Teaching & Teaching Method of Teacher (A Case Study of Union Council Hero Shah Tehsil Dargai‚ Malakand ) Submitted by Humaira Bibi B.E.d Student Roll No: 746 Advisor: Sir Farhad Ali Shah NATIONAL COLLEGE OF PHYSICAL EDUCATION‚ Affiliation with ABDUL WALI KHAN UNIVERSITY MARDAN Session:2012-13 CERTIFICATE OF APPROVAL Certified that the contents and form of the project entitled‚ “Teaching & Teaching Method of teacher (A case study of union council Hero Shah Tehsil Dargai‚ Malakand)” submitted
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References: Scrivener‚ Jim‚ 2005‚ Learning Teaching‚ MacMillan Publishers Limited‚ Oxford
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Catcher‚ something I learned when I was younger but had lost familiarity with. Since teaching is not my career aspiration I definitely experienced a lot of in-action-reflection as I was teaching my lesson‚ this having a lot to do with a lack of experience with teaching. Specifically through reflection the physical space‚ material‚ and personal factors contributed to different feelings I experienced while I was teaching and became an obstacle
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matter their age‚ race‚ culture or disability. Everyone is entitled to education and adapt your teaching methods to include everyone. Have a look at Reisenberger & Dadzie 2002‚ Equality and diversity in adult and community learning- a guide for managers‚ Niace‚ which you can access at http://www.excellencegareway.org.uk/pdf/A1181.pdf Accessed 20th October 2012. 1.3 Think about what you will be teaching prepare and organize a plan. Make the lesson interesting but informative. To adapt your lesson
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EDE105 – Week 3 Describe how providing obstacle courses can enhance children’s physical abilities. When teachers provide obstacle courses for young children‚ teachers are offering opportunities in practicing skills that will enhance physical abilities. Obstacle courses can improve young children’s climbing ability‚ coordination and balance skills (Kids at Play‚ 2011). Obstacle courses also improve fitness‚ endurance‚ fundamental skills and the opportunity to gain self regulation skills. Explain
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Demetrius Isaac English S09 Professor Lindquist October 14‚ 2013 Lessons in Life GAMETIME! This is what its all about right here. Down by 4 with two timeouts left and 2:15 seconds on the game clock. Being the starting quarterback‚ it’s all on me to carry this team to a win; by the way if we win we go on to play in the state championship game! My coach‚ Adam Hastings‚ pulls me to the side and looks me in my eyes and says‚ “It’s your time‚ I’ve coached you as far as I can‚ and this is your
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in English Reading Comprehension Teaching by Wang Pei A Thesis Presented to the School of Foreign Languages In Partial Fulfillment of the Requirements For the Degree of B. A. in English January 2011 Thesis Supervisor: Gu Yulan ------------------------------------------------- ------------------------------------------------- Discussion on the Cultivation of High School Students’ Self-learning Capability in English Reading Comprehension Teaching -------------------------------------------------
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Teaching Assistant Diploma Course – Assignment One Question 1 To contribute to a lesson of seven year old children learning to play percussion instruments‚ a teacher’s assistant would support and help the teacher and children by creating an environment that is positive and organised which would promote learning and minimise bad behaviour that could create an unsettled atmosphere and in turn disrupt the lesson. For this to be achieved the TA would contribute by preparing the classroom for the particular
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Gandhi’s teachings and Jesus’ teachings Gandhi and Jesus were both great leaders who have positively influenced millions of people to living a life in peace and harmony. Gandhi was a man who freed India from Great Britain and Jesus was a man who freed the souls of many from their sin. Many of their teachings are parallel to one another. Two of which were that both Gandhi and Jesus taught their followers to treat others the way they wanted to be treated and the emphasis on non-violence. Although
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The Role of Culture in English Language Teaching: A Case Study of Schools of the Khasi Community in Semi-urban Areas. Introduction English Language is traditionally viewed as a code made up of words and a series of rules that connect them together. Language learning here‚ involves only vocabulary learning‚ and the rules for constructing ‘proper’ sentences. In most schools in Meghalaya‚ grammar is being taught at a very early age and students are expected to understand complex idiomatic
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