I Don’t Want to Send Him Away

George and his wife had a small bar (酒吧). The bar often kept open until after midnight because people came to drink there while they were waiting for trains.     

Don’t overlook the obvious

这个故事有许多个版本,但都说明了一个真相:小心那些转移注意力的东西;不要忽略最明显的东西。有个男人在一家工厂工作了20年,每天晚上当他离开工厂的时候,他都会推着一辆满载稻草的小推车来到大门口的警卫处。警卫总是把稻草翻个底朝天,什么也找不出来,只好放行。一直到了这个男人退休的那一天,他仍然和往常一样来到警卫处,只是这次没有推小推车。他们已经做了好多年的朋友,警卫问他说,"查理,我看见你每天晚上从这里出去,有二十年了,我知道你一直在偷东西,现在你也退休了,告诉     

Don’t Ever Forget to Repeat!

In a sales company, the boss said to one of his employees, ＂The main remember is repetition, repetition and repetition! That＇s the key! If you have a thing to product to sell, keep harping on it in every way possible. Repeat it; cram it down people＇s throats. Even make yourself sickening and repulsive if you have to, but don＇t ever forget to repeat, repeat and repeat. It＇s the only way to get resuhs and sell our products!＂     

‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’.     

Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession?

This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession.     

Who wants to become a teacher? Typology of student-teachers’ commitment to teaching

Understanding student-teachers’ decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers’ motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching.     

I Don t Get Off Here

The weather was bad that day.It was___heavily and it was dangerous to go on theicy(冰的)roads.Mr Smith was ___.Fewpeople would go out in such a cold day and therewas only one passenger(乘客)in his bus.Driv-     

Don’t @ me: rethinking digital civility online and in school

ABSTRACT

Online platforms enable free-form, spontaneous, unbridled political expression, blurring the public and private, the written and spoken, and the norms of formal and casual speech. Consequently, they pose new opportunities and challenges to civic interactions, necessitating a reconfiguration of the norms informing civic exchanges. In this paper, we introduce a relational account of civility attuned to emerging modes of civic interactions online, one which goes beyond prescribing specific modes of speech and conduct. We suggest three characteristics of civility in digital contexts: commitment to ongoing and just dialogue, seeking a diverse audience with a shared goal, and horizontal accountability. We then make the case for schools’ vital role in cultivating digital civility. Rather than introducing new curricular content, we argue for reframing existing school engagement with online communication to support the development of digital civility, in light of the shifting forms of participation that typify youth civic engagement today.     

“Evolution? I Don’t Believe in It”

Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both...     

“Don’t rock the boat”: conflicting mentor and pre-service teacher narratives of professional experience

This article examines conflicting mentor (school-based supervising teacher) and pre-service teacher narratives of professional experience in schools. It draws on a small narrative inquiry about the mentoring relationship in teacher education. Interview conversations were analysed using “writing as a method of inquiry”, allowing for a recursive understanding of the competing discourses that emerged, and highlighting the tensions in the mentoring relationship. While the pre-service teachers interviewed for this study expected professional experience to provide opportunities for innovation and collaboration, mentors tended to view the relationship as assimilation into the profession. Two points of challenge are identified where disruption to the tensions that arise from these competing narratives is needed if changes to educational equity are to occur.     

Computers Don’t Do the Thinking电脑不会思考

电脑能够执行许多类似思考的工作．却无法真正思考。真正在思考每项工作的是人．而不是电脑。     

Don’t Break My Heart

(前不久,在重庆举行了“中国摇滚乐展示演唱会”,四支较具实力的乐队参加了演出,气氛热烈,充分显示了摇滚乐的魅力。本期介绍中国摇滚乐之霸——“黑豹”及作品。)     

Don’t短句大集合

<正>在日常生活中,会用到很多Don’t开头的短句,看看下面这些句子你会使用哪些呢?1.Don’t be a copycat!别学我!2.Don’t be a stranger!别这么见外嘛!3.Don’t be afraid!别害怕!4.Don’t be shy!别害羞!5.Don’t be so childish.别这么孩子气。6.Don’t be so modest     

Don’t Throw Them Away

Amanisgoingtothehouseofafriend .Itisquite　 1　awayandsohetakessomesandwichesalong　 2　hislunch .Ashegoesalong ,hesaysto　 3　 ,“Myfriendis　 4　togivemeaverynicemeal.Heisgoingtogivemegoodwineto　 5　 .Sowhat’stheuseofthesedry　 6　 !”Ashesaysthis,hethrowsthemontotheground .Hegoesonandcomestoariver.Theriverhasbecomeverybigbecauseofthe　 7　inthepastfewdays .Hecannot　 8　theriver.Hehopesthereisa　 9　totakehimover.Sohewaitsandwaits .Hewaitsforalongtime .Thenthesunbeginsto　 1 0　 .Them…     

“Don’t give up on me”: critical mentoring pedagogy for the classroom building students’ community cultural wealth

This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success.