LIFE in a small town is undeniably different from life in a big city, isn’t it? It was around 1994. I was living in a small town and had a brief two-day trip to Yangon. In that small town, I was an English teacher, though not an especially well-known one.

The reason for my visit to Yangon was to meet an English teacher there. His name was U Thein Naing, a respected teacher who was likely about three or four years older than I was. He was also the teacher of my younger siblings who lived in Yangon. I wanted to meet him to explore the possibility of connecting with his network and perhaps arranging some small study circles in Yangon.

After arriving in Yangon, I called U Thein Naing to arrange a meeting. He mentioned that he couldn’t invite me to his house today and suggested instead that I come to the place where he was teaching – at No ( … ) on Kili Road, third floor, at around 2:30 in the afternoon. So, shortly before two, I took a bus from Kyimyindine to Kili Road and found the building he had mentioned. I went up to the third floor, knocked on the door, and a man who seemed to be the host opened it. When I told him I was there to meet U Thein Naing, he welcomed me warmly and led me to the living room. About ten to fifteen minutes later, a group of seven or eight children came out. They were wearing simple clothes — loose shirts and shorts, likely due to the summer heat — and each held some small books.

It seemed they weren’t students who had come from afar but rather children from nearby houses. Like a teacher, I leaned forward to take a closer look at the books the children were holding.

Hmm … it wasn’t a book I recognized. It was definitely not a school textbook. Since I already knew that U Thein Naing taught English, I felt a sudden curiosity about what he was teaching these kids.

Just then, U Thein Naing came out, and we both started walking down the stairs. Before we even reached the bottom, I couldn’t hold back my question any longer. “What do you teach, Saya?” I asked right away. “English,” he replied with a smile. “What kind of English?” I followed up quickly.

He seemed to understand what I was getting at. Reaching into his shoulder bag, he took out a book and showed it to me. “This book,” he said, holding it out in front of me. The moment I saw it, I understood immediately. It was clear why the children from my rural area would never quite catch up with the children in Yangon when it came to English.

Once we reached the ground floor, U Thein Naing continued, “Kids in Yangon often have three English teachers. The first one is the school teacher, who teaches them from the prescribed textbooks. The second one is the tutor outside of school who helps them go over the same textbooks.

And then, there’s a third one — the one like me — who teaches them using international curricula tailored to their age.” I understood. The school syllabus alone wasn’t enough, so they were incorporating international programs alongside it. I began to wonder just how long Yangon had been evolving with this kind of comprehensive English learning system. Meanwhile, U Thein Naing didn’t add anything more, and I found myself lost in thought.

When I returned to my small hometown, I kept thinking about the English teaching system I had experienced in Yangon. I wondered how I could bring something similar to life here. It was early May — summer break — and my tutoring classes were also on hold. Unlike in Yangon, where students continue attending extra courses during the summer, students here only come back for registration when school reopens.

The idea of teaching a syllabus outside of the prescribed schoolbooks was unheard of for both students and parents in my town. However, I was determined not to give up. I decided to start with whatever was possible. Since schools were closed and I didn’t have any students, I turned to one of my nieces, who had just finished her matriculation examination.

I gathered her and a few of her friends, offering to teach them from my Grammar in Use (Intermediate level) for free.

Honestly, I wasn’t sure if this book level was suitable for these students. All I had was this Grammar in Use book and the motivation to teach, so I just started with what I had. Along with my niece, I gathered six female students and began teaching them. Surprisingly, they seemed genuinely interested. The class lasted a little over a month, and they were enthusiastic throughout. Eventually, the school reopened, and other students returned to their regular classes with the prescribed textbooks, so I had to stop the free lessons. What I’ve shared here is a glimpse of how we began introducing international English curricula in our small town.

Thirty years have now passed, and it’s 2024. My small class has grown to about forty regular students, and during the summer break, there are often over sixty attending. None of the parents who bring their children here request that I teach them from the standard textbooks. I accept students who are at least seven years old, so I teach various levels, from Grade 2 up to students who have just completed Grade 12.

Over these thirty years, both parents and the community have come to understand the value of English. Now, people truly recognize its importance. My little class, which I once offered for free, has grown, and there are now three similar classes in this small town alone. While I don’t oppose the government’s textbooks — they still have value and are taught in many tuition centres – there’s also an apparent demand for broader learning. There are even three private schools in this small town now, not counting the others. I think anyone looking at the town’s progress in education over the years would see how much the community’s mindset and priorities have evolved.

