Unman Wittering and Zigo by Giles Cooper Analysis

We have been studying the play Unman Wittering and Zigo, which was written by Giles Cooper in the 1960’s. Giles Cooper was born in Dublin in 1918 into a privileged home. His father was a naval officer, who later became a judge. Giles Cooper’s father wanted him to become a diplomat or a lawyer but Giles chose to go to drama school rather than university. He was educated in a public school, subsequently the story is based on his own experiences of authoritarian teaching while he was a student. Giles Cooper was concerned about the effects of authoritarian teaching and as a result wrote this play.

The play is about a teacher, John Ebony, in his first job who wants to make a good impression. He finds that the boys he is teaching are fractious and have a nasty habit of gambling. His life as a teacher rapidly descends in to a nightmare, and as the story goes on he begins to uncover the mystery surrounding the death of the previous school master. It goes on to reveal something dark and unpleasant about the nature of the boys who killed their form teacher.

The play was written for radio so there aren’t any visuals. The audience therefore had to imagine what the characters and scenarios were like. As it is a radio play the tone and pitch of the voice are very important because this is the medium through which effective understanding is conveyed. The scenes in the play are very short because audiences cannot listen for a long time without visuals. Therefore the director must entertain the audience by providing a gripping thriller.

John is used in the story to expose the hidden secrets of Chantery and the corruption of the boys. Giles Cooper does this through a vulnerable and in experienced teacher. John is trying to be more like Mr Winstanly but this does not work for John because he is far too inexperienced. In the first scene John is appointed as a temporary teacher at Chantery. When the Head is talking to him he makes sure John knows about the reputation of the school, as if the headmaster is showing off.

Surprisingly the headmaster ignores John’s questions and instead of answering he interrupts or changes the subject.

‘Was he my predecessor?

Er, Yes. That brick building….’

This makes the reader wonder why? He does it because he is hiding something about Mr Pelham

The headmaster tells John that Lower 5 B are a little mischievous but he does not reveal the full truth about the class but holds it back. The Head then leaves him with Cary, by doing this the headmaster comes across as an irresponsible character. He also undermines John’s confidence because he feels he is not important enough to be shown around the classroom. This is not the case. The headmaster is scared that John will

find out about the corruption of the school if he is shown too much. This shows the Headmaster is hiding the inner secrets of the school and is only showing the ‘sugar coated topping’ of an apparently successful public school.

In scene 3 the boys take control very quickly. From the beginning the boys start mocking John and giving random and futile comments, as though they are mocking the way teachers teach.

‘Jamaica’s in the Caribbean, sir’

They use a derisive tone by giving useless information as though they are teasing John. John loses his temper and responds to this in an authoritarian way. As a diversion they then poke Wittering, who cries out loud. This delays the lesson again. When his attempt to quiet them down fails he resorts to using his authority.

“Now I don’t wish to crack the whip on our first morning but I will if you make me”

The pupils respond to this by giving a fake confession to him of Mr Pelham’s murder but they use this confession as an attempt to intimidate John throughout scene 3, John raises his voice constantly i.e. using authoritarian teaching to gain control of the class but this does not work and he fails to regain control of the class. The students take advantage of John’s inexperience and in doing so gain an advantage over John

When the Head walks in, the boys carry on with the lesson and by doing this makes us think that they have done this before. This is the chance John has to tell the Headmaster about what they had said, but foolishly he doesn’t. This shows that John’s confidence has diminished. Furthermore John presumably does not want to tell the Head because it could create the impression that he cannot handle the class.

In scene 8, convinced that the boys have committed some sort of crime, John takes Mr Pelham’s wallet to the headmaster and suggests that it should be given to the police. However, (contrary to John expectations) the headmaster tells him off for leaving the class and ignores his concerns.

“‘It was in his pocket when he was killed’

‘It is a practice which is always discouraged here. Every period should be worked through whatever happens'”

The headmaster then changes the subject, suggesting he doesn’t want to discuss John’s concerns, by saying he wanted to invite him for dinner. This shows that the headmaster does not give John any support but more importantly does not want the secrets of what happens in the school to be exposed. He is extremely sensitive about the reputation of the school. The Headmaster then seems to order him to return to Lower 5 B,

“‘ Lower 5 B have been left to their own devices for long enough, Miss Gammel’

‘But sir’

‘Discourage any discussion of the matter'”

By doing this the headmaster is discarding any of his suggestions and is not helping out John when he is inexperienced and unsure of what to do.

