THE ENGLISH TEACHER PDF

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R. K. Narayan () witnessed nearly a century of change in his native The title character in The English Teacher, Narayan's most autobiographical. Category: R.K. Narayan; Title: The English Teacher. Complete summary of R. K. Narayan's The English Teacher. eNotes plot summaries cover all the significant. Abstract: pawnfacumapbma.gqn, one of the most distinguished Indian novelists writing in English, brings out autobiographical element in his novel, 'The English Teacher'.


The English Teacher Pdf

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CHAPTER III. THE ENGLISH TEACHER. R.K. Narayan deals with love as a harmoniser and also in an idealised state in The English Teacher in contrast to the. Complete summary of R. K. Narayan's The English Teacher. eNotes plot summaries cover all the World Literature, Critical Edition). print Print; document PDF. Request PDF on ResearchGate | On Jan 1, , Jacqueline Manuel and others published The English Teacher's Handbook, A to Z.

When confronted with this hard choice, what should a good teacher do? Should she sacrifice one goal for the other, or should she make compromises? What actually are the characteristics that make a teacher a good, even an exemplary one?

The English Teacher

We believe these are questions that are common in many parts of the world; teachers are the people parents and other people turn to when they realize that the young generations of the country need to be better equipped for the competition in their career. Teachers have heavy burdens on their shoulders not only because they have to educate the young of their country to produce better people in certain subject areas, but also because they have the responsibility to teach moral values to their students.

Teachers, then, have to be good people, and they have to continuously learn and develop themselves, personally as well as professionally. They should learn from exemplary teachers—those who are exceptionally effective.

Exemplary teachers, then, are those who have professional competences. The first refers to the question on what a teacher should know in order to be effective in teaching. The second answers the question on what the teacher should be able to do in order to be effective in teaching. Competences must be assessable, and therefore must have certain standards for the assessment purposes.

To a certain extent, this study is inspired by the standards but not intended to verify them; rather, it seeks to create a profile of exemplary English teachers at some secondary schools and find out how the exemplary teachers achieve their competences. Therefore, the profile is developed from the information gathered from the field. To describe the skills, knowledge, abilities and attitudes of competent teachers, we must conduct an empirically-based naturalistic study of professional teachers considered to be competent.

Furthermore, she states that effective teachers are respectful and attentive, and believe that education should be a life-long pursuit. Still other studies have revealed that outstanding teachers have the ability to motivate high academic engagement and competence, are excellent class managers, are able to foster a positive, reinforcing and cooperative environment, and always put their teaching in context National Research Center on English Learning Achievement, This study is, therefore, designed to investigate the professional competences of the exemplary teachers at some secondary schools and how they achieve the competences.

In each town one exemplary teacher was selected as the subject of the study. As this study is ethnography, the subjects were not selected based on sampling. The subjects were identified as participants in the trainings and workshops at the national levels.

All the subjects were outstanding participants; they were very active in all the sessions, very helpful to other participants, and had very good scores in all the assessments.

In each school, the idea of an outstanding teacher was confirmed by asking the principal, colleagues, and students. The first question was about the informants' opinion of a good English teacher.

Based Anugerahwati, Mirjam and Ali Saukah Professional Competence of English Teachers in Indonesia: A Profile of Exemplary Teachers on the informants' answers, another question was asked: who, in their school, they would nominate as the teacher who had the characteristics that they mentioned. The study is ethnography, in which data are collected by means of observations, interviews, field notes, and questionnaires.

The primary method of data collection is observing the subjects both in the classroom and outside. In addition, interviews were conducted with the principal, the students, and the colleagues at the schools where the subjects teach. Some of their colleagues are also requested to fill out questionnaires. The observations were done both inside the classroom where the subjects taught, and outside, when the subjects were dealing with students, chatting and talking with their colleagues, conducting a meeting, or talking and working with the principal.

The interviews with their principals, colleagues and students were done to find out why they considered the subjects to be exemplary teachers. When the informants confirmed the subjects as the best, or the exemplary teachers, interviews were done with the subjects. The interviews were to find out what they themselves thought about qualities of an exemplary English teacher and what they had done to achieve the status as exemplary teachers.

Results The study reveals that for most of the informants the most important quality of an exemplary English teacher is their personal competence. Students, colleagues and most of the Principals say that the ideal teacher is the one who can be close to the students, who understands that English is a difficult subject, and therefore she should not be easily angry at them. For students the most important thing is that their teacher is kind, funny, patient, and helpful.

She should understand that as English is not their native language, students will have difficulties and the teacher should help them overcome those difficulties. The next important competence that an ideal English teacher should have is pedagogical competence; she should vary her teaching methods to make the lessons interesting and full of surprises for the students.

Having good relationships with colleagues, Principal and other members of society is also deemed very important for the success of the ideal English teacher. The last competence deals with what the teacher should know about her discipline. This subject matter competence is seen as the most important by the English teachers; as they feel that they are models for their students, they feel they are responsible for providing the best model and exposure for the students. Most of the colleagues and students, however, take the subject matter competence for granted; they believe that the English teachers must have good English competence.

She talked to them in English all the time and thus gave them a lot of exposure to English. It was obvious that the students loved and respected her.

The fact that Subject 1 is the vice principal for curriculum affairs does not hinder the other teachers from being close to her. The principal also had a very good relationship with the subject. In the interview, the principal said that Subject 1 was the one he trusted with the preparation for the RSBI International standard pilot-project schools status; she was the most experienced teacher, the one with the highest TOEFL score, and the one whom the students were closest with.

The interviews with informants the principal, colleagues, and students reveal that they were all in agreement that Subject 1 was the ideal English teacher in that school. She fulfills all the requirements that an ideal English teacher should meet.