In Myanmar, the motivation to learn English has a long history and many reasons behind it. English was introduced during the colonial period and has remained an essential language in the country’s education system.

In recent years, globalization has made English even more important. One key reason is the economic opportunities that come with knowing English. Many multinational companies operate in Myanmar, and fluency in English can lead to better job prospects and higher salaries. In major cities like Yangon, businesses often require employees who can communicate well in English because it is the primary language of international trade and industry.

Additionally, the academic environment has increased the emphasis on learning English. Higher education institutions in Myanmar often use English as the language of instruction, especially in science, technology, engineering, and mathematics (STEM) fields. Students who want to study abroad or at international universities within Myanmar need to have strong English skills, as demonstrated through exams like IELTS or TOEFL.

The role of technology and the internet is also significant. Access to global knowledge and resources is mostly available in English. Students and professionals in Myanmar use the internet to access online courses, research papers, and international publications, all of which require a good command of English.

Another important factor is cultural exchange and the desire for global connectivity. English acts as a bridge that connects Myanmar to the world and facilitates interactions with people from different cultures and backgrounds. This international perspective is particularly appealing to the younger generation, who are eager to explore beyond their borders.

The dedication to learning English also comes from a societal aspiration for progress and development. As Myanmar continues to grow and integrate into the global community, English proficiency is seen as a stepping stone to achieving modernity and advancement.

Parents understand this and invest in their children’s English education to provide them with the necessary skills for the future. In rural areas, where access to quality education and resources can be limited, community efforts and individual initiatives play a significant role. Teachers like me and others bridge the gap by introducing innovative methods and international curricula, ensuring that students in small towns have the same opportunities as those in urban areas.

Despite the enthusiasm for learning English, several challenges remain. Limited resources, especially in rural areas, can hinder the learning process. There is a shortage of trained English teachers and up-to-date materials. However, community-driven efforts and initiatives by local educators have shown promising results in overcoming these barriers.

The government’s role in supporting English education is also crucial. Policies that encourage English learning, provide resources, and train teachers can significantly enhance the quality of education. Collaboration with international organizations and educational institutions can further support these efforts.

In brief, the motivation to learn English in Myanmar is fueled by economic aspirations, academic requirements, technological advancements, cultural exchanges, and societal progress. The journey of diligent study is marked by dedication, innovation, and a collective effort to bridge gaps and create opportunities. As Myanmar continues to develop, English proficiency will remain a vital component of its educational and societal landscape. By addressing challenges and leveraging opportunities, the country can ensure that its citizens are well equipped to thrive in a globalized world.

Source- The Global New Light of Myanmar

KNOWING idioms is useful in everyday conversation to sound more fluent and natural, as they can convey complex ideas briefly and add a layer of cultural richness to your language, making interactions more engaging and relatable.

ပတ်စာခွာ ဖျာသိမ်း

/ pá sa khwa hpja thein:/

• to the very end.

• to complete a task thoroughly.

• to fully accomplish a task.

• ပြီးဆုံးသည်အထိ ဆောင်ရွက်သည်။

• မြန်မာ့ဇာတ်ပွဲအဆုံးတွင် ဗုံများကို ချိန်ညှိရာတွင် အသုံးပြုသော ပတ်စာကို ခွာထုတ်ရ...ပရိသတ်သုံးတဲ့ ဖျာတွေကိုလည်း လိပ်ရ...

• အလှူအိမ်မှာ ပတ်စာခွာဖျာသိမ်း လုပ်နေ၍ အိမ်သို့ ဒေါ်ကြီး ပြန်မရောက်သေးပါ။

To Detach the Paste from the Drum and to Roll Up the Mat

At the conclusion of a Myanmar theatrical performance, it is necessary to detach the paste used for tuning the drums and to roll up the mats used by the audience.

Therefore, to finish a task completely is referred to as “detaching the paste from the drum and rolling up the mats.”

This Myanmar idiom embodies the importance of completion and closure in any endeavour. When a theatrical performance concludes, it is symbolic of wrapping up the event and signifies that all tasks related to it have been finalized.