The situation would affect John greatly because he knows he doesn’t have any one to turn to and cannot do anything even if the boys intimidate and taunt him.

When John returns the pupils seem to know what the Headmaster has said.

‘On the whole Ebony. The less said the better. Perhaps you better return to Lower 5 B. They have been left to their own devices for too long.’

This suggests it has been said before. Teachers have gone to the headmaster but he has been very dismissive. The pupils seeing John’s lack of confidence take advantage of the invitation and make a proposal.

“‘You don’t want to be sacked from your first job do you sir….’

‘No he wants us to be a credit to him.'”

The tone of the pupils her would be very calm, slightly intimidating as though they know they are in control but also very persuasive but this time they spoke in more of a friendly manner. On the other hand John would be speaking in an uncertain tone and seems to agree to the modus vivendi although he doesn’t actually say anything which emphasises his powerlessness.

The modus vivendi creates a vague sense of stability in the classroom as it brings about a situation in which the constant battle for power is ended for the time being. This is because it seems John has finally been defeated and the students have gained control. John admits defeat at this point and it is now that he is finally sees the truth in their confessions and begins to develop an idea of how cunning and clever the students are and how much the system has corrupted them. As a result of this he sees no point of arguing with them as they obviously don’t lack determination.

The situation changes once again when the Headmaster more or less sacks John.

‘….that’s the last thing I’d want you to think, but we always like to have Old Chantovians on the staff and as Grimwits available for the Easter term we really think we ought to take this opportunity to secure his services….’

The headmaster not only puts John out of a job, but crushes his high hopes of raising his teaching status by starting in a well known and supposedly successful public school. One characteristic that John does not lack is ambition. It is this that causes him to be irresolute at a time when discipline is needed as he doesn’t want to spoil his chances of a permanent job. Getting sacked in turn brings about a new feeling of anger. In this new frame of mind it now seems to John that he has nothing to lose and this creates new possibilities for John.

In scene 24 the tables turn, as John gains power and the students lose it. The students begin to realise that they can’t hold anything against John and moreover the fact that he doesn’t seem to care anymore. Now it is the students that begin to panic.

When John refuses to teach the lesson, the students retaliate by trying to show that they don’t need him and haven’t lost anything. They try to prove how little his withdrawal affects them so attempt to continue with the lesson themselves.

“‘And he’s taking it out on us’

‘It’s not fair’

‘Are we going to let him?’

‘No. We’ll go on ahead without him. Cuthbun, you’re the best at history you take us'”

This attempt fails as their independent learning skills have not been developed, and soon there is chaos when they begin to bully Wittering, taking all their frustration out on him. This is where the writer shows that, although too much authority has disturbing consequences, totally removing it would be just as harmful because anarchy would be the result.

The confession and revelation of Mr. Pelham’s death plays an essential role throughout the play. Not only does it disclose what characters authoritarian teaching can create. It also shows the extent of Cooper’s passionate views regarding authoritarian teaching.

The play is about violence and authority, the questions posed by the play are-

Does authority prevent violence, or does authority cause violence?

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Wealth of Teaching

Vive been working as a teacher for a year and four months now. Yet my understanding of being a teacher is still evolving day by day. I realized that how I understood this profession was not yet substantial until I was Immersed In the actual teaching scenario. I realize that the books, lectures, and inputs given by my college professors, when I was just an education student, are just spectacles of what is in store for me. When I ask my students what course they are planning to take up, they tend to mention almost all the other courses other than education primarily because they live that they won’t gain much from this course In the future.

