Of the world’s languages, the Myanmar language is included in the global linguistic field as a great language, as far as I can see. Most people say that the English language is easy to learn but hard to master. On the contrary, the Myanmar language will be difficult to study as well as to have a good command, particularly if the learner is not a native speaker.
Of the world’s languages, the Myanmar language is included in the global linguistic field as a great language, as far as I can see. Most people say that the English language is easy to learn but hard to master. On the contrary, the Myanmar language will be difficult to study as well as to have a good command, particularly if the learner is not a native speaker. In the Myanmar curriculum for high schools of our nation, the subject of the Myanmar language is categorized into three sessions: Part I, Speaking Lessons, Part II, Reading-Reciting Lessons, and Part III, Writing Lessons. All of these lessons in Myanmar are worth studying, every teacher and learner knows. In the second part of reading-reciting lessons, prose, poetry and drama, the three subjects of literature, can all be seen. Here, prose, poetry and drama teaching of the Myanmar language to high school students will be presented, depending upon my personal teaching experience.
Among the subjects of literature, prose is the most straightforward writing, that is, it is easy to understand and also free to write. Hence, almost all language teachers start to teach prose instead of poems and dramas. In my young student life, I did not get why my Myanmar teachers began to teach prose before poems, but later, I have known that poems and dramas finally come out of prose thoughts, which means that a poem or drama cannot be well composed by anyone if he or she is unable to think about or write good prose only. Even though prose is the life of language and literature, prose teaching seems somewhat boring to little students, especially when language teachers are incompetent to handle prose. While teaching prose, language teachers should let their students either read aloud or read in silence that prose word for word, all by themselves, rather than the teachers reading out loud. After that, prose teachers ought to discuss choice words, phrasal usages, sentence constructions, unity of paragraphs, passage organization, contextual coherence and writing flow to match in order step by step together with their students. Since prose is usually a sort of subject matter which are so readily understandable for students that it does not need explaining any more, language teachers have nothing to do with prose teaching except for making their students know some glossaries and difficult concepts in the passage.
Unlike prose, a poem looks like a naturally beautiful girl, most liked by boys, called readers. As I am aware, most students are interested in both poems and in poetry teaching. In general, poems can be recited in a normal tone as well as sometimes sung almost like a song. What is more, many poems are so short to the point that students can learn them by heart. Of course, poems in rhyme and rhythm are always sweet and pleasant to hearers’ or listeners’ ears. There might be some students who do not like prose at all, whereas a few students dislike poetry reading. Many students like to read poems for the simple reason that nursery rhymes always make child readers amused and folk tales often attract poem-lover students’ attention with archaisms, dialect words or expressions and traditional routines, for example. In the main, it is really enjoyable to recite or sing a poem, whether it is a classic poem or a modern poem. A poem is like a beautifully alternated ring of star-flowers, while a poetry teacher is probably similar to a person re-alternating these flowers. There is still a point that should be noticed, especially by poetry teachers. Today is not the age of poems in rhyme and over-writing, except for free verse. Thus, language teachers need to give a simple explanation to students of the rhyming schemes or patterns of a poem, together with poetic licence to embroider a good poem.
In the history of Myanmar literature, there have appeared several golden ages of literature, namely, the golden ages of poems, dramas and short stories one after another. Although the mass production of dramas could be seen in Myanmar literature, there were probably no dramas of top quality, I believe.
Any Myanmar drama to the core could not be given a literary award throughout the history of Myanmar literature, apart from the translation of `King Lear´ by Saya Min Thu Wun. Despite this, there were many dramas of the highest quality in Myanmar literature, for instance, `Yethepyazet´ by U Ponya and `Mahasanchinthu´ by Saya Zaw Gyi, whose words mean `a water peddler´ and `an aristocratlike person´ respectively. In truth, a drama is generally literature in verse, in other words, a combination of prose and poetry writings. When teaching drama, not only language teachers but also their learners must be careful of background situations such as history, time and place, characters’ manners, characterization, and the accomplishment of drama objectives. Most of all, it is absolutely good to speak out the rhyming words of characters in a good voice; therefore, the role-play method is used as the most suitable teaching pedagogy in drama study. By doing so, students will be able to memorize drama learning material by rote more than the conventional lecture-discussion method.
It would be no easy task if native teachers taught students their language to students speaking the same language, attracting their attention. Strange to say, some students get bored easily with prose, poems and dramas in textbooks just as they see them. I think that is not the problem of subject matter, but the professional incompetence of teaching methods. A language teacher must be a researcher on the language, as always. He should have studied as many archaisms as needed in his language. Also, their teaching techniques ought to be upgraded and updated in accordance with educational aims, mainstream education, language needs, their own styles, and students’ likes. Words of humour and interest tend to play an essential role in language teaching. Only because literature is created in language does a linguistic teacher need to have had mastery of the language, phonetics and semantics in particular.
GNLM
Of the world’s languages, the Myanmar language is included in the global linguistic field as a great language, as far as I can see. Most people say that the English language is easy to learn but hard to master. On the contrary, the Myanmar language will be difficult to study as well as to have a good command, particularly if the learner is not a native speaker. In the Myanmar curriculum for high schools of our nation, the subject of the Myanmar language is categorized into three sessions: Part I, Speaking Lessons, Part II, Reading-Reciting Lessons, and Part III, Writing Lessons. All of these lessons in Myanmar are worth studying, every teacher and learner knows. In the second part of reading-reciting lessons, prose, poetry and drama, the three subjects of literature, can all be seen. Here, prose, poetry and drama teaching of the Myanmar language to high school students will be presented, depending upon my personal teaching experience.
Among the subjects of literature, prose is the most straightforward writing, that is, it is easy to understand and also free to write. Hence, almost all language teachers start to teach prose instead of poems and dramas. In my young student life, I did not get why my Myanmar teachers began to teach prose before poems, but later, I have known that poems and dramas finally come out of prose thoughts, which means that a poem or drama cannot be well composed by anyone if he or she is unable to think about or write good prose only. Even though prose is the life of language and literature, prose teaching seems somewhat boring to little students, especially when language teachers are incompetent to handle prose. While teaching prose, language teachers should let their students either read aloud or read in silence that prose word for word, all by themselves, rather than the teachers reading out loud. After that, prose teachers ought to discuss choice words, phrasal usages, sentence constructions, unity of paragraphs, passage organization, contextual coherence and writing flow to match in order step by step together with their students. Since prose is usually a sort of subject matter which are so readily understandable for students that it does not need explaining any more, language teachers have nothing to do with prose teaching except for making their students know some glossaries and difficult concepts in the passage.
Unlike prose, a poem looks like a naturally beautiful girl, most liked by boys, called readers. As I am aware, most students are interested in both poems and in poetry teaching. In general, poems can be recited in a normal tone as well as sometimes sung almost like a song. What is more, many poems are so short to the point that students can learn them by heart. Of course, poems in rhyme and rhythm are always sweet and pleasant to hearers’ or listeners’ ears. There might be some students who do not like prose at all, whereas a few students dislike poetry reading. Many students like to read poems for the simple reason that nursery rhymes always make child readers amused and folk tales often attract poem-lover students’ attention with archaisms, dialect words or expressions and traditional routines, for example. In the main, it is really enjoyable to recite or sing a poem, whether it is a classic poem or a modern poem. A poem is like a beautifully alternated ring of star-flowers, while a poetry teacher is probably similar to a person re-alternating these flowers. There is still a point that should be noticed, especially by poetry teachers. Today is not the age of poems in rhyme and over-writing, except for free verse. Thus, language teachers need to give a simple explanation to students of the rhyming schemes or patterns of a poem, together with poetic licence to embroider a good poem.
In the history of Myanmar literature, there have appeared several golden ages of literature, namely, the golden ages of poems, dramas and short stories one after another. Although the mass production of dramas could be seen in Myanmar literature, there were probably no dramas of top quality, I believe.
Any Myanmar drama to the core could not be given a literary award throughout the history of Myanmar literature, apart from the translation of `King Lear´ by Saya Min Thu Wun. Despite this, there were many dramas of the highest quality in Myanmar literature, for instance, `Yethepyazet´ by U Ponya and `Mahasanchinthu´ by Saya Zaw Gyi, whose words mean `a water peddler´ and `an aristocratlike person´ respectively. In truth, a drama is generally literature in verse, in other words, a combination of prose and poetry writings. When teaching drama, not only language teachers but also their learners must be careful of background situations such as history, time and place, characters’ manners, characterization, and the accomplishment of drama objectives. Most of all, it is absolutely good to speak out the rhyming words of characters in a good voice; therefore, the role-play method is used as the most suitable teaching pedagogy in drama study. By doing so, students will be able to memorize drama learning material by rote more than the conventional lecture-discussion method.
It would be no easy task if native teachers taught students their language to students speaking the same language, attracting their attention. Strange to say, some students get bored easily with prose, poems and dramas in textbooks just as they see them. I think that is not the problem of subject matter, but the professional incompetence of teaching methods. A language teacher must be a researcher on the language, as always. He should have studied as many archaisms as needed in his language. Also, their teaching techniques ought to be upgraded and updated in accordance with educational aims, mainstream education, language needs, their own styles, and students’ likes. Words of humour and interest tend to play an essential role in language teaching. Only because literature is created in language does a linguistic teacher need to have had mastery of the language, phonetics and semantics in particular.
GNLM
-
Lately, on social media – especially on TikTok – I’ve been seeing a new trend. Attractive young individuals, often calling themselves “Teachal” or “Teacher”, confidently upload educational content. Though I’m not an active TikTok user, I somehow come across these videos nearly every day. In these clips, they act and speak like professional educators. Some teach phonics and English, while others explain design tools, mobile apps, or social media strategy. With each video, they present themselves as subject experts.
Lately, on social media – especially on TikTok – I’ve been seeing a new trend. Attractive young individuals, often calling themselves “Teachal” or “Teacher”, confidently upload educational content. Though I’m not an active TikTok user, I somehow come across these videos nearly every day. In these clips, they act and speak like professional educators. Some teach phonics and English, while others explain design tools, mobile apps, or social media strategy. With each video, they present themselves as subject experts.
What surprises me is how easily they claim mastery – some mention having less than ten years of experience in the field. Can someone become a master with just ten years of practice? Is it enough to declare oneself a teacher in front of thousands or even millions of viewers? This raises a deeper question: What does it truly take to become a great teacher? What qualifies someone to stand before others and teach, not just with knowledge, but with confidence, skill, and integrity?
Let’s explore the qualities of a real teacher, drawing from both international standards and the traditional values upheld in Myanmar society.
Strong Qualifications and Lifelong Learning
Around the world, the foundation of a professional teaching career starts with formal education — usually a bachelor’s degree in a relevant field, followed by certification such as TEFL for English teachers or IB training for international schools. In the US, for instance, teachers aiming for the National Board Certification must complete years of reflective work, rigorous assessments, and teaching evaluations. Only about four per cent of American teachers reach this level, which shows the high expectations involved.
