City
School and Beaconhouse School on the results of 2002.
Schools N df Mean SD SED t-value
The City School 26 25 79.58 7.69 21.931 0.25*
Beaconhouse School 23 22 74.09 6.29
*notSignificant df =47 c2 value at 0.05 level=2.02
Table 31 shows that t-value was found to be 0.25 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of the City School and Beaconhouse School on annual results of 2002” is rejected. Thus both the schools could be treated as equel.
Ho: There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2003.
Table 32: Significance of difference between the mean scores of The City
School and Beaconhouse School on the results of 2003.
Schools N df Mean SD SED t-value
The City School 25 24 77.80 7.69 21.570 0.05*
Beaconhouse School 26 25 76.69 8.23
*notSignificant df =49 c2 value at 0.05 level=2.01
Table 32 shows that t-value was found to be 0.05 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of The City School and Beaconhouse School on annual results of 2003” is rejected. Thus both the schools could be treated as equel.
There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2004.
Table 33: Significance of difference between the mean scores of The City
School and Beaconhouse School on the results of 2004.
Schools N df Mean SD SED t-value
The City School 21 20 78.47 9.07 21.551 0.47*
Beaconhouse School 25 24 68.24 8.81
*notSignificant df =44 c2 value at 0.05 level=2.02
Table 33 shows that t-value was found to be 0.47 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of The City School and Beaconhouse School on annual results of 2004” is rejected Thus both the schools could be treated as equel.
SUMMARY
The main purpose of the conducting study was to identify teaching behaviors that are ineffective in teaching learning process.
A sample of 100 students (50 from each schools) including girls and boys from the population were selected. In order to measure teaching effectiveness a questionnaire consisting of 30 items were prepared, which related mainly to five key behaviors and five helping behaviors in the light of ‘Formative Observation of Effective Teaching Practices Instrument’ by Borich (1996). Each school was visited personally. The data was collected, analyzed and interpreted in the light of objectives of the study. The analysis of data are presented in the percentages and Chi square. The level of significance selected for the study was 0.05 level. In addition, previous three years results of the sample schools was also obtained from school record in order to relate the results to teaching effectiveness.
CONCLUSIONS
In the light of the findings of the study the following conclusions were drawn.
1 The responses of the primary level students of Beaconhouse School was found
better than that of The City School students towards effective teaching.
2. For the teaching effectiveness the teachers of The City School need to give the summary at the end of the lesson properly.
3. For the teaching effectiveness the teachers of The City School need to handle the misbehaviors of students in the class calmly without disturbing the lesson or class.
4. Teachers of Beaconhouse School needs to teach by asking from the students.
5. For the teaching effectiveness the teachers of The City School needs to correct the wrong answers of the students in a non- threatening way.
6. Teachers of Beaconhouse School needs to ask questions to get the right answers and also provide prompts to the students.
7. The previous three years results of these two schools indicated that there was no significant difference in teaching effectiveness. The over all performance of the teachers was found almost equal.
Recommendations
Keeping in view the findings and conclusions of the study the following recommendations are made.
(1) The present study on teaching effectiveness conducted on Beaconhouse School and The City School was satisfactory. Both the schools must improve the performance of their teachers.
(2) Both the schools understudy were uncooperative in providing relevant data. Such schools belonging to private sector must be cooperative and helpful to the researchers.
(3) Similar research on effective teaching must be done in private as well as public sector.
(4) The present study was conducted at primary level. Similar research must be conductive at higher levels.
(5) Mjority of the teachers were not familiar with this latest approach of effective teaching which includes helping and key behaviours. Teacher training programmes should be based on latest methods of teaching.
(6) The head of the institutions must be familiar the latest teaching methods so that they can guide their teachers properly.
(7) The responses from the students must be taken directly at primary and higher level.
(8) Further studies on effective teaching must be encouraged in Pakistan.
LITERATURE CITED
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Arends, L. R. 1998. Learning to Teach (4th ed). The McGraw-Hill Companies. Pp 11-20.
Fenstermacher, D. G. and F. J. Soltis. 1986. Approaches to Teaching 1986. Teachers College Press Amsterdam Aavenue, New York. P. 17.
Hay M., 2000. Research into Teacher Effectiveness. A Model of Teacher Effectiveness. The Department for Education and Employment.
Thomas, K. C. 1997. Educational Psychology. Windows on Teaching. Brown and Benchmark Publishers. The United States of America by Times Mirror Higher Education Group. P. 375.
Sadker, M. P. and D. M. Sadker 1997. Teachers, Schools and Society (4th ed). The McGraw-Hill Companies. P. 41.
Maer F., 1966. A History of Educational Thought (2nd ed). Charles E. Merrill Publishing Co. A Bell and Howell Company Columbus, Ohio. P. 403.
