Too Young to Teach?

School district personnel and college of education faculty need to consider the potential impact of younger teacher candidates produced by an increasing number of accelerated programs.     

What Do I Need to Learn in the Next Two Years to Be Well Prepared to Teach?

I will be a teacher in two years later and I really want to be a qualified teacher. Most good teachers are made, not born. They hone their skills in their everyday lives. This paper will tell you what I need to learn to be well prepared to teach.     

How to Read Shakespeare or Bus Schedules——What Should English Teachers Teach?

Many educators have rung alarmbells about the effects of the No Child Left Behind Act's testing requirements on the classroom curriculum. They fear these are narrowing the curriculum. They claim teachers are spending most of their time preparing students to pass state tests in reading and mathematics. If reading tests do influence what is taught, the high school literature curriculum may well become     

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure

Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use “well-structured” expository trade book titles to teach text structure. A lesson plan template and an extended example of an explicit lesson on order/sequence are provided.     

My Comments on Professor Shu’s Statement about“What is Learning to Teach?”

Learning to teach is a complex process which is combined with a collaborative effort, a reflective process, a situated experience and a theorizing opportunity. For the professional development, teachers can’t sacrifice some aspects to lay more emphases on one aspect.     

How to Teach Speaking Skills in Chinese EFL Classroom?

This paper will explore some efficient methods of teaching oral English in China’s classrooms.Three case studies will be illustrated to show some problems in the classroom when the Chinese learner meets western pedagogy.This paper will put for?ward some proposals to solve the cultural problems in Chinese EFL classroom.     

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.     

What Competencies Do Sub-Baccalaureate Degrees Teach? Retrospective Reports from College Graduates

Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates’ careers. In particular, they overlook non-academic skills. This study uses qualitative interviews with sub-baccalaureate degree alumni (n = 98) to elucidate graduates’ perspectives on the range of competencies learned in sub-baccalaureate degree programs. Graduates reported learning several competencies that remained salient in the long term: cognitive processes and strategies, content knowledge, work ethic, self-efficacy, teamwork, and professional skills. In addition, this study analyzes whether disadvantaged students were more likely to report learning certain competencies. By describing a fuller range of valuable non-academic competencies, as well as how different student populations may vary in learning these competencies, this study contributes to a better understanding of sub-baccalaureate degrees’ value. These findings also provide insight for community college faculty, administrators, and/or policymakers seeking to build sub-baccalaureate programs that better prepare students for career success.     

What Exactly Are Comprehension Skills and How Do I Teach Them?

Students’ ability to comprehend expository text can be improved through the use of comprehension skills. In order to learn to use these skills, they need to be broken down into specific steps and taught explicitly. Nine comprehension skills are described here along with strategies for effective instruction.     

Learning New Ways to Teach English

This past summer several teachers attended a＂Summer Training Program＂ during which we covered three books：＂ Educator＇s English,＂ ＂ Summer Training Program Supplement＂,and ＂Student Handbook. ＂     

How to Teach Integrated Skills to College Students

English is taught throughout China. What skills will be used and how many skills will be involved depends on the materials available and the classroom situation. However, given these circumstances, a major problem that has always concerned many teachers of English is how to make full use of techniques and approaches in the classroom to teach English effectively. To an English teacher, the only way to achieve this aim is to collect good and interesting coursebooks, to adopt a communicative methodology and to integrate the four skills, i.e. listening, speaking,     

Who Wants to Drink What?

MrandMrsLinmeetMrandMrsYanginarestaurant（饭馆）．Theyareallthirsty（口渴的）．Awaitercomestotheirtable．Heasksthemwhattheywouldliketodrink．Onemansays，“Ionlydrinkorangejuice．”Onewomanaskstheotherwoman，“Doyoulikemilk？”MrsLinsays，“MyhusbandandIdo     

What Draws Tourists to India?

N E W D ELH I, India (A P)——India is fast becom ing a topdestination for tourists thanks to an forceful cam paign to push thecountry s H im alayan spas(矿泉名胜)and beaches,officials say.Tourism officials have been crisscrossing the globe as part of thegovernm ents “Incredible India” cam paign launched lastyear. A nd theresults are beginning to show.Tourists traveling to India have jum ped by nearly 26percent fromlast year and the num ber is expected to cross 3m illion this year, sai…     

Learning to Teach or Learning to Manage Mentors? Experiences of school-based teacher training

In the late 1990s teachers acting as mentors play a key role in initial teacher training (ITT). This article reports the findings of a study which examined student teachers' perceptions of 'good' practice in mentoring. Given that certain parallels have been drawn between the nineteenth-century pupil-teacher scheme and school-based ITT, the work of Lave and Wenger (1991) who see apprenticeship as central to learning was used as a framework for analysing the data. The study highlighted the significance of the affective in student teachers' school-based learning. But it also highlighted the significance of the affective in mentors' practice: e.g. mentors' feelings of vulnerability. The way in which students responded to mentors in this respect - how far they were able to 'manage' their mentors - ultimately contributed to the success of students' placements. The article concludes that the possession of mentoring skills alone will not guarantee that students receive appropriate support.