Right now, the standards of the world are geared towards determining the gains. People nowadays choose a career that will give them greater return of Investments with minimal sacrifice due, perhaps to the fast paced and technological world that we have, when everything we need and want can be acquired in an instant. There is some truth to that. If I am only after the monetary gains of this profession, I might have surrendered last year and should have furnished my resignation papers. To be honest, my salary seems to be Just sufficient for my dally needs. Just say, this profession Is not a dream Job for someone who wishes to have a great bank account. What fuels me then is the realization that I’m gaining a lot beyond the standards of the world. When I was a high school student, I really dreamt to be a teacher because of the great inspiration that my teachers gave me. I promised that one time I will be like them. Now that I am already teaching, I am amazed that my Inspirations for this vocation are still out there doing the thing that they fell in love with- teaching.

Some of them are even ageing already in this profession yet still pursue the same passion since the first time I saw them. I believe that teaching, using some economic terms, utilizes love as the main capital. A teacher who still wants to teach is a person filled with love and ready to give and share love to others. I think that right now people seek and clamor for opportunities to express their love more In the things that they do, But teachers, Like me, do not need to make an effort to love more since loving Is embedded In our Job description.

This sounds easy yet very challenging at the same time There are even times that even as young as I am, I am forced to grow old and be a parent to my student, to find solutions to problems I have not even encountered in my life, and to find hope from students who don’t even see the light within them. Why do we do these things? We do these things definitely not because of the salary given to our employers but because finding the most loving thing to do Is Integral to the desire off real teacher.

One of the commercials that I really enjoy watching because I feel I can perfectly elate with it is the Unsafe commercial about a teacher narrating her story of her teaching profession and answering the question, “Para casino aka baa bandwagon? ” In the same way, I believe that this commercial perfectly illustrates how teachers are passionate about life because of what they do. I myself consider teaching as one of teaching excites me since it provides me with several new opportunities to express my deepest humanity in the act of loving others, particularly my students.

But aside from being given the opportunity to love, I believe that another gain of caching is the experience of being loved. One of the concrete manifestations of this is my experience of having a family. Because of teaching, I experienced having more than an extended family in the person of my students and parent. I consider my students and parents as family members and not as clients. This is the reason why my students and teachers love me not as a business partner as well but as a relative ready to love them the same way.

In the same way, Just recently, I saw some of my students who graduated last year. Seeing them in their college uniforms is such a great feeling. But I guess the best part is to be able to update each other about what is new about them and being able to look back at the memories of high school. A heartwarming message was given to me by one of my students saying that I have contributed to his growth as a person, and that he is very thankful for all of the efforts that I have made Just for him to value his education.

This made me realize that teaching entails sacrifice and emptying. We teachers empty ourselves as we meet our students in the classroom in the hope that they would be filled. Emptying in itself is a risk that we teachers face every day. In our daily grind, we give our whole selves to our students without a strong assurance of a concrete change. But as we give ourselves to our students, we rely on their goodness and infinite giftedness that someday whatever we are doing would help them find their real purpose and mission in their life.

As they find themselves, we not only help others towards greater self-discovery, rather we impart more hope to them as they further appreciate life in its fullest sense Likewise, the wealth that we received in the form of students’ appreciation, parents’ raises and the recognition of others seeing our capacity to be able to make a difference to the lives of others are more than the abundance of the love we have given and a part of ourselves that we have shared for this risk. Thus, great risk, greater returns.

Contrary to the belief of other people, I am a living witness that there is, indeed, wealth in teaching. As a matter fact, this profession has been truly a gift for me since it is through this that Vive been experiencing a lot of growth beyond the monetary and worldly standards. To be given an opportunity to love and to experience the abundance of love is in itself satisfying because it continues to lead me to greater happiness and appreciation of the true meaning of life lived to the fullest and shared with other people.

Sam is currently teaching at Xavier University High School – Atone De Canaan as the Social Studies teacher for various 3rd and 4th year classes. All in all, Sam handles 7 classes. He Handles the Social Order Club and the Youth Christian Life Community Clubs, which are two of the clubs under the socio-spiritual cluster of the said school.

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Genetics and Educational Attainment

A sociologist would not agree that a student’s genetic make up has an affect on their educational achievement. They would state that there is also no scientific evidence what so ever to explain or suggest that a person’s chromosomes determine their successes within the education system.

Instead, they would suggest that the patterns in differences of educational attainment are down to social factors. A sociologist would explain the differences in terms of human social life, groups and societies. Sociologists aim to investigate and understand the social world and human behaviour within it. They are particularly interested in the way society influences us and shapes our lives.