But even after certification, great teachers do not stop learning. They attend workshops, enrol in postgraduate courses, and stay updated on new methods and technologies. Many also pursue master’s degrees or even doctoral studies to refine their skills and take on leadership roles. A commitment to continuous improvement is a mark of true professionalism.
Communication and Classroom Presence
Effective teaching is not just about what you know – it’s about how you share it. Great teachers communicate clearly, using tone, volume, facial expressions, and gestures that hold the students’ attention. Whether they’re explaining complex grammar or guiding a group discussion, skilled teachers know how to make learning interactive and engaging.
Teaching is also about reading the room. Adjusting your pace, asking the right questions, and being aware of student confusion – these are all part of the art of instruction. Communication skills take years to develop and are often refined through classroom experience.
Cultural Sensitivity and Empathy
In international education settings, teachers often deal with students from various cultures and backgrounds. A successful educator respects these differences, adjusts language and references accordingly, and builds a classroom culture of inclusion.
In Myanmar, as well, where many students come from rural or underprivileged communities, empathy plays a huge role. A good teacher listens, understands each child’s situation, and responds with patience and compassion. Teaching goes far beyond textbooks – it’s about helping students feel seen, supported, and safe.
Passion, Enthusiasm, and Confidence
True passion for teaching cannot be faked. You can see it in a teacher’s eyes, feel it in their words, and witness it in the way students respond. Enthusiastic teachers inspire curiosity. They prepare lessons thoroughly and deliver them energetically. Over time, this consistent passion builds their confidence, helping them face challenges with creativity and calm. Confidence isn’t loudness or performance – it’s the quiet strength that comes from deep preparation and authentic experience. And it grows over time.
Flexibility and Collaboration
No two classes are the same. Great teachers can pivot quickly when a lesson isn’t working or when a student needs unexpected support. They adjust their strategies on the spot and keep the energy positive and encouraging.
Teaching is also a collaborative profession. Educators thrive when they work together – sharing ideas, leading school projects, mentoring younger teachers, and contributing to the larger school community. This spirit of teamwork enriches their growth and benefits students.
Myanmar’s Traditional View
In Myanmar culture, a teacher is far more than a knowledge provider. Teachers are viewed as second parents – figures of guidance, respect, and moral strength. Therefore, ethical conduct is essential. A good teacher must lead by example, showing honesty, patience, humility, and kindness in both public and private life.
Discipline and integrity are key. Parents entrust teachers with not only their children’s education but also their moral development. The trust that comes with this role is deep and sacred.
Knowledge and Communication
In many parts of Myanmar, where access to self-study resources can be limited, students rely heavily on teachers for clear explanations. This means that a good teacher must truly understand their subject matter and know how to present it in a way that makes sense to all learners – whether in urban schools with digital tools or in rural villages with chalkboards and textbooks.
Compassion and Community Engagement
Many children in Myanmar face hardships. A compassionate teacher who listens and supports students personally can have a life-changing impact. Moreover, teachers in Myanmar are often community leaders. They take part in religious ceremonies, social work, and cultural preservation. Their role extends far beyond the classroom and touches every part of village or town life.
How Many Years to Become a Great Teacher?
So, back to the original question: Is ten years enough to become a master teacher?
The answer isn’t simple. While ten years may seem like a long time, many educators agree that true teaching mastery often takes fifteen years or more. It’s not just about experience, but how you use that experience.
In the early years, teachers are usually focused on basic skills, like classroom management, lesson planning, and adjusting to different student needs. Around the fifth year, they may begin to feel more confident. But true mastery takes more than just time – it requires ongoing reflection, self-assessment, and the willingness to change.
One teacher might work for ten years but teach the same lessons in the same way, without improvement. Another might grow more in five years than someone else does in twenty, simply because they reflect, adapt, and evolve every day.
A Personal Memory or A Lesson for Life
Let me share a memory that has stayed with me for over fifty years.
In 1973, I passed the matriculation exam with an A List result, alongside only 13 other students from our town. As a reward, the Township Education Officer invited all of us to serve as volunteer teaching assistants in local primary schools for a month. During our orientation, the Education Officer, U Aung Kywel, delivered a speech that I still remember clearly. He said something that left a lasting mark on me.
He told us that when he first earned his degree and started teaching, he was proud and enthusiastic. He believed he had already become a real teacher. But then he paused and added:
“Ah… only now, after seventeen years, do I truly feel that I have become a teacher.”
That one sentence – simple, honest, and profound — has stayed with me all my life. It reminds me that becoming a real teacher is not about a title, a degree, or online followers. It’s about time, growth, and deep self-awareness.
GNLM
Lately, on social media – especially on TikTok – I’ve been seeing a new trend. Attractive young individuals, often calling themselves “Teachal” or “Teacher”, confidently upload educational content. Though I’m not an active TikTok user, I somehow come across these videos nearly every day. In these clips, they act and speak like professional educators. Some teach phonics and English, while others explain design tools, mobile apps, or social media strategy. With each video, they present themselves as subject experts.
What surprises me is how easily they claim mastery – some mention having less than ten years of experience in the field. Can someone become a master with just ten years of practice? Is it enough to declare oneself a teacher in front of thousands or even millions of viewers? This raises a deeper question: What does it truly take to become a great teacher? What qualifies someone to stand before others and teach, not just with knowledge, but with confidence, skill, and integrity?
Let’s explore the qualities of a real teacher, drawing from both international standards and the traditional values upheld in Myanmar society.
Strong Qualifications and Lifelong Learning
Around the world, the foundation of a professional teaching career starts with formal education — usually a bachelor’s degree in a relevant field, followed by certification such as TEFL for English teachers or IB training for international schools. In the US, for instance, teachers aiming for the National Board Certification must complete years of reflective work, rigorous assessments, and teaching evaluations. Only about four per cent of American teachers reach this level, which shows the high expectations involved.
But even after certification, great teachers do not stop learning. They attend workshops, enrol in postgraduate courses, and stay updated on new methods and technologies. Many also pursue master’s degrees or even doctoral studies to refine their skills and take on leadership roles. A commitment to continuous improvement is a mark of true professionalism.
Communication and Classroom Presence
Effective teaching is not just about what you know – it’s about how you share it. Great teachers communicate clearly, using tone, volume, facial expressions, and gestures that hold the students’ attention. Whether they’re explaining complex grammar or guiding a group discussion, skilled teachers know how to make learning interactive and engaging.
Teaching is also about reading the room. Adjusting your pace, asking the right questions, and being aware of student confusion – these are all part of the art of instruction. Communication skills take years to develop and are often refined through classroom experience.
Cultural Sensitivity and Empathy
In international education settings, teachers often deal with students from various cultures and backgrounds. A successful educator respects these differences, adjusts language and references accordingly, and builds a classroom culture of inclusion.
In Myanmar, as well, where many students come from rural or underprivileged communities, empathy plays a huge role. A good teacher listens, understands each child’s situation, and responds with patience and compassion. Teaching goes far beyond textbooks – it’s about helping students feel seen, supported, and safe.
Passion, Enthusiasm, and Confidence
True passion for teaching cannot be faked. You can see it in a teacher’s eyes, feel it in their words, and witness it in the way students respond. Enthusiastic teachers inspire curiosity. They prepare lessons thoroughly and deliver them energetically. Over time, this consistent passion builds their confidence, helping them face challenges with creativity and calm. Confidence isn’t loudness or performance – it’s the quiet strength that comes from deep preparation and authentic experience. And it grows over time.
Flexibility and Collaboration
No two classes are the same. Great teachers can pivot quickly when a lesson isn’t working or when a student needs unexpected support. They adjust their strategies on the spot and keep the energy positive and encouraging.
Teaching is also a collaborative profession. Educators thrive when they work together – sharing ideas, leading school projects, mentoring younger teachers, and contributing to the larger school community. This spirit of teamwork enriches their growth and benefits students.
Myanmar’s Traditional View
In Myanmar culture, a teacher is far more than a knowledge provider. Teachers are viewed as second parents – figures of guidance, respect, and moral strength. Therefore, ethical conduct is essential. A good teacher must lead by example, showing honesty, patience, humility, and kindness in both public and private life.
Discipline and integrity are key. Parents entrust teachers with not only their children’s education but also their moral development. The trust that comes with this role is deep and sacred.
Knowledge and Communication
In many parts of Myanmar, where access to self-study resources can be limited, students rely heavily on teachers for clear explanations. This means that a good teacher must truly understand their subject matter and know how to present it in a way that makes sense to all learners – whether in urban schools with digital tools or in rural villages with chalkboards and textbooks.
Compassion and Community Engagement
Many children in Myanmar face hardships. A compassionate teacher who listens and supports students personally can have a life-changing impact. Moreover, teachers in Myanmar are often community leaders. They take part in religious ceremonies, social work, and cultural preservation. Their role extends far beyond the classroom and touches every part of village or town life.
How Many Years to Become a Great Teacher?
So, back to the original question: Is ten years enough to become a master teacher?
The answer isn’t simple. While ten years may seem like a long time, many educators agree that true teaching mastery often takes fifteen years or more. It’s not just about experience, but how you use that experience.
In the early years, teachers are usually focused on basic skills, like classroom management, lesson planning, and adjusting to different student needs. Around the fifth year, they may begin to feel more confident. But true mastery takes more than just time – it requires ongoing reflection, self-assessment, and the willingness to change.
One teacher might work for ten years but teach the same lessons in the same way, without improvement. Another might grow more in five years than someone else does in twenty, simply because they reflect, adapt, and evolve every day.
A Personal Memory or A Lesson for Life
Let me share a memory that has stayed with me for over fifty years.
In 1973, I passed the matriculation exam with an A List result, alongside only 13 other students from our town. As a reward, the Township Education Officer invited all of us to serve as volunteer teaching assistants in local primary schools for a month. During our orientation, the Education Officer, U Aung Kywel, delivered a speech that I still remember clearly. He said something that left a lasting mark on me.
He told us that when he first earned his degree and started teaching, he was proud and enthusiastic. He believed he had already become a real teacher. But then he paused and added:
“Ah… only now, after seventeen years, do I truly feel that I have become a teacher.”
That one sentence – simple, honest, and profound — has stayed with me all my life. It reminds me that becoming a real teacher is not about a title, a degree, or online followers. It’s about time, growth, and deep self-awareness.
GNLM
-
Generally, a teacher is known as a person who teaches students. Many teachers also do instruction, but I am aware that they are not a successful as a teacher. Why on earth does this happen? I am strongly of the opinion that almost all successful teachers tend to carry out quality instruction, where I mean that such instruction is a kind of effective and efficient teaching.
Generally, a teacher is known as a person who teaches students. Many teachers also do instruction, but I am aware that they are not a successful as a teacher. Why on earth does this happen? I am strongly of the opinion that almost all successful teachers tend to carry out quality instruction, where I mean that such instruction is a kind of effective and efficient teaching. Most of all, many characteristics like willingness to teach, lesson preparation, teaching voice, knowledge, power, making use of teaching aids, helping to learn by doing, creating an enjoyable learning environment, arriving at teaching objectives and educational goals can be seen in quality education of a great teacher.
