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The Four `Cs' of Good Teaching

This unit includes:A 30-minute videocassette that retells a story of how a Jewish family devises a plan to smuggle their young daughter out of the ghetto. Eight laminated pictures (which appear in the video) of drawings that were done by Jews who lived during the Holocaust are also included. A teacher’s guide contains suggestions for class activities, a glossary and an overview of the unit.

Freelance writers can write for many magazines and prefer to write on various topics....

About the Teacher: Lynn Anderson engages with and instils confidence in students, due to her mastery of the Chemistry syllabus. Her experience working as an examiner for the State Examination Commission gives her an in-depth knowledge of what is required by students. Lynn is a committee member of the Dublin branch of the Irish Science Teachers' Association.

Every teacher has this potential whether they are aware of it or not.

My life changed with one trip of a teacher to the chalkboard and one phrase, narrative essay.

The past few columns have focused on a number of new techniques that educators can use to improve classroom teaching. Simply using the latest techniques, however, does not assure excellent teaching or enhanced learning. A teacher who means well but does not understand the totality of the learning process can use all the new techniques in the world and still be mediocre. Excellence in teaching is not just good technique.

What, then, makes a good teacher? That's the question the Carnegie Foundation asks annually. Every year, the Carnegie Foundation identifies a few college professors who are considered the best in their disciplines. Each of these teachers is invited to compete for the Carnegie Professor of the Year Program and is asked to submit an essay on what constitutes good teaching. This year, 20 of the essays were compiled into i book titled Inspiring Teaching: Carnegie Professors of the Year Speak.[1] The essays are divided into four categories: teaching characteristics, teaching practices, teaching philosophies and teaching teachers. Two of the essays -- one by an English professor and the other by a professor of nursing -- have special meaning for radiologic science educators.

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When I was ten years old, my grandmother experienced a stroke right in front of me.

We all know, from our experience as pupils and students, how much it meant to us to find ticks in the text or in the margin of our work. These memories may tempt us to use ticks as no more than a means of general encouragement, whereas their value in advanced studies is as a clear, precise (and, where appropriate, numerical) guide, to tutor and student alike, as to the actual level of proficiency achieved in carrying out a particular task, such as continuous writing in the TL, translation, socio-cultural essays in the TL or L1.

About the teacher: Paul Conway is one of the leading Accounting teachers in Ireland and is highly experienced in guiding students to exam success. His unique style of teaching instils confidence in students, by providing them with the skills and techniques required to master the marking scheme and syllabus content. He is adept at understanding the avoidable mistakes for which students frequently lose marks and is known for his ability to stimulate students' interest in the subject.

A lesson plan suitable for high school students was written by Nancy Gorrell and published in the English Journal.
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The Holocaust Martyrs’ and Heroes’ Rememberance Authority, 2000
This teaching unit on Holocaust Literature is from Yad Vashem. The program deals with the manner in which women are presented in Holocaust Literature. It is centered on a discussion of four works written by well-known authors who survived the Holocaust. The discussion ascribes central importance to the fact that the protagonists are women, and attempts to characterize the uniquely feminine aspects of each work, and the relationship between the women protagonists and the historical events. This unit is part of a growing trend which seeks to investigate women in the Holocaust and to understand the particular ways in which women coped with its horrors. (click here for more details)

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About the Teacher: Sinéad Nolan is the Head of the Chemistry Department at The Dublin School of Grinds. With over 10 years' experience, Sinéad has taught students who have achieved full marks (400/400 = 100%) in their Leaving Certificate Examination. About the Teacher: Lynn Anderson engages with and instils confidence in students, due to her mastery of the Chemistry syllabus. Her experience working as an examiner for the State Examination Commission gives her an in-depth knowledge of what is required by students. Lynn is a committee member of the Dublin branch of the Irish Science Teachers' Association.

Sample ACT Writing Prompt & Essays | Good Luck ACT

About the Teacher: Rónán Murdock is the Head of the Business Department at The Dublin School of Grinds. He is the author of the Leaving Certificate Business Revision textbook, and is a popular teacher amongst students due to his ability to help them relate to the subject. Rónán is known for instilling confidence in students due to his deep understanding of the syllabus and marking scheme.

Teacher of the Year - Christen VanNewkirk's Portfolio

Some traditional practices in marking translations, particularly those from L1 to the TL, come down heavily on certain errors of verb morphology (a ‘three strikes and you’re out’ mindset, reminiscent of traditional practices in French primary schools). It could be argued that this approach is not appropriate, either for formative assessment or for summative assessment; in any case (see 2.3), it is important for criteria to be consistent between the two kinds of assessment. The linguistic and other skills called upon for the task of translation are deep, wide and numerous: not for nothing was the rendering into Greek verse of a passage of English long regarded as the pinnacle of Classical studies. Today, the production, in professional life, of a useable translation or summary requires proficiency in areas such as a wide vocabulary, or sensitivity to how the system of tenses in the TL operates, and students deserve guidance and feedback on many of these skills. Knowing basic verb forms, however, is the responsibility of each student, not of the tutor, and written feedback on a script should, if the case arises, address this unequivocally. Criteria for assessment of written translation should give due weight to a range of factors, so that the expression of criteria in terms of points, marks and grades does not give an unbalanced or distorted picture of what has been achieved in a given script.

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