In the past it was assumed that some strata of society were superior to others because they inherited intelligence or artist abilities along with their physical appearance from their parents. This belief in “genetic endowment” has been challenged over the past one hundred years and the “nature vs. nurture” debate continues. Many definitions have been given to explain the nature of intelligence. A simple one is “the ability to perceive and solve problems” – the nature of the problems will however depend on the society in which they exist.

A lot of research has been aimed at establishing whether, and to what extent, intelligence is inherited. Conclusions have ranged from that of Watson (1931) who stated “There is no such thing as an inheritance of capacity, talent, temperament, mental constitution and characteristics”, and that of Floud, Halsey and Martin (1956), who argued “it is well known that intelligence is largely an acquired characteristic”, to that of Jensen (1969) and Eysenck (1973), who have maintained that genetic factors are much more important than environmental influences in producing differences in intelligence. Most research since has concluded that intelligence is in some measure inherited but that environmental factors can be conclusive in its development or otherwise.

In Britain the major argument with regard to environment and heredity revolves around the impact in differences in academic achievement between the social classes. Although differences in measured intelligence have been taken into account, the impact of the environment upon a child’s educational chances seems of much greater significance.

For example, the environment will include the kind of stimulus a child receives in terms of speech, books, encouragement and example. It will include varies in facilities such as housing, computers, privacy and private tuition; it will include values of the home, area, and local peer group. Also, it will even include nutrition, for there is some evidence to suggest that severe malnutrition within the first few years can affect the development of the brain. Therefore, the differences between the environmental factors which affect the working class and middle class mean that they will seem to have a different level of intelligence.

The term ‘social class’ is one which involves describing a person’s position in society. An individual’s class is often determined by looking at either their occupation or their parent’s occupation. Stats tend to show that the higher a student’s social class background is, the greater the chance of that student gaining educational success. But why is this,

Members of the lower classes place less value on the importance of education. This is due to the different way in which they have been socialised to believe in different norms and values. They place less emphasise on formal education as a means of personal achievement. Members of the lower classes also place less value on the importance of achieving occupational status; therefore during education they are less likely to strive to achieve top grades. Students from lower social classes tend to take into account a wider range of issues when deciding to enter higher education, in comparison to their counterparts from the higher social classes. They tend to place more importance on the expected beneficial outcomes of higher education than do students from higher social class groups.

In comparison to the middle class, the working class tend to believe that there is less opportunity for personal achievement. This belief may be due to the lower value the working class place on the importance of education and higher educational status. Some sociologists also say that this may be due to the lack of opportunity which is enhanced more so, by the working class’ own poor belief in themselves.

This may lead to a self-fulfilling prophecy. This is the idea that the working class do not achieve educational success, as they do not believe that they will be able to achieve it, therefore not trying to strive for better attainment. This can also be a value that is taught to them by socialising institutions. For example, if a person’s family are of working class and their immediate family did not do well in education, and believe that it is an institution that only benefit’s the ruling classes then they are likely to pass on these values and therefore cause the child to feel the same. They therefore will also not succeed within the education system as they would think that whatever they do will not be good enough, meaning they will not strive for achievements. This is enhanced more so by streaming and setting.

By using the streaming system a less able student may feel that there is no point in trying to succeed as there are too many other students who are more capable than themselves. This therefore causes a self-fulfilling prophecy. Also it has been argued that it is common for the lower groups of the streaming process tend to be from the working class. Whereas the students of the higher streams tended to be from the middle class. This could be due to more wealth meaning better educational assistance, e.g. tutoring, books and equipment, etc. leading to better educational attainment.

However, it could also be due to labelling theory. The school culture tends to be middle class, e.g. type of speech etc. although schools vary in their educational objectives. They therefore, tend to enforce middle class values. Teachers are middle class and unavoidably make judgements about pupils. These judgements often affect the child’s chances of educational achievement. The idea of the theory is that a teacher labels a student, according to their class by their, speech and family background. If a student is labelled in such ay to be in the working class, then the teacher may not have belief in them achieving educational success and therefore not offer them as much encouragement or push them to do better. This therefore causes these students to not seek for higher opportunities and not reach their full potential.