As far as I know, some teachers teach just for a living. It means that they never want to be a teacher; in other words, they are not the teaching spirits at all, honest to say. But the real teachers are always educationally active as well as passionate about teaching students. Even sometimes, they like to have a finger in every pie regarding teaching so that they may often be called `Phoe-thin-chin´, which means a person who is eager for a teaching job every time. A willingness to teach should be something that a great teacher is willing and able to teach a reasonable amount of subject matter within a proper time, taken in accordance with the students’ learning rate.
Teachers, young and old, have to make lesson preparations. There would be a marked difference between old teachers and young ones: whether lesson preparation is written down on paper. Lesson preparation is the lifeblood of quality instruction simply because this preparation enables a teacher to draw the lesson plan, know what basic facts should be introduced before the lesson, how much subject matter must be taught with which method during a time allowance of instruction and what expected learning outcomes students can get after the lesson. Nevertheless, most great teachers are such expert instructors that they can think about any lesson preparation beforehand without let or hindrance.
A teacher’s voice plays a huge role in their instruction. Some teachers’ voices are too gentle for students to hear them teaching. There are some teachers I have ever seen who try to attract the attention of students in a low voice, however. Of course, it will also hardly ever be okay for students if their teachers’ voices are too noisy. In my experience, a teacher’s voice may lead to an undesirably noisy classroom for students. A teaching voice must be loud enough for students to hear well. And it would be better if this voice is sweet and pleasant enough to recite a poem and sing a song. Moreover, a great teacher’s voice is so articulate that students can catch whatever they listen to very well.
Needless to say, knowledge is power. Similarly, teachers should have knowledge not only of school subjects but also of how to prepare their related learning material in advance. As far as I see, many teachers have had knowledge and power over their school subjects to a certain extent. Despite this, some teachers cannot tell the facts and figures of the subject matter as well as they know them. If so, they will be unable to make students know their knowledge power to which they have learnt. Either arts teachers or science teachers need to provide the necessary and accurate information about school subjects in any way. As always, knowledge is power in the hands of great teachers, which can arouse students’ curiosity.
Making good use of teaching aids is also an essential part of great teaching. Rather than whether making teaching aids costs a lot or not, using these aids only relies on teachers´ desire to make use of them. Teaching materials can be too expensive, yet those materials should be kept well to use again and again for the coming academic years. The most widely known teaching aid is nothing but the board. If the blackboard or whiteboard itself can be used well, many students will follow their teachers’ instructions to the letter. Several coloured chalks or markers are used on the boards, and drawings can be done over them. At least, teachers must be able to use pictures and figures in textbooks only as teaching aids. For great teachers, they are highly competent to use effective and efficient teaching aids as and when necessary.
An educational motto says `Learning by Doing´. Many educationists are satisfied that this saying is true. Although students may have diverse learning styles, that is, audio, spatial, note-taking, and bodily kinesthetic, most of them can quite easily learn something from doing it all by themselves. Really, learning by doing enables the body to know something by heart even if the brain does not do so, for instance, learning to dance. Thus, teachers with kinesthetic intelligence create as many appropriate learning activities in their teaching as needed in order to learn by doing. Learning activities often give birth to active learners in the classroom, not passive students. Hence, a great teacher is accustomed to making any student get involved in a learning activity which agrees with the needs of a school lesson, individual students’ desires and their likes.
Finally, great teachers’ quality instruction depends on creating an enjoyable learning environment, then arriving at teaching objectives and educational goals as well. As usual, a nice learning atmosphere is full of fun, laughter and happiness of students in particular. Therefore, a teacher must be capable of teaching. He ought to have also had a sense of humour. Here, I do not mean that class teaching is a type of slapstick comedy. Since the longest potential attention span of a normal student takes just 15 minutes, a well-experienced teacher can make even subject matter burst into laughter so that this span lengthens more than average. Whatever teaching method is used in instruction, it will have to arrive at the assigned teaching objectives and the established long-term educational goals. After all, seasoned teachers can handle their quality instruction as much as they want, upgrading their level year after year.
GNLM
Generally, a teacher is known as a person who teaches students. Many teachers also do instruction, but I am aware that they are not a successful as a teacher. Why on earth does this happen? I am strongly of the opinion that almost all successful teachers tend to carry out quality instruction, where I mean that such instruction is a kind of effective and efficient teaching. Most of all, many characteristics like willingness to teach, lesson preparation, teaching voice, knowledge, power, making use of teaching aids, helping to learn by doing, creating an enjoyable learning environment, arriving at teaching objectives and educational goals can be seen in quality education of a great teacher.
As far as I know, some teachers teach just for a living. It means that they never want to be a teacher; in other words, they are not the teaching spirits at all, honest to say. But the real teachers are always educationally active as well as passionate about teaching students. Even sometimes, they like to have a finger in every pie regarding teaching so that they may often be called `Phoe-thin-chin´, which means a person who is eager for a teaching job every time. A willingness to teach should be something that a great teacher is willing and able to teach a reasonable amount of subject matter within a proper time, taken in accordance with the students’ learning rate.
Teachers, young and old, have to make lesson preparations. There would be a marked difference between old teachers and young ones: whether lesson preparation is written down on paper. Lesson preparation is the lifeblood of quality instruction simply because this preparation enables a teacher to draw the lesson plan, know what basic facts should be introduced before the lesson, how much subject matter must be taught with which method during a time allowance of instruction and what expected learning outcomes students can get after the lesson. Nevertheless, most great teachers are such expert instructors that they can think about any lesson preparation beforehand without let or hindrance.
A teacher’s voice plays a huge role in their instruction. Some teachers’ voices are too gentle for students to hear them teaching. There are some teachers I have ever seen who try to attract the attention of students in a low voice, however. Of course, it will also hardly ever be okay for students if their teachers’ voices are too noisy. In my experience, a teacher’s voice may lead to an undesirably noisy classroom for students. A teaching voice must be loud enough for students to hear well. And it would be better if this voice is sweet and pleasant enough to recite a poem and sing a song. Moreover, a great teacher’s voice is so articulate that students can catch whatever they listen to very well.
Needless to say, knowledge is power. Similarly, teachers should have knowledge not only of school subjects but also of how to prepare their related learning material in advance. As far as I see, many teachers have had knowledge and power over their school subjects to a certain extent. Despite this, some teachers cannot tell the facts and figures of the subject matter as well as they know them. If so, they will be unable to make students know their knowledge power to which they have learnt. Either arts teachers or science teachers need to provide the necessary and accurate information about school subjects in any way. As always, knowledge is power in the hands of great teachers, which can arouse students’ curiosity.
Making good use of teaching aids is also an essential part of great teaching. Rather than whether making teaching aids costs a lot or not, using these aids only relies on teachers´ desire to make use of them. Teaching materials can be too expensive, yet those materials should be kept well to use again and again for the coming academic years. The most widely known teaching aid is nothing but the board. If the blackboard or whiteboard itself can be used well, many students will follow their teachers’ instructions to the letter. Several coloured chalks or markers are used on the boards, and drawings can be done over them. At least, teachers must be able to use pictures and figures in textbooks only as teaching aids. For great teachers, they are highly competent to use effective and efficient teaching aids as and when necessary.
An educational motto says `Learning by Doing´. Many educationists are satisfied that this saying is true. Although students may have diverse learning styles, that is, audio, spatial, note-taking, and bodily kinesthetic, most of them can quite easily learn something from doing it all by themselves. Really, learning by doing enables the body to know something by heart even if the brain does not do so, for instance, learning to dance. Thus, teachers with kinesthetic intelligence create as many appropriate learning activities in their teaching as needed in order to learn by doing. Learning activities often give birth to active learners in the classroom, not passive students. Hence, a great teacher is accustomed to making any student get involved in a learning activity which agrees with the needs of a school lesson, individual students’ desires and their likes.
Finally, great teachers’ quality instruction depends on creating an enjoyable learning environment, then arriving at teaching objectives and educational goals as well. As usual, a nice learning atmosphere is full of fun, laughter and happiness of students in particular. Therefore, a teacher must be capable of teaching. He ought to have also had a sense of humour. Here, I do not mean that class teaching is a type of slapstick comedy. Since the longest potential attention span of a normal student takes just 15 minutes, a well-experienced teacher can make even subject matter burst into laughter so that this span lengthens more than average. Whatever teaching method is used in instruction, it will have to arrive at the assigned teaching objectives and the established long-term educational goals. After all, seasoned teachers can handle their quality instruction as much as they want, upgrading their level year after year.
GNLM
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A discussion is a situation in which students or students and a teacher converse to share information, ideas, opinions, or work to resolve a problem. But it is not a situation in which a teacher asks a question, a student or students answer it, and then the teacher asks another question. This question-answer-question format is called recitation, and its main purpose is to quiz students to determine what they know or understand.
A discussion is a situation in which students or students and a teacher converse to share information, ideas, opinions, or work to resolve a problem. But it is not a situation in which a teacher asks a question, a student or students answer it, and then the teacher asks another question. This question-answer-question format is called recitation, and its main purpose is to quiz students to determine what they know or understand.
However, a discussion can serve several purposes. One purpose is to review and extend what students have learnt to ensure their mastery of a subject. First, students see, hear or read something. Then, they discuss what they have seen and heard. Among other things, they pay attention to terms and concepts that need explanation, the major ideas presented, and the main message. The next purpose is to have students examine their ideas or opinions. After studying something, students could be asked to share their views about its appropriateness. The third purpose is to solve a problem. Herein, students are presented with political, economic or social problems to discuss and resolve. Sometimes the last purpose is to improve students’ face-to-face or interpersonal communication skills so they become better at being good contributors and active listeners, making a point, handling disagreements and conflicts, overcoming fear of speaking in public and so forth.
Discussions can be considered based on such attributes and characteristics as the interaction pattern, the teacher’s role, group size and composition, and group arrangement. Interaction during discussion is less formal as well as more conversational. Besides, the conversation can occur not only among students but also between students and teachers. In most likely discussions, everyone should be an active participant. The whole class can engage in a common discussion or it can be divided into small groups that are preferable since these allow more potential for student participation. The composition of a group will also be similar (homogenous) or dissimilar (heterogenous). Participants should be face-to-face. Thus, arranging discussion participants in a circle is most common. On occasions, a panel discussion makes sense. If the interaction is strictly among students, the teacher will have to serve as an observer, recorder and perhaps arbitrator. As a facilitator and moderator, the teacher is to enable students to reflect critically on their experiences, explore different perspectives and consider how knowledge is then rooted in personal experiences, according to circumstances like the purpose of discussion, the maturity and experience of the students.
Good discussion leaders believe that students want and need to get involved with purposeful talk; they should be asked to review and use information, explore issues and resolve problems; they are capable of thinking and doing for themselves; and they can be helped to develop via discussion. The leaders can control their talk, get students thinking, serve as skilful facilitators, human relation experts, clarifiers or summarizers and excel at teaching communication skills.