This action reflects a broader life lesson about the significance of seeing things through to the end. Whether in work, relationships, or personal projects, completion ensures that nothing lingers or remains unresolved.

The metaphor invokes an imagery of tidiness and responsibility, suggesting that once a commitment is fulfilled, one should take the necessary steps to tidy up and move on to the next chapter. Thus, it underscores the value of closure and the need to complete what has been started.

USAGES:

“Close the book”

Meaning: To end or finish a discussion or activity.

Example: After a long meeting, we decided to close the book on the project.

“Bring it to a close”

Meaning: To conclude something decisively.

Example: It’s time to bring this discussion to a close.

“Tie up loose ends”

Meaning: To complete any remaining tasks.

Example: Before going on vacation, I need to tie up all loose ends at work.

“Put a finishing touch on it”

Meaning: To add the last detail or improvement.

Example: I just need to put a finishing touch on my painting before I show it.

“Wrap it up”

Meaning: To finish or conclude something.

Example: Let’s wrap it up before we run out of time.

“Cross the T’s and dot the I’s”

Meaning: To finish with attention to detail.

Example: Before submitting the report, make sure to cross the T’s and dot the I’s.

“Call it a day”

Meaning: To finish working for the day or to conclude an activity.

Example: It was a long day, so let’s call it a day.

ပတ်ထမ်းတွေ့

/ paat htam twae/

• တစ်စုံတစ်ခုသော အကျိုးကိုမျှော်မှန်း၍ ညောင်ရေပွဲကိုနွှဲရာမှ ပတ်မကြီးဝင်ထမ်းရသကဲ့သို့ အကျိုးတစ်စုံတစ်ရာရမည်ဟု မျှော်မှန်း၍ ပါဝင်   ဆောင်ရွက်ခါမှ ထင်သလိုဖြစ်မလာဘဲ အဆိုးနှင့် ကြုံရသည်။

To Undergo a Queer Punishment of Shouldering a Big Drum

In a fable, a clever judge commanded both the plaintiff and the accused in a defamation case to go around with a large drum hung from a long pole, which they had to shoulder together. Inside the drum was a man instructed to eavesdrop on their conversation.

Thus, to suffer for one’s intervention in a matter, despite having good intentions, is referred to as “undergoing a queer punishment of shouldering a big drum.”

This idiom conveys the irony of becoming entangled in a situation despite intending to provide help or resolution. The fable illustrates how even good intentions can lead to unintended consequences.

The image of shouldering a cumbersome drum emphasizes the burden one bears as a result of meddling or intervening in conflicts that may not directly involve them.

This serves as a warning against overstepping boundaries; the act of eavesdropping and holding the drum becomes a cumbersome, shared punishment, illustrating that good intentions do not always lead to positive outcomes.

Ultimately, it captures the idea that sometimes, it’s better to remain uninvolved rather than bear the unnecessary weight of others’ issues.

USAGES:

“Caught in the crossfire”

Meaning: To become involved in a conflict between two other parties.

Example: She didn’t mean to take sides; she just got caught in the crossfire.

“Burnt by the fire”

Meaning: To suffer negative consequences due to one’s actions or involvement.

Example: He was burnt by the fire when he tried to help them with their problems.

“Too close for comfort”

Meaning: To be entangled in a situation that feels risky or uncomfortable.

Example: Their arguments got too close for comfort, and I had to leave the room.

“Stepping on toes”

Meaning: To interfere in someone else’s affairs or enter their territory.

Example: I didn’t want to step on any toes, but I felt the need to intervene.

“Biting off more than you can chew”

Meaning: To take on too much responsibility or involvement.

Example: He bit off more than he could chew by trying to resolve everyone’s problems.

“A double-edged sword”

Meaning: An action that can yield both positive and negative consequences.

Example: His good intentions were a double-edged sword, creating more complications.

“Playing with fire”

Meaning: To engage in risky or dangerous behaviour that may lead to trouble.

Example: Trying to mediate their argument felt like playing with fire.

ခွာရာတိုင်း

/ hkwar rar tine /

• To compare hoof marks

• To analyze hoof prints

• To examine hoof impressions

When a small buffalo intends to confront a giant buffalo, it examines its own hoof marks in comparison to those of the larger animal.

