Use An Electronic Dictionary To Improve Your Vocabulary
George W Bush can't say 'nuclear'. Does it matter? He is the most powerful person in the world. But he is ridiculed for his vocabulary and use of words. Would you want power as well as respect? With the daily use of a good electronic dictionary you will begin to improve your pronounciation as well as your vocabulary.
From my research I know that with the latest sound technology pronounciations of difficult words are much more audible and copiable. The searches are that much quicker than they used to be and the handheld electronic dictionary now sits snugly in your pocket, unlike your old style paper dictionary.
There was a little boy who asked for a hamburger but he was never able to have it cooked the way he liked or with different kinds of filling due to his limited vocabulary. That little boy was all of us. Most of us are still unable to ask for things exactly the way we want them.
If you are like me and live in a foreign country, not having enough words to express yourself becomes even more problematic.
After consulting my paper dictionary I found out that microphone is spelt the same way as in English. I went up to the shopping assistant and asked for a 'microphone' for my PC in my best spanish accent but he didn't understand me. I then whipped out my PDA and got it to say the word 'microphone' to him as a test. I thought then that these things really work.
An electronic dictionary can now be used when ever you need it as they are small, fast and and audible. They can be standalone handheld, or downloaded to your PDA and cellphone or you can use free online dictionaries.
I suggest you try out some of the free resources available that can be found on the internet. Download some free, shareware or trial software and use a few of the free online dictionaries. There are dictionaries available for topics such as languages, legal, medical, science, technical, business and math to name a few.
If you have just 7 minutes a day, use an electronic dictionary. Then you can build an executive vocabulary that grants you instant credibility and persuasive power by knowing exactly what words to say and when to say them.
About the Author
Daniel J Lesser is the creator of www.best-electronic-dictionary.com
A whole world awaits with the right words in your hands.
Has anyone ever looked at you strangely when you told them that you homeschool your only child? There are African American single mothers who homeschool, and they do not fit into many's idea of what a homeschooler should be. This coupled with the fact that they may be homeschooling an only child causes concern, “Why don't you want your child to be at school with other children?!” Homeschoolers who homeschool one child or several children do allow their children to participate in classes to enhance their academic studies, as well as to socialize with other children. Usually when mothers of children who attend traditional school realize that a homeschooled child is not in the house all day working at a desk or the kitchen table, they feel relieved.
Once a mom whose child is in public or private school learns that the homeschooled child takes classes, she wants to know more about the classes. The classes may be academic like Language Arts, History, and Algebra, or they may be fun classes like Digital Photography, Hip Hop Dance, and Exploratory Art. Co-ops vary as to how often they have classes, i.e., once a week, three times a week, or every day. This usually leads you into more talk about academic classes and about where homeschooling moms get their teaching materials. There are some who write their own curriculum, others who buy a boxed curriculum, and still others who use an online curriculum like Time4Learning.
Moms of public school children often have questions about standardized tests and want to know how moms of homeschooled children know if their children are at grade level. Some states require homeschooled children to take standardized tests while others do not. You can choose to have your child tested even if your state does not require it. Homeschooling moms can use an online grade-level curriculum to see if their child is at grade level.
Sometimes when you finish these informal chats about homeschooling, you feel as though you have given someone, who may have never met a homeschooler—especially one who does not fit the prototype—a positive impression about homeschooling.
Other homeschooling moms probably get a lot of questions too, regardless as to their marital status or ethnic background. Yes, anyone who wants to can homeschool –even a single mom who works from home!
About the Author
Phyllis L. Smith Asinyanbi is a professional freelance writer and homeschooling mom of a gifted son. Her articles have been published on eHow and Examiner.com. She is the owner and moderator of an online group, Christian Homeschool Support Group, and the moderator of another online list, New Rising Homeschool Network. She is a single (divorced) mother who, along with homeschooling and writing, takes online classes and works as an independent business agent.
Homeschooling Tips : How to Homeschool Your Child for Free
After taking the time to research, find, and a storage unit "Rent> a storage unit is time to start moving their extra belongings in it. Before you start throwing things from the back of your car your storage unit stop and think about the disaster that could be done. If you do not take the time to properly organize your new storage unit will be creating only a big fuss of items will be cleaned later. How your storage unit started in the right direction will save much time and energy in the future.
The first step for the organization of items in your storage unit is cleaning the unit out. This may seem ridiculous, but that will make all the difference in the world. Remember, unless your storage facility is brand new people probably have used their storage unit before. It is not uncommon for items that are left behind in an old storage unit and if not take the time to clean your property that is mixed with trash left by others.
Even if there is no property usually is in the best interest of an owner of the new storage unit for cleaning the storage unit carefully. This will help you avoid putting all boxes and containers down on spills, dirt and other messes. The best way to clean a new storage unit is carefully sweep all dirt and dust from the walls, while removing any insect nests or spider webs. Where possible try to vacuum the floor and then replace the cover Protecting the floor to help keep their insurance.