When being prepared, good discussions establish the general purpose, set specific learner objectives, consider the readiness of the class and individuals for discussion, decide what role the leader will play, the class grouping, physical arrangements, time allowance and plan the discussion. When being overseen, good discussions get students’ attention, ensure that participants understand and see the value in the purpose or goal, relate the goal and task to previous knowledge and future work, set out the specific questions or statements to be discussed, remind participants of discussion rules, monitor to ensure on-task behaviour, balanced participation and understanding, encourage participants and elevate the level of course. When being closed, the good discussions do so at the most appropriate time rather than at a specific time, summarize progress towards the goal(s), tie new learning to previous knowledge and establish what participants might next want to know or be able to do.
As discussion guidelines for students, all students should have an equal opportunity to contribute. They encourage their classmates to join in. They ensure that everyone contributes by waiting his or her turn and taking part about as much as everyone else. They listen carefully to what others say and feel. Also, they work to understand and whenever possible, to support others’ saying and feeling. They like to understand that their knowledge and ideas may not always be right. They stay on target and help others do the same. Finally, they must be gracious and have to avoid attacking or belittling their peers.
Discussions are probably attractive to teachers who have personal needs for construction, play, affiliation and student success or to those who may want to avoid giving a presentation for the reason that they do not know the subject well enough. The discussions are advantageous for students who have strong needs for acquisition, affiliation, deference, dominance, exhibition, exposition, play, recognition, sibilance and succorance. They tend to capture and maintain students’ interest, help them develop communication and social-psychological strengths or help them learn through rehearsal. But when they are not well conducted, discussions can be purposeless, rambling, confrontational, wasteful of time, inefficient and unpleasant.
So, when on earth should the discussion method be used? Discussion is used when any of its purposes coincide with the goal. Consequently, students are engaged in the discussion when the goal is to review information, examine ideas or opinions, solve problems and improve oral communication skills. When the teacher is more interested in long-term memory, higher-order thinking, motivation, attitude change or moral reasoning, discussion can be used, to best meet students’ social and psychological needs. After all, discussion is given to be effective when students have been mostly inactive listeners, when a more relaxed atmosphere is warranted and when it would be beneficial to enhance student-to-student friendships or affiliation.
Source: The Global New Light of Myanmar
A discussion is a situation in which students or students and a teacher converse to share information, ideas, opinions, or work to resolve a problem. But it is not a situation in which a teacher asks a question, a student or students answer it, and then the teacher asks another question. This question-answer-question format is called recitation, and its main purpose is to quiz students to determine what they know or understand.
However, a discussion can serve several purposes. One purpose is to review and extend what students have learnt to ensure their mastery of a subject. First, students see, hear or read something. Then, they discuss what they have seen and heard. Among other things, they pay attention to terms and concepts that need explanation, the major ideas presented, and the main message. The next purpose is to have students examine their ideas or opinions. After studying something, students could be asked to share their views about its appropriateness. The third purpose is to solve a problem. Herein, students are presented with political, economic or social problems to discuss and resolve. Sometimes the last purpose is to improve students’ face-to-face or interpersonal communication skills so they become better at being good contributors and active listeners, making a point, handling disagreements and conflicts, overcoming fear of speaking in public and so forth.
Discussions can be considered based on such attributes and characteristics as the interaction pattern, the teacher’s role, group size and composition, and group arrangement. Interaction during discussion is less formal as well as more conversational. Besides, the conversation can occur not only among students but also between students and teachers. In most likely discussions, everyone should be an active participant. The whole class can engage in a common discussion or it can be divided into small groups that are preferable since these allow more potential for student participation. The composition of a group will also be similar (homogenous) or dissimilar (heterogenous). Participants should be face-to-face. Thus, arranging discussion participants in a circle is most common. On occasions, a panel discussion makes sense. If the interaction is strictly among students, the teacher will have to serve as an observer, recorder and perhaps arbitrator. As a facilitator and moderator, the teacher is to enable students to reflect critically on their experiences, explore different perspectives and consider how knowledge is then rooted in personal experiences, according to circumstances like the purpose of discussion, the maturity and experience of the students.
Good discussion leaders believe that students want and need to get involved with purposeful talk; they should be asked to review and use information, explore issues and resolve problems; they are capable of thinking and doing for themselves; and they can be helped to develop via discussion. The leaders can control their talk, get students thinking, serve as skilful facilitators, human relation experts, clarifiers or summarizers and excel at teaching communication skills.
When being prepared, good discussions establish the general purpose, set specific learner objectives, consider the readiness of the class and individuals for discussion, decide what role the leader will play, the class grouping, physical arrangements, time allowance and plan the discussion. When being overseen, good discussions get students’ attention, ensure that participants understand and see the value in the purpose or goal, relate the goal and task to previous knowledge and future work, set out the specific questions or statements to be discussed, remind participants of discussion rules, monitor to ensure on-task behaviour, balanced participation and understanding, encourage participants and elevate the level of course. When being closed, the good discussions do so at the most appropriate time rather than at a specific time, summarize progress towards the goal(s), tie new learning to previous knowledge and establish what participants might next want to know or be able to do.
As discussion guidelines for students, all students should have an equal opportunity to contribute. They encourage their classmates to join in. They ensure that everyone contributes by waiting his or her turn and taking part about as much as everyone else. They listen carefully to what others say and feel. Also, they work to understand and whenever possible, to support others’ saying and feeling. They like to understand that their knowledge and ideas may not always be right. They stay on target and help others do the same. Finally, they must be gracious and have to avoid attacking or belittling their peers.
Discussions are probably attractive to teachers who have personal needs for construction, play, affiliation and student success or to those who may want to avoid giving a presentation for the reason that they do not know the subject well enough. The discussions are advantageous for students who have strong needs for acquisition, affiliation, deference, dominance, exhibition, exposition, play, recognition, sibilance and succorance. They tend to capture and maintain students’ interest, help them develop communication and social-psychological strengths or help them learn through rehearsal. But when they are not well conducted, discussions can be purposeless, rambling, confrontational, wasteful of time, inefficient and unpleasant.
So, when on earth should the discussion method be used? Discussion is used when any of its purposes coincide with the goal. Consequently, students are engaged in the discussion when the goal is to review information, examine ideas or opinions, solve problems and improve oral communication skills. When the teacher is more interested in long-term memory, higher-order thinking, motivation, attitude change or moral reasoning, discussion can be used, to best meet students’ social and psychological needs. After all, discussion is given to be effective when students have been mostly inactive listeners, when a more relaxed atmosphere is warranted and when it would be beneficial to enhance student-to-student friendships or affiliation.
Source: The Global New Light of Myanmar
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IN TODAY’S fast-paced world, where information is constantly being generated and disseminated through a variety of platforms, reading daily newspapers remains an essential habit for many reasons.
Despite the rise of digital media, the value of reading a physical or digital newspaper every day cannot be overstated. It provides
numerous benefits, including staying informed about current events, fostering critical thinking, improving language skills, and keeping readers engaged in global issues.
IN TODAY’S fast-paced world, where information is constantly being generated and disseminated through a variety of platforms, reading daily newspapers remains an essential habit for many reasons.
Despite the rise of digital media, the value of reading a physical or digital newspaper every day cannot be overstated. It provides
numerous benefits, including staying informed about current events, fostering critical thinking, improving language skills, and keeping readers engaged in global issues.
Newspaper readership still holds a great amount of value to citizens in an increasingly digital-dominated landscape. On top of keeping us up-to-date with the latest stories, print and digital newspapers provide readers with many of the benefits associated with reading overall.
Reading different newspapers can aid our learning and personal development, increasing language skills, critical thinking and even civic engagement.
On the whole, it is considered a timeless hobby that can allow individuals of different ages and backgrounds to feel knowledgeable, inspired and empowered.
The biggest advantage of reading a newspaper is that it adds value to you and your personality. It improves your English or any other language in which you are reading it; it enhances your confidence and it makes lives easier as you are updated with the current issues, achievements, facts, discoveries, research, laws, events, ideologies, politics, movements, historical facts and what not? It also improves your memory to a certain extent and increases your reading skills and indirectly writing skills, as well.
Newspapers, since their circulation beginning in the early 17th century, have become a part and parcel of our lives. Without them, our mornings seem to be incomplete. For some, it is not just the paper but a vital link to the outside world. Newspaper reading has become an essential part of our life. Reading it every morning, we get to learn new things and amuse ourselves with the engaging information contained within the pages.
Reading newspapers daily is a habit that every student should cultivate as there are multitudes of benefits of reading newspapers that help a student become an all-rounder, advance in academics & career, and achieve excellence in life. It becomes their means to update themselves with everything ongoing in their city, state, country, and the world.
It is said that knowledge is power and that is exactly what the newspaper brings to your door –information about the current happenings of the world so that you can form your opinion, take your stance, and have the power with you to choose the correct course of action. The following are several persuasive reasons why we should make reading newspapers daily as part of our daily routine.
Staying Informed About Current Events
One of the most significant reasons to read daily newspapers is to stay informed about current events. News stories, whether they pertain to politics, economics, international relations, or social issues, can have a profound impact on our lives. Reading newspapers allows us to keep up with the latest developments, ensuring that we are knowledgeable about what’s happening in our community, country, and the world. Being informed not only helps us make better decisions but also enhances our ability to participate in conversations, debates, and discussions on important topics.
Fostering Critical Thinking and Awareness
Reading daily newspapers also encourages critical thinking. As you navigate through various articles, you’re exposed to different perspectives, opinions, and analyses of the same event. This encourages you to think critically, question assumptions, and develop your informed viewpoint.
For instance, a political article may present multiple angles on a policy issue, and as a reader, you must evaluate the facts, consider the implications, and form an independent opinion. Newspapers often provide in-depth reporting, giving readers a chance to think about the long-term consequences of decisions made by governments or corporations. This cultivates a deeper understanding of complex issues, fostering a more aware and informed citizenry.
Improving Language and Communication Skills
Another often overlooked benefit of reading newspapers is the improvement of language and communication skills. Daily newspapers are filled with rich vocabulary, complex sentence structures, and varied writing styles. By reading these articles regularly, readers can significantly improve their reading comprehension, vocabulary, and writing abilities. Newspapers also offer diverse content, including feature stories, editorials, interviews, and more, allowing readers to gain exposure to various writing techniques and tones. Moreover, frequent exposure to formal, well-structured language can help individuals become more articulate and effective communicators, both in writing and in speech. These enhanced communication skills are invaluable in personal and professional contexts.
Access to Diverse Opinions and Perspectives
One of the unique features of newspapers is their ability to present a wide range of opinions. From editorials and columns to letters to the editor, newspapers often include diverse viewpoints on various issues. This exposure to differing opinions is essential in a democracy, as it broadens our understanding of the world and challenges our preconceived notions. By reading a variety of perspectives, readers can develop empathy and a more balanced view of the issues that shape our society. Furthermore, newspapers often cover local, national, and international news, offering a comprehensive look at global events and trends. This helps readers become more globally aware and appreciative of the diversity of cultures and experiences around the world.