Hafiz S., 2001. A Study of Students’ Performance and Teachers Qualifications in the Subject of Physics at Secondary Level in District Jehlum. University Institute of Education and Research. University of Arid Agriculture Rawalpindi.
Mohan J., 1992. Study of Educational Psycholgy. Department of Psychology Punjab University Chandigrh India. Pp . 257-265.
Eggen, P and D. Kauchak 1997. Educational Psychology. Windows on Classroom (3rd ed). Merrill an Imprint of Prentice Hall New Jersey Columbus, Ohio. P. 481
Crowl, T. K, S. Kaminisy and D. M. Podell. 1997. Educational Psycholgy. Windows on Teaching. Brown Benchmark. Publishers, Madison. P. 365.
Mirza, M. S, A. S. Kazmi, M. Saleem and M. M. Hussain. 1986. Determine Competencies of Teachers at Elementary Level. Azeem Printing Corporation, Lahore. P. 9.
Ali Z., and M. N. Awan. 1993. Aik Misali Ustad Key Shaksiat Key Baray Main Asaitza Ki Raey (Unpublished Master Thesis). Institute of Education and Research, University of the Punjab, Lahore. Pakistan. P. 57.
Borich, D.G.1996. Effective Teaching Methods (3rd ed). Merrill and imprint of prentice Hall Englewood Cliffs, New Jersey Columbus, Ohio. PP. 2-40.
Anderson, L.W. Paris 1991. Increasing Teacher Effectiveness. International Institute For Educational Planning UNESCO, Paris. pp.16-17.
Mohit C., 1998. Teacher Education Modern Trends. Madan Sachdeva and Kanishka Publishers distributors New Dehli. P.15.
Kochhar, S.K. 1992. Methods and Techniques of Teaching. Sterling Publishers Pvt. New Dehli. PP.41-42.
Richard, I. A, N. E. Winitzky and M. D. T annenbaum. 2001. Exploring teaching. An Introduction to Education (2nd ed). The McGraw-Hill Companies.
Elliott, Kratochwill, L. Cook and Travers. 2000. Educational Psychology Effective Teaching, Effective Learning. The McGraw-Hill Companies.
Garrette, H. E. 1997. and R. S. WoodWorth. Statistics in Psychology and Education. (6th ed ). Combine Printers (Pvt) Ltd. Lahore.
About the Author
Dr Ishtiaq Hussain Kohat University of Science and Technology
Dr Hafiz Inamullah ( KUST)
Dr Naseer u Din (KUST)
Communication Steroids Podcast: Writing for the Ear
Many of us have at one time or another fantasized about becoming fluent in a foreign language. In this now, most people take the road to the half-hearted attempts at learning, but never to master. Meanwhile, a courageous commitment and really few true. What makes people choose the second option when undertake several studies, occasional moments of shame, and uncertainty of success?
My way to mastering a foreign language - Japanese - began in college. It was tough going at first, but over the next 15 years more or less have achieved a high level of competence in the language: I have given lectures at Japanese universities, college essays criticized Japanese students, and translated books English to Japanese. And along the way, I have come to believe in the inherent value of learning and mastering a foreign language.
Here are 5 reasons why you should consider learning a foreign language:
Reason # 1: Expand your social network: The act of studying a foreign language can help to bond with peers travel along the same path. And once you become proficient in language, social network of potential contacts and acquaintances will be increased by the thousands or millions as they can communicate with a new population of people.
Reason # 2: Gives you sense of accomplishment: The sense of achievement felt by becoming a domain of a foreign language is directly proportional to how difficult it is to learn. Like anything else in life, acquire a sense of confidence and satisfaction when we overcome challenges. Because languages are so multi-dimensional, learning a language really means stretching us mentally and emotionally. There are few better feelings in the world that the first Once a meaningful exchange with a native speaker of the language you are studying.
Reason # 3: Provides new ways to make money: The world is declining, but not everyone speaks your language. Learning a foreign language opens up a world of opportunities both abroad and at home. Banks, technology companies, consulting firms, international trading companies and educational institutions around the world are always looking to give good-paying jobs for people who speak a language foreign.
Reason # 4: Expand your consciousness: When I speak or write Japanese, immediately switch to a different mode of consciousness. You will also find that as you become proficient in the language they are studying, can not fail to see the world a little different: almost like having two sets of lenses through which to view reality itself.
Reason # 5: makes you more aware of the world: When studying a foreign language inevitably be exposed to culture, history and sociology of regions or countries with which it is associated language. With current environmental challenges, global trade and regional conflicts, increasing global awareness can be a essential part of survival in the 21st century.
The reasons why one should learn a foreign language are many. Whether you intend to expand their consciousness, achieve a deeper understanding of yourself or simply to increase its market value, learning a foreign language can be one of the best investments you can make.