Once your new storage unit has been thoroughly cleaned can begin to place Larger items furniture and appliances inside the unit. Always make sure that no furniture or appliances leaned against the wall of the building. Try to keep at least an inch of empty space around the walls of your unit. This will help air circulate, which will help keep your storage area cool. When all the furniture and major appliances are in the storage unit carefully covered with plastic or furniture covers that will help protect of the elements.
Boxes placed in storage all should be about the same size. This will make it much easier to stack boxes initially and then put them back on if you ever need to move or remove any items from storage . Make sure all the boxes are carefully labeled in detail. You never know when it will take all storage or will need some storage and without labels that will be playing a guessing game very frustrating. Labels should be on all sides of the box so you can easily see what you are looking for without change of boxes and furniture out of his way.
When you start stacking boxes in the storage unit to try to stack on top of furniture and appliances whenever possible. This will help you make the best use of your space. Avoid stacking boxes too high because you do not want to suffer an injury from falling boxes that have been too high for anyone to easily. If you are organizing a storage unit that is owned or if you plan to be frequently access to the boxes in place in a way that makes it easy for you to access.
After he managed to store everything you plan on storage unit to write a basic inventory list the number of boxes, furniture and appliances that are stored in the unit. Keep this information in a safe place with any insurance policy you purchased storage and contact information for the enterprise storage unit. This information is not to be very detailed but if you do want a detailed list that includes the contents of each box and then start keeping an inventory list when packing instead of waiting until everything in your storage unit.
Owning or renting a storage unit is a great way to get your house in order while not losing sight of some of their favorite belongings. With only a little effort and determination you can make your title = "storage unit"> storage unit is maintained as organized and well as their own, newly ordained, home.
About the Author
Simply Self Storage - What Could be Easier than Simply?
Simply Self Storage is the largest privately owned self storage company in the United States and Puerto Rico. We own and/or operate over 228 facilities with over 16.1 million square feet of storage space.
Opt-in marketing helps you build your list of customers. This list is so vital to fully establishing your customer database and helping your business to grow. The opt-in list deserves close attention when it comes to observing the fundamentals involved in its construction.
To what extent can the impact be from a compelling opt-in offer to your subscription list? It is tremendous! You certainly have to use effective strategies to write powerful opt-in offers. What you will require is a little bit of thought and time.
(1) Always emphasize the benefits and not the features of your product
It is very obvious that your product has to be relevant. It has to serve and solve the immediate needs of your potential customers. Determine how best you can solve their largest question: " What's in it for me?". Get straight down to the finest benefits of your product or service and emphasize them. Clearly indicate them and influence your potential customers convincingly.
Example:
Don't buy a money pit! Discover the 8 things you MUST find out when you are buying a new house, to avoid paying heavily for unnecessary and costly repairs! Click here to read this FREE ebook for more information!
(2) Always include a call to action
Whatever you may want your visitors to do, you must always include the call to action. This will clearly instruct them what is expected from them. Any action required of the visitors include subscribing to your newsletter, making a purchase or filling up their information. Put your instruction(s) via a link such as "Click Here" which will reveal how they can actually benefit from your product or service. This is one of the powerful strategies to write powerful opt-in offers, simply because if you do not include a call to action, your potential customers will just leave your site. You will lose one lead which means that your business will be losing more money in sales by not doing this.
(3) Always put in a link to your privacy policy
You have to put yourselves in the shoes of your visitors. Some people may still be feeling uncomfortable disclosing their personal information in your opt-in box. This is very natural as you still a stranger to them. This problem can be tackled by including a link to your privacy policy. Fears will be eliminated when your visitors feel secure after reading your privacy policy, which will specifically indicate what information you are collecting from them. Importantly, you will need to ensure that your privacy policy is indeed specific to your business.
In conclusion, list building is of vital importance to developing your business. In order to succeed in it, you will need to use proven strategies to write powerful opt-in offers that will help to get you more traffic and positively increase your conversion rate. This will in turn lead to better performance for your business.
About the Author
For latest updates on how to increase traffic, raise page ranking, write effective articles and powerful squeeze pages, create explosive blog marketing system, learn about viral marketing, and bring in massive income from your internet marketing business, please Click here.
Webmaster: Jeremy Long Chia Teik.
Addressing the Challenges of Informational Text Reading 1
Learning is apart of our lives and this education helps us to achieve the various dreams and goals that we have set our sights on. This learning process begins from the time that we are babies. The solid foundations for social interaction and education start during the preschool days. At these places children follow a preschool curriculum that allows them to play and learn at the same time. Preschool education is gaining prominence fast. People are realizing its importance and hence all parents are trying to get their children into the best of the preschools which are located in their neighborhood. Preschool curriculum should be professionally designed and be balanced program which includes arts and crafts and fun hands-on activities. These are designed so that the preschool children needs and requirements are met.