Promoting Civic Engagement
Reading daily newspapers is also an excellent way to engage in civic life. Newspapers play a vital role in informing the public about local government activities, elections, public policies, and social issues. By staying informed, citizens are better equipped to make their voices heard and take action on issues that matter to them. Whether it’s voting in elections, participating in community events, or advocating for social justice, a well-informed citizenry is the backbone of a healthy democracy. Moreover, many newspapers offer opportunities for readers to interact with the content, such as submitting letters to the editor or participating in online discussions. These avenues of engagement allow readers to take an active role in shaping the dialogue on important matters.
Establishing a Daily Routine and Mindful Consumption of Information
Reading a daily newspaper helps establish a healthy routine of mindful information consumption. In contrast to the instant and often overwhelming nature of social media, newspapers provide a curated selection of news, offering a more structured and balanced approach to staying informed. Newspapers filter out the noise, allowing readers to focus on the most important stories of
the day. This disciplined approach to consuming news encourages readers to take their time, reflect on the information, and avoid falling into the trap of sensationalism or misinformation. In addition, reading daily newspapers offers a range of benefits that contribute to both personal and societal well-being. It keeps readers informed about current events, encourages critical thinking, enhances language skills, and promotes civic engagement.
Furthermore, it exposes readers to diverse viewpoints, making them more empathetic and understanding of global issues. In an era where information is abundant, reading daily newspapers remains an invaluable tool for cultivating an informed, thoughtful, and active person.
References
- https://wordsrated.com/benefits-of-reading-the-newspaper
- https://timesofindia.indiatimes.com
- https://jbms.in/10-benefits-of-reading-newspaper-for-students
Source: The Global New Light of Myanmar
IN TODAY’S fast-paced world, where information is constantly being generated and disseminated through a variety of platforms, reading daily newspapers remains an essential habit for many reasons.
Despite the rise of digital media, the value of reading a physical or digital newspaper every day cannot be overstated. It provides
numerous benefits, including staying informed about current events, fostering critical thinking, improving language skills, and keeping readers engaged in global issues.
Newspaper readership still holds a great amount of value to citizens in an increasingly digital-dominated landscape. On top of keeping us up-to-date with the latest stories, print and digital newspapers provide readers with many of the benefits associated with reading overall.
Reading different newspapers can aid our learning and personal development, increasing language skills, critical thinking and even civic engagement.
On the whole, it is considered a timeless hobby that can allow individuals of different ages and backgrounds to feel knowledgeable, inspired and empowered.
The biggest advantage of reading a newspaper is that it adds value to you and your personality. It improves your English or any other language in which you are reading it; it enhances your confidence and it makes lives easier as you are updated with the current issues, achievements, facts, discoveries, research, laws, events, ideologies, politics, movements, historical facts and what not? It also improves your memory to a certain extent and increases your reading skills and indirectly writing skills, as well.
Newspapers, since their circulation beginning in the early 17th century, have become a part and parcel of our lives. Without them, our mornings seem to be incomplete. For some, it is not just the paper but a vital link to the outside world. Newspaper reading has become an essential part of our life. Reading it every morning, we get to learn new things and amuse ourselves with the engaging information contained within the pages.
Reading newspapers daily is a habit that every student should cultivate as there are multitudes of benefits of reading newspapers that help a student become an all-rounder, advance in academics & career, and achieve excellence in life. It becomes their means to update themselves with everything ongoing in their city, state, country, and the world.
It is said that knowledge is power and that is exactly what the newspaper brings to your door –information about the current happenings of the world so that you can form your opinion, take your stance, and have the power with you to choose the correct course of action. The following are several persuasive reasons why we should make reading newspapers daily as part of our daily routine.
Staying Informed About Current Events
One of the most significant reasons to read daily newspapers is to stay informed about current events. News stories, whether they pertain to politics, economics, international relations, or social issues, can have a profound impact on our lives. Reading newspapers allows us to keep up with the latest developments, ensuring that we are knowledgeable about what’s happening in our community, country, and the world. Being informed not only helps us make better decisions but also enhances our ability to participate in conversations, debates, and discussions on important topics.
Fostering Critical Thinking and Awareness
Reading daily newspapers also encourages critical thinking. As you navigate through various articles, you’re exposed to different perspectives, opinions, and analyses of the same event. This encourages you to think critically, question assumptions, and develop your informed viewpoint.
For instance, a political article may present multiple angles on a policy issue, and as a reader, you must evaluate the facts, consider the implications, and form an independent opinion. Newspapers often provide in-depth reporting, giving readers a chance to think about the long-term consequences of decisions made by governments or corporations. This cultivates a deeper understanding of complex issues, fostering a more aware and informed citizenry.
Improving Language and Communication Skills
Another often overlooked benefit of reading newspapers is the improvement of language and communication skills. Daily newspapers are filled with rich vocabulary, complex sentence structures, and varied writing styles. By reading these articles regularly, readers can significantly improve their reading comprehension, vocabulary, and writing abilities. Newspapers also offer diverse content, including feature stories, editorials, interviews, and more, allowing readers to gain exposure to various writing techniques and tones. Moreover, frequent exposure to formal, well-structured language can help individuals become more articulate and effective communicators, both in writing and in speech. These enhanced communication skills are invaluable in personal and professional contexts.
Access to Diverse Opinions and Perspectives
One of the unique features of newspapers is their ability to present a wide range of opinions. From editorials and columns to letters to the editor, newspapers often include diverse viewpoints on various issues. This exposure to differing opinions is essential in a democracy, as it broadens our understanding of the world and challenges our preconceived notions. By reading a variety of perspectives, readers can develop empathy and a more balanced view of the issues that shape our society. Furthermore, newspapers often cover local, national, and international news, offering a comprehensive look at global events and trends. This helps readers become more globally aware and appreciative of the diversity of cultures and experiences around the world.
Promoting Civic Engagement
Reading daily newspapers is also an excellent way to engage in civic life. Newspapers play a vital role in informing the public about local government activities, elections, public policies, and social issues. By staying informed, citizens are better equipped to make their voices heard and take action on issues that matter to them. Whether it’s voting in elections, participating in community events, or advocating for social justice, a well-informed citizenry is the backbone of a healthy democracy. Moreover, many newspapers offer opportunities for readers to interact with the content, such as submitting letters to the editor or participating in online discussions. These avenues of engagement allow readers to take an active role in shaping the dialogue on important matters.
Establishing a Daily Routine and Mindful Consumption of Information
Reading a daily newspaper helps establish a healthy routine of mindful information consumption. In contrast to the instant and often overwhelming nature of social media, newspapers provide a curated selection of news, offering a more structured and balanced approach to staying informed. Newspapers filter out the noise, allowing readers to focus on the most important stories of
the day. This disciplined approach to consuming news encourages readers to take their time, reflect on the information, and avoid falling into the trap of sensationalism or misinformation. In addition, reading daily newspapers offers a range of benefits that contribute to both personal and societal well-being. It keeps readers informed about current events, encourages critical thinking, enhances language skills, and promotes civic engagement.
Furthermore, it exposes readers to diverse viewpoints, making them more empathetic and understanding of global issues. In an era where information is abundant, reading daily newspapers remains an invaluable tool for cultivating an informed, thoughtful, and active person.
References
- https://wordsrated.com/benefits-of-reading-the-newspaper
- https://timesofindia.indiatimes.com
- https://jbms.in/10-benefits-of-reading-newspaper-for-students
Source: The Global New Light of Myanmar
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The present era is the age of knowledge. Everything is accomplished through knowledge. Knowledge has the power to create anything. Since childhood, I have earnestly pursued learning and knowledge. Now, as I approach the age of 62, while serving the country, I continue to seek knowledge, attend classes, pursue degrees, and remain a student. To this day, I approach exams not as a burdensome duty but as an enjoyable experience, feeling as though I’m transported into a delightful world for just a few hours.
The present era is the age of knowledge. Everything is accomplished through knowledge. Knowledge has the power to create anything. Since childhood, I have earnestly pursued learning and knowledge. Now, as I approach the age of 62, while serving the country, I continue to seek knowledge, attend classes, pursue degrees, and remain a student. To this day, I approach exams not as a burdensome duty but as an enjoyable experience, feeling as though I’m transported into a delightful world for just a few hours.
I have earned a Bachelor’s in Science, an honour’s degree, a Master’s degree, and advanced degrees in Chemistry. Knowledge is like a teacher that is passed down. I strive to both earn this heritage of knowledge worthily and to pass it along to others with dedication.
As the saying goes, “There is no light equal to knowledge.” In human life, knowledge is extremely important. Only by becoming knowledgeable can one be a good person and clearly distinguish between right and wrong, good and bad, as well as think critically and develop thoughtful discernment.
After completing my doctorate, I attended various courses and earned diplomas both domestically and abroad. While serving in my current role, I successfully completed an online course in Russian (Basic Level I & II) from the University of Foreign Languages. Additionally, I won first-place honours in Postgraduate Diplomas in Law (PGDL), Tourism (PGDGT), and Business (PGDB) from the Yangon Distance Education Programme.
Without considering age, I continue to immerse myself in lifelong learning. As our great nation evolves and advances, all scholars will find joy in meeting on this online platform for learning.
With this article, I pay heartfelt respect to my parents and all my teachers, treasuring their legacy of knowledge with deep gratitude and reverence.
Source: The Global New Light of Myanmar
The present era is the age of knowledge. Everything is accomplished through knowledge. Knowledge has the power to create anything. Since childhood, I have earnestly pursued learning and knowledge. Now, as I approach the age of 62, while serving the country, I continue to seek knowledge, attend classes, pursue degrees, and remain a student. To this day, I approach exams not as a burdensome duty but as an enjoyable experience, feeling as though I’m transported into a delightful world for just a few hours.
I have earned a Bachelor’s in Science, an honour’s degree, a Master’s degree, and advanced degrees in Chemistry. Knowledge is like a teacher that is passed down. I strive to both earn this heritage of knowledge worthily and to pass it along to others with dedication.
As the saying goes, “There is no light equal to knowledge.” In human life, knowledge is extremely important. Only by becoming knowledgeable can one be a good person and clearly distinguish between right and wrong, good and bad, as well as think critically and develop thoughtful discernment.
After completing my doctorate, I attended various courses and earned diplomas both domestically and abroad. While serving in my current role, I successfully completed an online course in Russian (Basic Level I & II) from the University of Foreign Languages. Additionally, I won first-place honours in Postgraduate Diplomas in Law (PGDL), Tourism (PGDGT), and Business (PGDB) from the Yangon Distance Education Programme.
Without considering age, I continue to immerse myself in lifelong learning. As our great nation evolves and advances, all scholars will find joy in meeting on this online platform for learning.
With this article, I pay heartfelt respect to my parents and all my teachers, treasuring their legacy of knowledge with deep gratitude and reverence.
Source: The Global New Light of Myanmar
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AT OUR house, a cute little bird is kept in a beautiful birdcage. My grandfather, grandmother, nephews, nieces, younger brothers, and sisters regularly feed it grains of rice, and they are very happy to have such a lovely bird at home.