Social research by Douglas also stressed the importance of parental attitudes determining educational success.

Some researchers have suggested that middle class parents socialise their children into one set of norms and values and parents from the working class socialise their children into a different set.

It has also been suggested that the values taught to the middle class contribute to the development of ambition, disciplined study and individual striving for success. These are values which are highly thought of by teachers within schools. Due to the middle class backgrounds of teachers, working class values are less likely to lead to such success as there is an emphasise put on present gratification.

Sociologists say therefore that because a person is a part of a different social class, meaning their difference is only man made. Their chromosomes or genetics does not efficiently explain the difference in the working class’ and middle class’ educational achievement.

Just as parents’ expectations, attitudes and also teachers’ expectations and attitudes, can be crucial in affecting the educational achievement of those from the differing class groups, so too, can these expectations and attitudes influence differential achievement between girls and boys and between people form different ethnic backgrounds.

The expectations of girls being passive by teachers mean that they get labelled. They also tend to accept this label and think it natural for boys to ask questions and challenge teachers.

Sociologists would say that because female students in the past did not perform as well as their male counterparts in the education system, but are now achieving better than boys, genetics is an inadequate explanation of the differences in educational success. Instead this would suggest that the feminist movement has led to the changing of attitudes towards women’s roles in society and in turn their aspirations and expectations for career opportunities (79% of women said they wanted to develop a career).

They would also suggest that the increase in female achievement is down to the introduction of the national curriculum, changing job opportunities and legal change in policies, i.e. promoting equal opportunities between the genders.

Statistics show that for both female and male GCSE students the percentage achieving 5 or more GCSEs have increased, however, the statistics also show that more of the female students are still achieving better than the males.

Some sociologists have studied and attempted to explain male underachievement. Harris’s research about adolescent attitudes (mainly the working class) has shown that boys are thought to be suffering from increasing low self-esteem and poor motivation. The study also showed that males seem to be less willing to struggle and to overcome difficulties of understanding their studies. They are more easily distracted and find coursework harder to complete. Their female counterparts are more willing to spend a longer time on their homework and revising for their subjects. They are more focused on their futures and see qualifications as more important.

As is gender and influential factor on the educational achievement of a student, their ethnicity is also. Statistics have shown that to some extent a child’s attainment is related to their ethnicity. Students from some ethnic backgrounds tend to underachieve more than other, e.g. children from English, Welsh, Scottish and African-Caribbean families fared the worst (ILEA study). Whereas students from Indian, African and Pakistani backgrounds showed the best. In all ethnic groups the females out performed the males.

Some sociologists say that these ethnic differences can be explained by the differing socio-economic status that is generally held from ethnic group to ethnic group. For example, underachieving Bangladeshi children tend to be form the working class. It is therefore hard to differentiate between the affect of class and ethnicity. It is hard to discuss the differences of parental expectations between the ethnic groups as it can also be interpreted as the different expectations of social classes.

However, cultural differences have been used to explain the differences in educational attainment. This view suggests that the cultures of some ethnic minority groups are different from the “mainstream” culture of schools. This therefore may affect their achievement as the school is a place where the white norms and values dominate.

Many members of ethnic minority groups may also speak English as a second language. This therefore puts them at a disadvantage within school. This may lead to students feeling less capable and confident when it comes to oral and written work, affecting their achievement levels and possible causing a self-fulfilling prophecy.

In the same way, teachers label males and the middle class to be less capable, they also tend to label ethnic minorities. These stereotypes mean that there are again differences in the way ethnic groups are taught and treated, affecting how they perform within the education system.

In conclusion, a sociologist would disagree that differences in genetics affect educational attainment of individuals. They would not argue that biological factors cause the differences in achievement, but would suggest that the patterns of underachievement etc. are due to the way society influences human behaviour. Sociologists have spent much time investigating the influence of social class, ethnicity and gender differences. It is hard to differentiate between the affect of one factor and the affect of another. Therefore, sociologists agree that educational attainment is effected in many different ways and that no one factor can out-influence another. They also agree that the “nature vs. nurture” argument is not fully resolved as society will ever be changing and scientific research and abilities will ever be improving.