Preschool curriculum should include reading, writing and math exercises which would help them to learn and develop their skills in the following fields. These should be balanced with fun activities like coloring and playing. Colorful objects and different activities which might interest the child should be included in the curriculum. It should be taken care of that at this stage too much of physical activity might tire the children and they will become fatigued and will not be able to learn properly. The curriculum should ensure that the child is introduced to the basic skills and they learn it in a fun way so that they can pick up faster. The preschool curriculum also sets out the various subject matters that your child will explore first. These subjects will be learning the alphabet and some basic maths. Additionally your child will be introduced to the science subjects by letting them see how the various objects in nature interact with each other.
To help your child develop their creative talents there are numerous crafts and musical instruments that they can use. The instruments are made of sturdy plastic and they are colored in bright colors like reds, yellows and blues that draw the attention of children. The artistic implements that your child will use are of the non-toxic variety and they have easy to open containers.
By learning to open these containers your child’s manual dexterity will become improved. The selections that are made with the artistic implements will develop their decision making abilities not to mention their artistic talents. These creative subjects are one of the fun aspects of any preschool curriculum.
To ensure that your child receives the highest possible education and that the standard is kept high, the various state educational boards will make sure that the preschool curriculum is based on accepted lines. These various guidelines are implemented to make sure that all preschoolers have the necessary foundations of their education started from the very beginning.
A typical preschool curriculum used in a Brookline childcare center, preschool or family daycare in Brookline will include activities that increase language and literary skills, as well as prepare children for math and science. Basic activities that foster these skills include identifying sizes, shapes, colors, and words, In addition, activities that focus upon developing the ability to recognize patterns and sequences in the form of numbers, shapes or letters should always be part of a preschool curriculum.
Enriched programs for kkblr.com’s preschool children will include reading stories, drawing pictures, writing practice and telling stories aloud. These activities may seem like "play" but in fact, they prepare children for reading and strengthen their language skills. Given that much learning for older children requires a solid foundation in reading and language skills, parents should ascertain this is included in the curriculum used by their kkblr preschool program. In some cases, children may even be introduced to the concept of telling time. kkblr.com’s Preschool understands how difficult it is to decide upon the perfect preschool curriculum for your child. We offer separate Preschool Curriculums for 2 year olds, 3 year olds, and 4 thru 6 year olds. Don’t settle for a Preschool Curriculum that combines all the ages into one Preschool Program…. Choose an age Appropriate Preschool Curriculum for your son or daughter. Try our Preschool Curriculums today!!
To know more details please go through our website http://www.kkblr.com
About the Author
Hi, This is Santosh Bhol from Indian SEO, I am senior SEO having 3+ years of exp in content development, we provide SEO solutions to 100+ clients, from different countries like: US, UK, China, India........To know more details about the articles please go through our website:-www.kkblr.com
How to Stay Motivated While Writing Your Great Book
Here is a list of some activities that can help you stay motivated while writing your great book. Create some of your own.
1. Surround yourself with enthusiastic people with a positive attitude. Phone them when you need to be uplifted. Or send them an email and ask for their enthusiastic encouragement.
2. Your favorite music. It should be soft, easy listening, classical, upbeat, or some type of music that doesn't distract you from writing.
3. A well-organized, clean work area. Un-clutter your desk and you will un-clutter your writing life. If you are a natural disorderly person and insist that you can't work any other way, then, okay, that is you. Be sure to evaluate and assure yourself that your cluttered work area is really working for you.
4. Develop a plan for your book. Create a Table of Contents and you will know where you are going. You are less apt to get stuck when you write your book.
5. Limit distractions as much as possible. It means that dogs, cats, children, doorbells, phones, etc., must be avoided during your writing time. Even loved ones and friends must honor your writing time. Make an agreement to be with them after your SCHEDULED writing time is done.
6. Attend a Writers Retreat. You will be with others who are writing a book. You will motivate each other, get some terrific ideas to help you write and publish your book, and gain some new friends. Writers Retreats are a great way to boost your motivation and get the book done.
7. Get in The Zone - The Ultimate Energy Booster
Once all the "motivating factors" are in place there is no stopping you from your writing endeavor. You can do it.
When we have enthusiasm while writing, we are in The Zone. We have positive energy, which is actually a feeling of mild ecstasy. And when we have this feeling, we can do anything. We feel like a super hero. We have supreme confidence in our abilities and are totally immersed in what we are doing. We have to write during this time. We have total concentration and we speed through anything that gets in our way.
Write passionately about the things you love - something you believe with all your heart and soul. That is how you keep your enthusiasm. That is how to stay motivated.
Copyright 2008, Joan Clout-Kruse.
About the Author
America's Book Coach, Joan Clout-Kruse, helps entrepreneurs and business professionals write a biz book that will get them recognized as an expert, attract more clients and boost their income. Claim your Free audio and tips on writing your great book at http://www.WriteMyBizBook.com
3015 Cookson Elgin, IL - Large 4-5 BR semi-custom home in Providence subdivision.
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
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