About the Author
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Many people have home based businesses today, which is usually carried out without much professionalism. However, it is basically better to work at creating a professional image for your home business which is possible by creating business cards for your business. It is no point in just creating business cards; they have to be effective in propagating your website. So follow these tips to find out the best tips for creating effective cards:
Choose a font that is easy to read; preferably standard fonts like Times New Roman or Arial. Avoiding capitals, italics and underlining all ensure legible business cards. In addition to this, the card becomes legible only if the type is large enough to read and when choosing colors, choose dark colors for use on a light background.
Though using glossy and metallic paper will help enhance the look of your card, the card will not be liked by the recipient of the card. This is because people usually use the back side of the card for writing notes, which is not possible on cards with a high gloss or metallic back. So have your business card printed on paper that lets people write on.
Another option you have to make use of the back of your business card is by adding valuable information on it. You could consider adding a map to your home, some important information about your services, any discounts you have in mind, use it as a coupon or just about anything that comes to your mind for making your card more effective.
It is better to use the services of a professional designer to design your business card. If you can’t afford one, you could consider at least getting a consultation for your card. With the help of the designer, you can decide where you intend to place your logo and contract information. Even a short consultation will help in creating a much better and more effective business card.
Instead of keeping the back of the card empty, use it for additional advertisement for your business. Use it to explain the benefits and high points of your business as the right use of the back and front of the card gives an idea of the amount of professionalism you are conducting your business with.
Some ideas for filling up the back of the card would be a quiz or checklist that will make the customer want to call you for its answers. Or perhaps valuable information like important phone numbers, handy tips, conversion tables and charts or perhaps turning the back of the card into a coupon.
And last, but not least, remember that business cards are easy to replace. So if your card becomes outdated, or if you change your business or business name, don’t keep the old cards. Jut throw them away and get new ones made for you. It is important to have fresh and updated business cards to effectively propagate your business.
It was reported that the great American author Sinclair Lewis was once asked to give a lecture on writing to a group of university students: "Looking out at this meeting," he told students gathered, "I just want to know how many of you really and truly want to become writers? "All hands in the room rose. Lewis looked for a moment and then folded his notes and put them away." If that's true, "he said," then the best advice I can give is go home and start writing. "Then he turned and left the room.
If the secret of writing is to write and if you have created a kind of writing schedule, the next step is to figure out what to write.
Opening a new file and looking at a blank screen often results in a kind of brain freeze, we feel as idea-less as the blank screen we're watching. Writing exercises we can help thaw our idea bank. The purpose of a writing exercise is to open your mind and allow you to hone your skills and experience. The joy of this exercise is that is not 'real'. That is, there is no thought of pleasing an editor or find a publisher or meet a deadline or getting paid. You're just write off your internal editor.
Some freelancers find writing exercises effective and really start releasing each recording session with a 10 or 15 minutes exercising. Others use them more sporadically. But however you do, writing exercises will help you with your writing. Use writing exercises in your writing schedule, as a natural part of your writing discipline, the use of the exercises often and see your writing improve.
Ideally, a writing exercise is short, requiring spending no more than 10 or 15 minutes to write, think and feel about something unrelated to the rest of his written work. In a way, are like mini-meditations and mini-vacation and to clean the cobwebs and give you a new view.
Is that the new view, in that different way of seeing, of expressing, that is the key to good performance of wording. Naturally, not all coups to exercise their minds all the time. Sometimes you just are not ready for the challenge, but even then, the seed is planted. A Sometimes they are simply not to do a writing exercise, which is okay too. Again, simply reading can be set in motion some new ideas.
Article Writing: Reason # 1 Why you should believe in the article of traffic
I've been his first when connected to Internet Using many different ways to market my products and websites online. And although obtained results - although I have a small number of clicks, it was not until he wrote some articles that I understand the awesome power of article marketing.
Man tries to run the memory back, but in the first days I would write an article and submit it to 100 sites and classified me in a hurry, but it was difficult.
As a result of writing articles I've also seen several of my web pages zoom to the first search results in 3 of the popular search engines.
So when people ask me "Does article marketing?" my answer is a booming "yes."
The best way to demonstrate this is by writing yourself in their familiar niches. Write about your experiences in your niche. Write about how you got started in his place and what he has learned since then.
Introduce to the viewer that you are well in place and give them courage in their paper.
While the fund is trying to make article writing your interesting article titling their attractive niche to read them. Also the use of language when you are comfortable writing. Professor University language has no call to be in their articles. You are writing for ordinary people. Setting the tone of his article to "friendship" that you want to read as if you just help.
Be creative with your resource box. It should contain a call to action and a direct link to your site.
Want learn more about how I do it? I just finished my new guide to article marketing to build your list:
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