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Use of Games in Teaching Grammar

Basically, female students are more polite and usually follow the teachers’ instruction. They prefer to listen and learn. While the male students tend to ignore and do what they want to do, actually it challenged the teachers’ patience. The male students tend to get bored easily, since learning English is more to theories learning. Moreover, a study has shown an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen&Shoaib, 2005).

These re due to students’ unlike levels of motivation, attitudes and anxiety towards language learning, further Influenced by their learning characteristics and styles, lesson content and teaching strategies, social environment and supportive mechanisms, family Influences and peer pressures, cognation levels, and so forth (Williams, Burden , 2002). It is important to note that the challenges facing school systems confronted with the same challenges. Sadomasochistic are not simply an artifact of urban education; rather, they have a significant impact on how urban schools are structured.

The concentration of poverty and racial isolation matters in that it is directly related to school processes that significantly influence student achievement trends (Reemerged, 2005). 3. Objective This study aims at identifying reasons why female students have higher interest towards learning the English language. The objectives are as follows: a. To analyses the problems faced by the male students who have lower interest in language learning. B. To find out the whether the teacher is being biased c. To identify the best strategies to attract male students attention in learning language. Problem statement Why do female students have higher interest in learning English language in urban school? This paper addresses the problem that female students have higher interest in learning English language in urban school. Girls were found to be more inclined to study foreign and second languages and outperform boys (Cumberland, 2000). Males are claimed to have a more negative view and a less aptitude towards foreign language than females (Week, 2011). It shows that male students have lower interest and effort to learn English language.

The main reason I want to conduct this research s because I am eager to know what makes this big gap in interest of learning English language between female and male students. Why female students interest is higher in learning English language. All these crucial points must be clarified. Only then, we can overcome this matter. Assumption -Male students have lower interest in learning English language. Research Question a. Is it because female students are not interested in practical learning? B. Are the teachers who teach English language come across being biased and not effective? C.

What are the strategies can be used by the teachers to grab male students and other students’ attention? . Literature Review Several recent studies indicate that many young women around the world consider English to be intrinsically linked to feminism and are motivated to learn it as a language of empowerment. This trend is apparent in Japan, the FL context highlighted in this volume. At present many more young Japanese women than men appear to be interested in learning English, training for English language-related professions, and traveling to English-speaking countries (Sickbay’s, 2002).

For these women, English offers an entry into the Job market as well as a possible way of liberating themselves from the confines of gender patriarchy. Therefore, we can say that women have awareness of how important English language is. They know their a) Lack of motivation. Moreover, gender has been an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen, 2005).

Either because of their uninterested factors or because of feelings of hopelessness, students feared to lose face. Under such conditions, if the teacher were too strict and serious, they would lose their confidence, and not participate voluntarily. They do not have guard to talk in front of others. Some teachers tend to correct the students answers or words directly, it really denominated the students especially the boys. Teacher should be more gentle and smart in correcting the students so that they would not feel embarrass.

Teachers’ Judgment and treatment of students has tremendous influence on their educational and emotional development, and also impacts how students are labeled, and thus able to access educational resources (Cochran-Smith, 1997; Sakes & Lipton, 1999). Teacher’s words and actions influence students very much, because students see teachers as heir role model. B) Teachers are being Judgmental and biased. Social Justice educators, instead, recognize that society is inequitable.

Hence, they expect students of color, along with those who are poor, disabled, female, or have limited English skills, to encounter racism, classicism, and other forms of discrimination as part of their efforts to become productive and prosperous citizens (Bartholomew, 1994; Deader, 1991; Sakes , 1999). Teachers’ perceptions of male- and (femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools. Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.

When teachers become so Judgmental, it will affect his or her teaching and learning process and cause other problem, which can make some students feel left aside. Some teachers tend to focus more on female students because normally male students are playful and tend to make fun of the learning itself. However, there must be some male students who really want to learn the language seriously. A study published in the Journal of Human Resources, revealed that boys gained a grade onus on assessment scores when they behaved as well as girls. ) c) Participation in classroom lessons.