One day, my little bird refused to eat anything we offered. I wondered why it was refusing food. Finally, I realized that I wanted to fly outside the cage and meet new bird friends in a new environment.
AT OUR house, a cute little bird is kept in a beautiful birdcage. My grandfather, grandmother, nephews, nieces, younger brothers, and sisters regularly feed it grains of rice, and they are very happy to have such a lovely bird at home.
One day, my little bird refused to eat anything we offered. I wondered why it was refusing food. Finally, I realized that I wanted to fly outside the cage and meet new bird friends in a new environment.
So, I immediately set it free. As soon as I released it, the bird flew quickly and happily into the blue sky. It continued flying toward the southern part of our village, where a large banyan tree stands. The bird stopped flying and rested when it reached the tree. Although the tree and the new green surroundings were unfamiliar, the bird seemed very happy.
After a while, a group of young boys with guns (*Laygwa*) approached the tree. I was so worried about my dear bird that I couldn’t stay silent. I ran as fast as I could to the banyan tree where the bird was resting. The entire time, I kept thinking about whether my bird was in danger.
When I reached the tree, I was exhausted. But I felt relieved when I saw my bird sitting on a branch. I greeted it with a sweet smile and asked it to come down, but it didn’t respond. It seemed worried that I might capture it again. So, I explained, “I’m not here to take you back. I came to warn you that your enemies are coming to harm you. Please, fly away!”
Even after I spoke, the bird didn’t seem to hear me. Still, I didn’t give up because I was worried and didn’t want to regret staying. I continued talking until the bird finally looked at me. I decided to keep speaking until it understood or accepted my words. So, I said: “My dear bird, fly away quickly! They are coming. I’m speaking for your safety, not for my benefit. I won’t be happy if they catch you. Rest is good for health, but too much rest can be harmful.
If you’re tired, rest for a while, and then fly toward the beautiful hills and mountains. You can do it. You can fly even in bad situations or in harsh weather. I know flying for hours, days, months, or even years can be exhausting.
But remember, every bird faces difficulties and challenges before reaching its oasis or goal. If we give in to boredom or laziness, we’ll never reach a better place in life. Please, take my words to heart.”
“My dear bird, you bring joy to me and others. But those boys from the village won’t appreciate your beauty or your sweet voice. To them, you won’t be as valuable as a cup of curry. Believe me, or you’ll regret it. Your life will be safer and more peaceful if you find a place among those who love and value you – like the palace of a king or the homes of the wealthy. So, start flying now, my dear. Don’t be lazy or hesitate to make an effort!”
“You know, my love, everyone who cares about you will be proud and delighted when you reach a better stage in life. You’ll also find satisfaction and happiness. Keep flying every second, minute, and hour. You’re not under anyone’s control, and you have countless opportunities to build your life and create your future.
You can move to any place you like – where there are beautiful sceneries, big lakes, long rivers, blue oceans, and unique wonders
of the world. Don’t forget to fly and make an effort if you want to see and experience these great things. You’ll have the chance to meet new friends, enjoy the best fruits and vegetables, and travel safely wherever you wish.” “Think carefully about your new life, which will improve once you make a true effort. Imagine how your life will change. Of course, your thoughts will evolve, and even the views of those boys from the village will change.
They’ll realize you’re more valuable than many cups of curry.” “Moreover, many people will appreciate you because you’ve not only changed yourself but also their perspectives. If you can change your attitude and personality, you’ll be able to transform your surroundings – your place, town, city, country, and even the world – into a better place.”
(This essay is dedicated to everyone willing to take the next step towards improving their life.)
Source: The Global New Light of Myanmar
AT OUR house, a cute little bird is kept in a beautiful birdcage. My grandfather, grandmother, nephews, nieces, younger brothers, and sisters regularly feed it grains of rice, and they are very happy to have such a lovely bird at home.
One day, my little bird refused to eat anything we offered. I wondered why it was refusing food. Finally, I realized that I wanted to fly outside the cage and meet new bird friends in a new environment.
So, I immediately set it free. As soon as I released it, the bird flew quickly and happily into the blue sky. It continued flying toward the southern part of our village, where a large banyan tree stands. The bird stopped flying and rested when it reached the tree. Although the tree and the new green surroundings were unfamiliar, the bird seemed very happy.
After a while, a group of young boys with guns (*Laygwa*) approached the tree. I was so worried about my dear bird that I couldn’t stay silent. I ran as fast as I could to the banyan tree where the bird was resting. The entire time, I kept thinking about whether my bird was in danger.
When I reached the tree, I was exhausted. But I felt relieved when I saw my bird sitting on a branch. I greeted it with a sweet smile and asked it to come down, but it didn’t respond. It seemed worried that I might capture it again. So, I explained, “I’m not here to take you back. I came to warn you that your enemies are coming to harm you. Please, fly away!”
Even after I spoke, the bird didn’t seem to hear me. Still, I didn’t give up because I was worried and didn’t want to regret staying. I continued talking until the bird finally looked at me. I decided to keep speaking until it understood or accepted my words. So, I said: “My dear bird, fly away quickly! They are coming. I’m speaking for your safety, not for my benefit. I won’t be happy if they catch you. Rest is good for health, but too much rest can be harmful.
If you’re tired, rest for a while, and then fly toward the beautiful hills and mountains. You can do it. You can fly even in bad situations or in harsh weather. I know flying for hours, days, months, or even years can be exhausting.
But remember, every bird faces difficulties and challenges before reaching its oasis or goal. If we give in to boredom or laziness, we’ll never reach a better place in life. Please, take my words to heart.”
“My dear bird, you bring joy to me and others. But those boys from the village won’t appreciate your beauty or your sweet voice. To them, you won’t be as valuable as a cup of curry. Believe me, or you’ll regret it. Your life will be safer and more peaceful if you find a place among those who love and value you – like the palace of a king or the homes of the wealthy. So, start flying now, my dear. Don’t be lazy or hesitate to make an effort!”
“You know, my love, everyone who cares about you will be proud and delighted when you reach a better stage in life. You’ll also find satisfaction and happiness. Keep flying every second, minute, and hour. You’re not under anyone’s control, and you have countless opportunities to build your life and create your future.
You can move to any place you like – where there are beautiful sceneries, big lakes, long rivers, blue oceans, and unique wonders
of the world. Don’t forget to fly and make an effort if you want to see and experience these great things. You’ll have the chance to meet new friends, enjoy the best fruits and vegetables, and travel safely wherever you wish.” “Think carefully about your new life, which will improve once you make a true effort. Imagine how your life will change. Of course, your thoughts will evolve, and even the views of those boys from the village will change.
They’ll realize you’re more valuable than many cups of curry.” “Moreover, many people will appreciate you because you’ve not only changed yourself but also their perspectives. If you can change your attitude and personality, you’ll be able to transform your surroundings – your place, town, city, country, and even the world – into a better place.”
(This essay is dedicated to everyone willing to take the next step towards improving their life.)
Source: The Global New Light of Myanmar
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SOME people may think that a student tends to become an outstanding one simply due to his or her born ability. It cannot be said this is correct at all. I agree that man students turn out to be natural geniuses, but it will happen together with other external factors. As for me, an outstanding student may or may not have an excellent memory, but surely, he or she is given to own never-undiminished perseverance and greater intrinsic motivation than a normal student.
SOME people may think that a student tends to become an outstanding one simply due to his or her born ability. It cannot be said this is correct at all. I agree that man students turn out to be natural geniuses, but it will happen together with other external factors. As for me, an outstanding student may or may not have an excellent memory, but surely, he or she is given to own never-undiminished perseverance and greater intrinsic motivation than a normal student. Not only that, outstanding students are usually inclined to bring benefits for both themselves and others. Now, I want to describe the reasons behind being an outstanding student, depending on my over ten years of teaching experience.
Some students themselves are hungry for education. They always do loud and still whatever brings education. Often they are eager to learn something new and also physically, mentally or emotionally ready to do so. As always, they can manage to avert physical fatigue due to their sports or games, mental fatigue due to their relationship with family members, friends or teachers and emotional fatigue due to their close neighbourhood or atmosphere, even though they get involved in these situations.
They like to go to school regularly and even without a day’s leave throughout the whole academic year. They are seldom browned off with revising or reviewing their well-taken school lessons.
Students by instinct or with very intrinsic motivation could do well in their studies without any external motivation. In spite of this, teachers should play a huge role in students’ learning success. Some students have a terrible memory and like learning by rote as usual, but when they have a chance to be taught by seasoned teachers, their learning achievement is more likely to be considerable than they expect. If students with poor memory can do great in their studies together with experienced teachers, how much improvement of learning effect will highly intelligent students get in studying school subjects?
Thanks to skilled teachers, good students will become better and then better students can be top of the best scholars’ list. This is because skilful teachers can take control of their students’ positive or negative emotions, make use of effective pedagogy in accordance with students’ likes or needs, practise or guide students as much as necessary and have affection or interest in school children.
Some parents want their children to be educated so much, especially those who had very little schooling in their childhood or those well-educated.
But here, students’ academic success will evidently differ from each other on account of their guardians’ parenting style. In actual fact, parents are the very first teachers of a child, also as the Myanmar saying goes. Some parents wish their children to get educated as much as they can, yet they often neglect to financially provide for their children even if they can afford it.
On the other hand, honest to say, that some parents are unable to give financial support to their children’s education. All parents, great and small, should provide physical help for students on the way to school at least, driving them to school for example, if they desire their students’ educational accomplishment. It is certain that under no circumstance will only parents’ financial assistance be adequate for outstanding students in the future. Astute parents of their children’s education are non-indulgent people as well as they will be able to use the carrot and the stick for the children as much as needed.
A safe, well-developed, enjoyable learning environment looks like a great external motivator for an outstanding student’s education. Sometimes an educational environment stimulates an average student to develop into a better scholar.
The educated who can make an adequate living as per their qualification are role models to young students in the educational environment. Of course, such an environment can be viewed as an atmosphere of educational competition among students, that is, the atmosphere arouses students’ endeavour to get into the top ten, not that of beauty, clothing and jewellery competitions, as well as will contribute essential material and energy to efficient learning of students.
In the main, only an educationally improved environment is an environment of education. A traditional economics- or agriculture-oriented society is not an educational community.
On the other side, there are several reasons for not being an outstanding student to a learner. Some students themselves appear indifferent to their education. Hence, even though their parents would like them to pursue education only, it stands to reason that the children will never excel in their studies. Unfortunately for them, some students do not find an opportunity to learn from good teachers who have mastery of both subject matter and instructional methods. Unless these students have powerful self-directed learning or independent study, they will also infrequently do extremely well in their school subjects.
Some students compete against others for classroom learning activities, but they do not study at home for love or money, knowing that other students do not do their homework, either.
The worst of it is that students are learning in an environment where their educational efforts hardly ever bear fruit. The main reason behind an outstanding student is the student himself. A student will have been an outstanding scholar only if he wants to actually.