Subject 2 has very similar characteristics as Subject 1. The principal and colleagues also regarded her as the ideal English teacher in that school. She is also a very-well liked teacher and colleague, as was obvious during the observations on her activities at school. The students who were interviewed all stated that Subject 2 was an ideal teacher: she made English lessons enjoyable, gave interesting tasks for students to do, and was a very friendly teacher.

The colleagues all stated that she was very helpful to other teachers and office staff and had an important role in developing the school, especially in obtaining the RSBI status.

The English Teacher - RK Narayan

Students missed her when she had to leave her classes to be involved in her activities outside the school. They wanted her to be present in all sessions, and not leave them so often.

She almost every day involves in workshops and meetings in addition to her own teaching responsibilities. She is also a very innovative teacher as indicated by the way she manages MGMP activities.

While teachers usually use MGMP meetings to talk about lesson plans or develop Student Worksheet LKS , Subject 2 organizes her members to talk about new developments in teaching methods, and periodically conducts lesson study-style sessions where one teacher acts as a model teacher and other members are observers in the classroom.

According to Subject 2, this activity has brought a lot of benefits for the professional development of the teachers. Subject 3 is another portrait of an exemplary English teacher. As the president of MGMP of her schools area, she is constantly in search of new issues to be discussed in the forum. She wants to develop professionally; and she wants her colleagues to develop with her. After she attends a training or workshop at national levels, she immediately arranges meetings to disseminate the knowledge to the members of her MGMP in her area.

In her relationships with her colleagues, students, and principal, the subject shows very good conduct and helpfulness, respect, and friendliness. Subject 3 is obviously considered an exemplary teacher in the school. Subject 4 has less competence than the other three subjects; yet, his students adore him and find him a very likeable teacher.

He has a sense of humor and always makes them feel that English is not a difficult subject. However, he was not really highly competent in the pedagogical and social competences.

He only involved in the school level MGMPS , he rarely attended workshops and trainings, and never involved as an instructor in any workshops. Teachers at his school were of different opinions about Subject 4; some stated that he was indeed the best English teacher in the school, while others did not consider him as the best. According to the principal, he was a very good teacher of English but not really the ideal teacher.

TESOL | English Teacher Training

Exemplary teachers achieve their competences by being actively involved in MGMP, attending conferences, workshops and in-service trainings, as well as maintaining good relationships with others. All the subjects but Subject 4 have done all of them. Subject 4 is obviously a good teacher but not sufficient to be categorized as exemplary. In general, exemplary English teachers are those who exhibit and arouse positive feelings in others. They are helpful, patient, interesting, and kind to colleagues and students; they are dependable and trustworthy in the eyes of the principals.

Most of all, however, they are teachers who love their profession and enjoy what they are doing. The principal is also obviously close to her and trusts her with the RSBI program. Her subject matter and pedagogical competences are also obviously high. Subject 2 also shows outstanding characteristics as an exemplary English teacher.

After observing her, both in class and outside, it is obvious that the subject has very good skills in all four aspects, which makes her a popular teacher.

It is clear that not only students are close to her but also other teachers and office staff. Subject 3 has similar characteristics as the other two. She also possesses exemplary skills in all the four competences; she is always eager to develop and wants her colleagues to do the same.

THE ENGLISH TEACHER

Subject 4, on the other hand, does not have all the qualities that the other three do. However, he did not show enough evidence that he was really concerned with pursuing professional development by involving in in-service trainings or attending seminars and workshops.

His limited knowledge seems to have hindered him from being actively involved in MGMP. The various standards and descriptions of exemplary teachers are more concerned with cognitive traits of the teachers.

However, from the observations and interviews with informants as well as subjects, it is clear that cognitive factors alone are insufficient. An exemplary teacher should also have superior affective characteristics. The studies reported in the papers presented at the TEFLIN conference Listyani, ; Purjayanti, ; Sadik, reveal that students like teachers who have certain affective characteristics such as kind, patient, and loving. He is away from his family and misses living with his loving wife, Susila and young daughter, Lela.

One day he gets a letter from his father telling about his wife and daughter. They are coming to live with him in Malgudi. His mother also comes to stay with them. Krishna is happy, at least for some time.

He seems to get a new lease on life. Susila is an exact opposite of Krishna, spiritual and impulsive.

The character sketch of Susila is emblematic of Indian woman, culture and tradition. Krishna is a dreamer and lacks a grasp of the practical life while Susila exhibits common sense and practical wisdom. She compliments and fulfils the shortcomings of Krishna. This is what makes their bond strong and enduring.

The Loss But soon the tide turns for the worst. First, due to the number of bodies, the current house is not suited and fit for their family. Hence, they look for a new house. While they are on their search, Susila is stung by an insect and falls sick.

She gets typhoid and unfortunately cannot recover. Tragedy strikes their home and Susila dies due to her illness. The loss of his beloved wife derails Krishna. He is disconsolate and stricken with incurable grief. He becomes disenchanted with his job and personal life. His only refuge and reason to live is his baby daughter. Therefore, he spends all his energy and affection on her as she becomes the centre of his world.

The Communication Beyond the Veil Krishna often loiters around a pond. On his frequent visits, he encounters a hermit or Sanyasi. Unable to resist the temptation, he decides to try the spiritual route in order to reach his beloved wife.

This acts as a shot in the arm of Krishna who is reinvigorated to turn his life for the better. It is the same place where his daughter Leela studies.They have the skills and mastery of the appropriate teaching techniques to be used with different grade levels students. A Biography pdf by Arnold Rampersad. She is aware that without those people, the endeavors in helping students grow and become competent human beings will not be successful.

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