Participation usually means students speaking in class which are answer and ask questions, make comments, and Join in discussions. Like those in Cortical and Jinn’s (1996) study, the students in the present study also worried about losing face in oral English language classrooms. Thus, they kept quiet and waited until they were required to speak English. As we can see a male student’s responses, “l am not so active because I don’t want to “lose face” when I make mistakes” (L’, male). “L have elf-respect and don’t want to lose face before others. Female students tend to be learning seriously.

Most of the male students do not like to be control within any situation, they like to be free and do as they like. Even though, they Join the learning process, they will usually be Joking around rather than learning seriously. Teacher should come up with practical activities such as role play, debate, choir and others to attract student’s attention especially male students. This is because males tend to engage eagerly in practical learning style. D) Students different learning strategies Learning strategies are defined in general as behaviors that are intended to influence the individual processes information.

Chamois (1987) regards learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning, and recall of both linguist ICC and content area information” (Chamois, 1987, p. 71). Similarly, according to Oxford (1990), language learning strategies are specific operations used by the learner at various levels to ease the acquisition, storage, retrieval and use of information. Individuals’ learning Tyler differ based on their high versus low academic achievement. Gifted and underachieving students have significantly different learning styles and do not perform well with the same methods.

Conversely, gifted students in nine diverse cultures with talents in either athletics, art, dance, leadership, literature, languages, or music evidenced essentially similar learning style characteristics to other students with the same talent (Amalgam & Price, 1993: 7) and much defiance, meanwhile, the girls produced big blocks of talk and were obedient, and there was much attentive listening and sympathizing. Females were more successful than males in eight countries among 9-year-olds. ((landfills differ by gender (Grebe, 1999; Pizza, 1990). Males and females learn differently from each other.

Males tend to be more kinesthesia, tactual, and visual, and need more mobility in a more informal environment than females. Males also are more nonconforming and peer motivated than their female classmates. In group, males tend to learn less by listening. Females, more than males, tend to be auditory, authority-oriented, and better able to sit passively at conventional classroom desks and chairs than males. Females also tend o need significantly more quiet while learning (Pizza, 1990: 1 1); be more self- and adult -motivated, and conforming than males (Marcus, 1977: 9). ) Teaching strategies Cave (2001) suggested, studying such questions is important because if gender disparities are found, they may lead teachers and researchers to seek ways to minimize them, thus affording both genders maximum opportunities to achieve high levels of LA literacy. In terms of general language learning strategies, some studies show minimal differences between males and females (Smash, 2003; Shook&Sheorey, 2002) or even higher strategy use for males (Bally, 1996). Most current literature in this area, however, shows that females tend to be more active strategy users than their male counterparts (Oxford, 1993).

Teacher should put herself into her students’ place, thinking about their difficulties in learning English. Teacher should to be more active, thoughtful, and humorous while giving a class, not stern like certain teacher’s role to change the student’s perspective of learning English language. Teacher must be creative and create fun learning. Sometimes students don’t like to read because they find it difficult. It is the teacher’s Job to find the ability level of each detent and gear lessons to meet their needs. Students will feel successful and connect to lessons when they are taught at their level.

Those students who seem bored probably lack of the ability to keep up with other students in the regular classroom. Mix up the male students with female students whenever there is activity in classroom. Therefore, the boys would not left behind. We know the girls will do their tasks properly. Their cooperation in completing the task will produce fantastic outcomes. Female students will be more silent and generate ideas while the boys will help and boost up their plan. 6. Research Methodology I will be using quantitative method for my research later. I will prepare questionnaire.

In which I will use liker scale in my questionnaire. This is because I think, this is easier for them to understand and easier for them to provide their feedback. 7. The expected Work Schedule/Timeline My research will be done during 14 weeks of practical at school. For the first 1 week, I will be observing the students attitudes and responses towards my teaching. The next three weeks, I will give them few activities, exercises and see the feedback. Based on the activities and exercises given, I will identify their strengths and nakedness. I will prepare the questionnaire based on that.

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Political speech

Today, I am going to talk about education, because I believe in education and in that a good education can make a big difference. I would like to start with a short phrase “Education is a key to success”. It gives us knowledge of the world around us, while peeing doors to opportunities.