Apparently enough, outstanding students attend school and other classes that are worthwhile going without fail. They have everything in readiness for a lesson start. Rarely do they bring such personal feelings as hunger, thirst, sorrow, depression, despair, hopelessness, and anger due to someone or something into the classroom.
They learn quite tactfully from their respective teachers. Even intelligent students will have memorized some subject matter by heart just after class.
Whether having short-term memory or long-term memory, some students earnestly revise and review their lessons again and again. Finally, conducting study regularly, setting a suitably flexible timetable, having a self-learning style, and taking out an imaginative production in arts or science subjects are other reasons behind an outstanding student.
Source: The Global New Light of Myanmar
SOME people may think that a student tends to become an outstanding one simply due to his or her born ability. It cannot be said this is correct at all. I agree that man students turn out to be natural geniuses, but it will happen together with other external factors. As for me, an outstanding student may or may not have an excellent memory, but surely, he or she is given to own never-undiminished perseverance and greater intrinsic motivation than a normal student. Not only that, outstanding students are usually inclined to bring benefits for both themselves and others. Now, I want to describe the reasons behind being an outstanding student, depending on my over ten years of teaching experience.
Some students themselves are hungry for education. They always do loud and still whatever brings education. Often they are eager to learn something new and also physically, mentally or emotionally ready to do so. As always, they can manage to avert physical fatigue due to their sports or games, mental fatigue due to their relationship with family members, friends or teachers and emotional fatigue due to their close neighbourhood or atmosphere, even though they get involved in these situations.
They like to go to school regularly and even without a day’s leave throughout the whole academic year. They are seldom browned off with revising or reviewing their well-taken school lessons.
Students by instinct or with very intrinsic motivation could do well in their studies without any external motivation. In spite of this, teachers should play a huge role in students’ learning success. Some students have a terrible memory and like learning by rote as usual, but when they have a chance to be taught by seasoned teachers, their learning achievement is more likely to be considerable than they expect. If students with poor memory can do great in their studies together with experienced teachers, how much improvement of learning effect will highly intelligent students get in studying school subjects?
Thanks to skilled teachers, good students will become better and then better students can be top of the best scholars’ list. This is because skilful teachers can take control of their students’ positive or negative emotions, make use of effective pedagogy in accordance with students’ likes or needs, practise or guide students as much as necessary and have affection or interest in school children.
Some parents want their children to be educated so much, especially those who had very little schooling in their childhood or those well-educated.
But here, students’ academic success will evidently differ from each other on account of their guardians’ parenting style. In actual fact, parents are the very first teachers of a child, also as the Myanmar saying goes. Some parents wish their children to get educated as much as they can, yet they often neglect to financially provide for their children even if they can afford it.
On the other hand, honest to say, that some parents are unable to give financial support to their children’s education. All parents, great and small, should provide physical help for students on the way to school at least, driving them to school for example, if they desire their students’ educational accomplishment. It is certain that under no circumstance will only parents’ financial assistance be adequate for outstanding students in the future. Astute parents of their children’s education are non-indulgent people as well as they will be able to use the carrot and the stick for the children as much as needed.
A safe, well-developed, enjoyable learning environment looks like a great external motivator for an outstanding student’s education. Sometimes an educational environment stimulates an average student to develop into a better scholar.
The educated who can make an adequate living as per their qualification are role models to young students in the educational environment. Of course, such an environment can be viewed as an atmosphere of educational competition among students, that is, the atmosphere arouses students’ endeavour to get into the top ten, not that of beauty, clothing and jewellery competitions, as well as will contribute essential material and energy to efficient learning of students.
In the main, only an educationally improved environment is an environment of education. A traditional economics- or agriculture-oriented society is not an educational community.
On the other side, there are several reasons for not being an outstanding student to a learner. Some students themselves appear indifferent to their education. Hence, even though their parents would like them to pursue education only, it stands to reason that the children will never excel in their studies. Unfortunately for them, some students do not find an opportunity to learn from good teachers who have mastery of both subject matter and instructional methods. Unless these students have powerful self-directed learning or independent study, they will also infrequently do extremely well in their school subjects.
Some students compete against others for classroom learning activities, but they do not study at home for love or money, knowing that other students do not do their homework, either.
The worst of it is that students are learning in an environment where their educational efforts hardly ever bear fruit. The main reason behind an outstanding student is the student himself. A student will have been an outstanding scholar only if he wants to actually.
Apparently enough, outstanding students attend school and other classes that are worthwhile going without fail. They have everything in readiness for a lesson start. Rarely do they bring such personal feelings as hunger, thirst, sorrow, depression, despair, hopelessness, and anger due to someone or something into the classroom.
They learn quite tactfully from their respective teachers. Even intelligent students will have memorized some subject matter by heart just after class.
Whether having short-term memory or long-term memory, some students earnestly revise and review their lessons again and again. Finally, conducting study regularly, setting a suitably flexible timetable, having a self-learning style, and taking out an imaginative production in arts or science subjects are other reasons behind an outstanding student.
Source: The Global New Light of Myanmar
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In the instruction of school subjects in our country, an educator may be a success as a Myanmar, Maths, Chemistry or History teacher in particular to the extent to which he focuses his efforts on this subject. Out of these subject teachers, I believe it is most fortunate that a teacher experiences success in teaching Myanmar. This is simply because a Myanmar teacher will be up the creek without a paddle if he cannot draw attention and teach Myanmar students the Myanmar language to the degree that they show interest in the language.
In the instruction of school subjects in our country, an educator may be a success as a Myanmar, Maths, Chemistry or History teacher in particular to the extent to which he focuses his efforts on this subject. Out of these subject teachers, I believe it is most fortunate that a teacher experiences success in teaching Myanmar. This is simply because a Myanmar teacher will be up the creek without a paddle if he cannot draw attention and teach Myanmar students the Myanmar language to the degree that they show interest in the language. Excellent Myanmar teachers will be able to teach the Myanmar language so well that their students can be firm believer in learning the language. Thus, the common characteristics of a good Myanmar teacher (SAT) will be described in this article, based on my teaching experience.
First of all, I would like to start talking about the introductory chapters of poetry and prose. All high school teachers and students must skim through these introductory chapters before the very poetry and prose teaching-learning activity. The introductory chapters usually make students interested in the following lessons, i.e. poems and prose. Here, introductory chapters are just interesting matters to students and it is only poems or prose that teachers have to teach their students. Hence, a teacher should never spend the whole class time (40 minutes nowadays) telling only one introductory chapter. Unexpectedly, if he does so, his teaching will lessen students’ attention momentum towards the very lesson. For instance, in a Grade 11 Myanmar poem `ရွှေနှင့်ယိုးမှား ပန်းစံကား´ (Shwe-nint-yoemar Pansagar), a teacher has to tell Panbe Maung Thintel and his sister’s love story as much as needed, not Ko Byutta and Mewunna’s. Great Myanmar teachers make good use of introductory parts to obtain students’ long attention spans in poetry or prose instruction.
It is most Myanmar teachers who read and teach poems in a periodic tone. Seldom do many teachers read and sing Myanmar poems of their kind. It may be possible to say that such teaching has been out of date these days. In general, as poems contain systematic patterns of rhymes and rhythms, they are well-readable or even singable. If a teacher sings and teaches a Myanmar poem that is worth singing, his students will enjoy the poem more than normal. For instance, `မဲဇာတောင်ခြေ´ (Mezataungchay) from Grade 11 Myanmar is full of heartbreak and compassion for Lord Letwethondara. But there is one point that should be noticed in poetry reading. Unless a teacher has such a good singing voice, it would be best if he does not sing and teach a Myanmar poem. Good Myanmar teachers read a poem before students, and then they make the entire class read out the poem neatly and rythmnically. As I am aware, most students can see the rhyming patterns of a Myanmar poem pretty easily whether they are read or sung.
In learning Myanmar poems, both teachers and students will have to study the word choice and lexical composition of the poems. This is often called `Dissecting the Anatomy of Poetry´, which means seeing the vocabulary and sentence structures of a poem one after another. But on the other side, some Myanmar teachers say that this method destroys the beauty of a poem into pieces. Myself, I am strongly of the opinion that it is merely learner’s freedom of poetry study. Good Myanmar teachers, metaphorically speaking, tend to undergo an operation on a poem in the theatre called classroom, not deforming the poem at all.
Of course, a poem looks like a well-built little girl. Since poems are generally composed of short words and to the point, many poetry learners are always keen as mustard to study the poems. And it is also quite easy to memorize a poem by heart. However, prose is not like this. The prose is figuratively a strong and healthy man. Because a language in which thousands of prose can be seen is still living in the world of language, learners are given to pay more attention to prose rather than poetry. Compared with a poem, prose is simple to understand but sometimes totally difficult to write. Although there is no restriction in prose composition regarding the number of words or stanzas, rhyming schemes, and intonation patterns, practically writing the prose cannot arrive at its main theme or aim. But strangely enough, almost all students get bored with learning prose as well as can be under the illusion that they will be able to write similar prose with their eyes closed. In that connection, good Myanmar teachers show a detailed organization of prose arranged from words to sentences, paragraphs and the whole passage instead of overexplaining what the prose means.
After teaching poetry and prose, teachers ought to ask students some questions related to them, especially the learning objective, curiously. At that time, the instructional objectives established by the students may be different from those prescribed in the curriculum. For language, study is absolute of diverse thoughts and perceptions. If and when the objective of the students has no clear correlation with that of the lesson in the curriculum, the teacher will need to express the very objective of the poem or prose, whether general or specific, where he can agree with other poetry- or prose-related acceptable feelings and opinions from his students without a second thought, mainly if he is meant to be a good Myanmar teacher.
Finally, good teachers who fully appreciate the Myanmar language like to teach it to their students so that they are getting to adore the language. Also, their Myanmar teaching pedagogy enables the students to be mad keen on continuing the language study. They make their students practise essay writing or do spelling and dictation exercises so often. In the main, their handwriting is pretty, neat and tidy, especially without writing system errors or spelling and dictation mistakes. And they like extensive reading besides studying the curriculum. Some even state that an enjoyable learning environment of the school largely depends on Myanmar teachers over there. Therefore, being a Myanmar teacher that does great credit to an educator is a foregone conclusion.
Source: The Global New Light of Myanmar
In the instruction of school subjects in our country, an educator may be a success as a Myanmar, Maths, Chemistry or History teacher in particular to the extent to which he focuses his efforts on this subject. Out of these subject teachers, I believe it is most fortunate that a teacher experiences success in teaching Myanmar. This is simply because a Myanmar teacher will be up the creek without a paddle if he cannot draw attention and teach Myanmar students the Myanmar language to the degree that they show interest in the language. Excellent Myanmar teachers will be able to teach the Myanmar language so well that their students can be firm believer in learning the language. Thus, the common characteristics of a good Myanmar teacher (SAT) will be described in this article, based on my teaching experience.