Education builds confidence to make decisions, to face life, and to accept successes and failures. The best way to reach career success is to establish a strategy and set goals. Education can be a source that could lead someone for a better future. Waking up early In the morning or staying late at night to study for exams Is not an easy task to do. But If we ask us, what is success? For example for someone, success Is the accomplishment of the goal aimed by a person.

But for me, It Is when we have determination and patience with what we are doing. And how come education becomes the key to success? In modern and competitive through education, we can learn more and improve ourselves. Professionals as teachers, doctors, engineers and translators surely give importance to their education. With proper training and knowledge, it is possible for them to perform their best in their careers and to be successful in their areas.

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Lesson plan Persuasive Essay

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.

They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.

The topic sentence of a paragraph states the main idea and attracts the reader’s interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.

Student’s response will be written on he board. Teacher will ask students to predict today’s topic. Teacher will inform students that in today’s class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students’ Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.

Students will work along with teacher to brainstorm the animal’s similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.

In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.

Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers.

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Mr Bhekokwakhe ntshangase

You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment. This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignments, preparing for the examination and addressing questions to us. In this Tutorial Letter you will find the assignments and assessment criteria as ell as instructions on the preparation and submission of the assignments.

It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter carefully. Right from the start we would like to point out that you must read all the tutorial eaters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.

Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on manias. We hope that you will enjoy this module and wish you all the best! Upon completion of this module you should have obtained the applied competence of the community, citizenship and pastoral role at a beginner teacher’s level.

Outcomes You will be able to: practice and promote a critical, committed and ethical attitude by developing a sense of respect and responsibility towards others. Uphold the Constitution and promote democratic values and practices in schools and society. Demonstrate within your school an ability to develop a supportive and empowering environment for the learners. Respond to the educational and other needs of learners and fellow educators. Develop supportive relations with parents and other key persons and organizations. Develop a critical understanding of community and environmental issues, especially Hides.

Department of Curriculum and Instructional Studies Unison pop BOX 392 UNISON 0003 ACH van deer Walt Building 6-72 Muckiness Campus Propeller Street PRETORIA Tell: (012) 429-4033 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unison, that you received with your study material. This brochure contains information on how to contact the University (e. G. To whom you can write for different queries, important telephone and ax numbers, addresses and details of the times certain facilities are open).

Always have your student number and module code at hand when you contact the University. Please note that all administrative enquiries should be directed to: ; E-mail study-info@unisa. AC. AZ MODULE-RELATED RESOURCES Prescribed books There are no prescribed textbooks for this module. This means that you do not have to buy any additional books for this module. You only need your study guide and the tutorial letters. Recommended books There are no recommended books for this module. Electronic Reserves (e-Reserves) There are no electronic reserves for this module.

Official study material One study guide Tutorial letter 101 . Apart from Tutorial letter 101 you will also receive other Tutorial Letters in the course of the semester (102 and 201). If you have access to the Internet, you can view the study guide and tutorial letters for the module on the University online campus, manias, at http://my. Unison. AC. AZ. Recommended electronic sources The following electronic sources are sources that you may consult in order to broaden your knowledge of the educator in a pastoral role. A limited number of popes is available in the library. e-books The SAGE reference online. Handbooks Online. The Sage Handbook of Special Education. The SAGE reference online. Handbooks Online. The Sage Handbook of Gender and Education. This book deals with special education and gender and education. ; Teaching Diverse Learners – 2 DVD set A diverse learning environment benefits everyone, but it can put overwhelming pressure on an unprepared teacher. This two-part DVD empowers educators using real-world teaching methods – enabling them to overcome the obstacles and maximize the rewards of a diverse learning atmosphere.

The first DVD is 13 minutes and the second DVD 18 minutes. Learner’s books and curricula for your learning area or subject It is essential that you have access to a series of learner’s books for your learning area and/or subject approved by the National Department of Education. They are available at the JUST bookseller. Open education resources (ORE) 4. 7. 1 TESTS (Teacher Education in Sub-Sahara Africa) TESTS brings together teachers and teacher educators from across Africa. It offers a range of materials (Open Educational Resources) in four languages to support school- eased teacher education and training.

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