First of all, I would like to start talking about the introductory chapters of poetry and prose. All high school teachers and students must skim through these introductory chapters before the very poetry and prose teaching-learning activity. The introductory chapters usually make students interested in the following lessons, i.e. poems and prose. Here, introductory chapters are just interesting matters to students and it is only poems or prose that teachers have to teach their students. Hence, a teacher should never spend the whole class time (40 minutes nowadays) telling only one introductory chapter. Unexpectedly, if he does so, his teaching will lessen students’ attention momentum towards the very lesson. For instance, in a Grade 11 Myanmar poem `ရွှေနှင့်ယိုးမှား ပန်းစံကား´ (Shwe-nint-yoemar Pansagar), a teacher has to tell Panbe Maung Thintel and his sister’s love story as much as needed, not Ko Byutta and Mewunna’s. Great Myanmar teachers make good use of introductory parts to obtain students’ long attention spans in poetry or prose instruction.
It is most Myanmar teachers who read and teach poems in a periodic tone. Seldom do many teachers read and sing Myanmar poems of their kind. It may be possible to say that such teaching has been out of date these days. In general, as poems contain systematic patterns of rhymes and rhythms, they are well-readable or even singable. If a teacher sings and teaches a Myanmar poem that is worth singing, his students will enjoy the poem more than normal. For instance, `မဲဇာတောင်ခြေ´ (Mezataungchay) from Grade 11 Myanmar is full of heartbreak and compassion for Lord Letwethondara. But there is one point that should be noticed in poetry reading. Unless a teacher has such a good singing voice, it would be best if he does not sing and teach a Myanmar poem. Good Myanmar teachers read a poem before students, and then they make the entire class read out the poem neatly and rythmnically. As I am aware, most students can see the rhyming patterns of a Myanmar poem pretty easily whether they are read or sung.
In learning Myanmar poems, both teachers and students will have to study the word choice and lexical composition of the poems. This is often called `Dissecting the Anatomy of Poetry´, which means seeing the vocabulary and sentence structures of a poem one after another. But on the other side, some Myanmar teachers say that this method destroys the beauty of a poem into pieces. Myself, I am strongly of the opinion that it is merely learner’s freedom of poetry study. Good Myanmar teachers, metaphorically speaking, tend to undergo an operation on a poem in the theatre called classroom, not deforming the poem at all.
Of course, a poem looks like a well-built little girl. Since poems are generally composed of short words and to the point, many poetry learners are always keen as mustard to study the poems. And it is also quite easy to memorize a poem by heart. However, prose is not like this. The prose is figuratively a strong and healthy man. Because a language in which thousands of prose can be seen is still living in the world of language, learners are given to pay more attention to prose rather than poetry. Compared with a poem, prose is simple to understand but sometimes totally difficult to write. Although there is no restriction in prose composition regarding the number of words or stanzas, rhyming schemes, and intonation patterns, practically writing the prose cannot arrive at its main theme or aim. But strangely enough, almost all students get bored with learning prose as well as can be under the illusion that they will be able to write similar prose with their eyes closed. In that connection, good Myanmar teachers show a detailed organization of prose arranged from words to sentences, paragraphs and the whole passage instead of overexplaining what the prose means.
After teaching poetry and prose, teachers ought to ask students some questions related to them, especially the learning objective, curiously. At that time, the instructional objectives established by the students may be different from those prescribed in the curriculum. For language, study is absolute of diverse thoughts and perceptions. If and when the objective of the students has no clear correlation with that of the lesson in the curriculum, the teacher will need to express the very objective of the poem or prose, whether general or specific, where he can agree with other poetry- or prose-related acceptable feelings and opinions from his students without a second thought, mainly if he is meant to be a good Myanmar teacher.
Finally, good teachers who fully appreciate the Myanmar language like to teach it to their students so that they are getting to adore the language. Also, their Myanmar teaching pedagogy enables the students to be mad keen on continuing the language study. They make their students practise essay writing or do spelling and dictation exercises so often. In the main, their handwriting is pretty, neat and tidy, especially without writing system errors or spelling and dictation mistakes. And they like extensive reading besides studying the curriculum. Some even state that an enjoyable learning environment of the school largely depends on Myanmar teachers over there. Therefore, being a Myanmar teacher that does great credit to an educator is a foregone conclusion.
Source: The Global New Light of Myanmar
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AS USUAL, all students who have passed the matriculation examination tend to choose and go to a university per their scores, especially the entrance scores set by relevant universities.
AS USUAL, all students who have passed the matriculation examination tend to choose and go to a university per their scores, especially the entrance scores set by relevant universities.
Since the university is a paradise for most students and teachers as far as I can see, they almost always enjoy a university life in their bones. Basic education is quite different from higher education in which students mainly study all by themselves rather than with the help of their teachers. In other words, university students lead an independent life in many cases and use self-directed learning in their studies. From time immemorial, the university has been deemed a place where a child is taught to have grown into an adult to the core. Hence, choosing and going to a university becomes as important as having passed the matriculation examination.
Of course, university students are betwixt and between, that is, they are neither children nor adults. In the main, university attendees come from different backgrounds and situations such as regions, nationalities, religions, beliefs, and cultures. Thus, university students can meet a culture shock or culture bump either consciously or unconsciously, particularly in their university and hostel lives. Also, university teachers are not the same as school teachers at all. University teachers are given to treat their students like adults or even friends instead of like a child.
Most of them use the lecture method or sometimes the lecture-discussion method in their instruction as a teacher-centred approach or an authoritative style of teaching.
However, university students usually feel free to do their major studies, assignments, and tutorial exams all to themselves as described above. Because the students have to dedicate their priceless time in decades to attending university as in school, they should choose and go to university pretty carefully.
So, the choice of a university to join is of great importance to every student. Some students can attend the university that they want to. They are also happy with their educational success in university to the full extent that they can achieve. The more success these students wish to get in education, the better they will be trying throughout their academic terms. But for some students who cannot go to their selected universities, even any educational achievement in university will possibly be nothing strange to them.
Sometimes, they like to fall out of their education; they have no desire to try it on. Here, the exception proves the rule. Sad to say, some students have no chance of attending their dream university simply due to their home socio-economic conditions, especially educational fees. Other students choose to go to their desired universities by mistake. Only after a few years of their educational terms do they get to know that their university choice was wrong. What I want to say herein is that their wrongly selected universities, major subjects in particular, do not match up with their very likes and satisfaction in education. Accordingly, university students should have set their distinct educational aims and goals even while they are studying in basic education schools.
Some students attend a university following their parents’ wishes only, but they would like to go to another university. A university student has to be given a chance to freely choose the university, relying upon his or her natural hobby. Some seniors are under the illusion that they are getting to feel an enjoyable university life bit by bit as long as their academic years last. Despite this, juniors can be different from them in one way or another. In truth, a university student should not spend too much of his or her time attending the university that they do not want to.
Certain students go to university just for a bachelor’s degree; they do not have any apparent reason for it. They may or may not live a married life after their targeted education. Whatever is said, university attendance must not be merely a waste of time. It would be best if university degrees go together with a student’s future jobs. And he or she will have to be a success in education in the future, following his or her great resolution.
I think that there is no university where students are not happy in the world at all. University students like celebrating freshers’ welcome and farewell parties as well as paying homage ceremonies and other events as always. Senior students behave well towards their seniors like their biological siblings. The students share their regional knowledge, religious beliefs, cultural norms, language skills, digital literacy and many others inside or outside the university. What is more, they imitate their close classmates’ or flatmates’ habits to the letter. Strangely enough, some students unexpectedly find their life partners-to-be at university. As for me, going to a university may be the U-turn of a student’s life.
Also, university life is the happiest moment together with friends and teachers for all students, I believe. As any student needs to spend nearly one-third of his or her life in education, he or she ought to choose and attend the university for a living.
Source: The Global New Light of Myanmar
AS USUAL, all students who have passed the matriculation examination tend to choose and go to a university per their scores, especially the entrance scores set by relevant universities.
Since the university is a paradise for most students and teachers as far as I can see, they almost always enjoy a university life in their bones. Basic education is quite different from higher education in which students mainly study all by themselves rather than with the help of their teachers. In other words, university students lead an independent life in many cases and use self-directed learning in their studies. From time immemorial, the university has been deemed a place where a child is taught to have grown into an adult to the core. Hence, choosing and going to a university becomes as important as having passed the matriculation examination.
Of course, university students are betwixt and between, that is, they are neither children nor adults. In the main, university attendees come from different backgrounds and situations such as regions, nationalities, religions, beliefs, and cultures. Thus, university students can meet a culture shock or culture bump either consciously or unconsciously, particularly in their university and hostel lives. Also, university teachers are not the same as school teachers at all. University teachers are given to treat their students like adults or even friends instead of like a child.
Most of them use the lecture method or sometimes the lecture-discussion method in their instruction as a teacher-centred approach or an authoritative style of teaching.
However, university students usually feel free to do their major studies, assignments, and tutorial exams all to themselves as described above. Because the students have to dedicate their priceless time in decades to attending university as in school, they should choose and go to university pretty carefully.
So, the choice of a university to join is of great importance to every student. Some students can attend the university that they want to. They are also happy with their educational success in university to the full extent that they can achieve. The more success these students wish to get in education, the better they will be trying throughout their academic terms. But for some students who cannot go to their selected universities, even any educational achievement in university will possibly be nothing strange to them.
Sometimes, they like to fall out of their education; they have no desire to try it on. Here, the exception proves the rule. Sad to say, some students have no chance of attending their dream university simply due to their home socio-economic conditions, especially educational fees. Other students choose to go to their desired universities by mistake. Only after a few years of their educational terms do they get to know that their university choice was wrong. What I want to say herein is that their wrongly selected universities, major subjects in particular, do not match up with their very likes and satisfaction in education. Accordingly, university students should have set their distinct educational aims and goals even while they are studying in basic education schools.
Some students attend a university following their parents’ wishes only, but they would like to go to another university. A university student has to be given a chance to freely choose the university, relying upon his or her natural hobby. Some seniors are under the illusion that they are getting to feel an enjoyable university life bit by bit as long as their academic years last. Despite this, juniors can be different from them in one way or another. In truth, a university student should not spend too much of his or her time attending the university that they do not want to.
Certain students go to university just for a bachelor’s degree; they do not have any apparent reason for it. They may or may not live a married life after their targeted education. Whatever is said, university attendance must not be merely a waste of time. It would be best if university degrees go together with a student’s future jobs. And he or she will have to be a success in education in the future, following his or her great resolution.
I think that there is no university where students are not happy in the world at all. University students like celebrating freshers’ welcome and farewell parties as well as paying homage ceremonies and other events as always. Senior students behave well towards their seniors like their biological siblings. The students share their regional knowledge, religious beliefs, cultural norms, language skills, digital literacy and many others inside or outside the university. What is more, they imitate their close classmates’ or flatmates’ habits to the letter. Strangely enough, some students unexpectedly find their life partners-to-be at university. As for me, going to a university may be the U-turn of a student’s life.
Also, university life is the happiest moment together with friends and teachers for all students, I believe. As any student needs to spend nearly one-third of his or her life in education, he or she ought to choose and attend the university for a living.
Source: The Global New Light of Myanmar