This allows it to assess its size and strength to determine if it can engage in a competition. Similarly, a person who wishes to break away from their superior is metaphorically said to be comparing their own footprints with those of their superiors.

The idiom “to compare hoof marks” originates from a scenario where a smaller buffalo weighs the risk of confronting a more powerful opponent.

This scenario highlights a universal theme of self-assessment and caution when challenging authority or attempting to elevate one’s status. Individuals often find themselves evaluating their skills, resources, or status against those of others before making significant decisions.

This notion of self-evaluation can apply to various contexts, such as workplace dynamics, personal relationships, or social hierarchies, where one must be mindful of their position before challenging or leaving a situation that entails higher authority or greater experience.

USAGES:

“Know your place”

Definition: Recognize your role within a hierarchy or social context.

Example: It’s important to remember to know your place in the company before critiquing the manager.

“Don’t bite off more than you can chew”

Definition: Avoid taking on a task that exceeds your capabilities.

Example: She wanted to tackle the whole project by herself, but her friend cautioned her not to bite off more than she could chew.

“Cut your coat according to your cloth”

Definition: Live within your means and act according to your resources.

Example: He dreams of driving luxury cars, but he should cut his coat according to his cloth and opt for something more budget-friendly.

“Don’t throw stones if you live in a glass house”

Definition: Refrain from criticizing others if you’re susceptible to similar faults.

Example: He has no right to complain about her actions; after all, don’t throw stones if you live in a glass house.

“Go back to the drawing board”

Definition: Restart a project because the current approach has not worked.

Example: After receiving critical feedback on her proposal, she realized it was time to go back to the drawing board.

“Face the music”

Definition: Confront the consequences of your actions.

Example: After sneaking out last night, he had to face the music when his parents discovered the truth.

“Don’t put the cart before the horse”

Definition: Avoid mixing up priorities or doing things in the wrong order.

Example: We should finalize a business plan before seeking funding; let’s not put the cart before the horse.

“Call it a day”

Meaning: To conclude your work or activity for the day.

Example: It’s been a long day, so let’s call it a day.

Source- The Global New Light of Myanmar

THE saying `Learning by doing’ is still very popular in today’s educational world. In fact, learning activities such as reading an article, watching a film, taking notes on a teacher’s lecture, writing an essay, researching a topic in the library, and leading a class discussion are experiences designed to involve students in thinking about and using subject matter in the simple reason that specific facts, generalizations, and concepts do not encourage students to think or develop social and academic skills. Learning objectives are primarily achieved by how the primary content is translated into learnable tasks for students in the classroom, in other words, by the kinds of learning activities in which the teacher engages his students. All these activities represent things that can be done by students without teachers, appropriately depending on the intellectual and emotional development of the students involved, the nature of the subject matter, and the objectives that the teacher and students want to attain.

There are many factors that a teacher should take into account when designing learning activities.

Each learning activity must serve a specific objective; otherwise, it will be merely busy work. Learning activities have to be planned for further multiple objectives. They need to be open-ended so that they can encourage a variety of responses differing in quality and quantity. The learning activities ought to help students learn how to find answers for themselves rather than provide the answers.

They had better proceed from the simple, concrete and specific to the more complex and abstract. Also, those activities will enable students to apply what they have learned in some situations to other new and different ones. Lastly, they served various functions best.

Learning activities are of four categories. Firstly, intake activities are essential for students since they must have information to work with or think about before they can be expected to engage in intelligent action. For example, reading books, articles, magazines, newspapers or advertisements; observing experiments, films, pictures, drawings or television; listening to lectures, records, discussions or the radio; touching objects, nature or the environment; interviewing parents or other adults; and tasting foods or liquids. Secondly, organizational activities help students to draw the material to which they have been imposed. For example, note-taking, arranging, graphing, mapping, writing, summarising, experimenting, identifying, question-asking and answering.

Thirdly, demonstrative activities make students show what they have learned so as to display the skills they possess and prove how well they can think. For example, discussing, writing, describing, applying, reporting, analyzing, and question asking. Finally, expressive activities encourage students to illustrate themselves by creating or producing an original product, for example, solving, inventing newly used things, composing poetry, writing essays, painting, discussing, and role-playing. In too many classrooms, students are encouraged, for the most part, to participate in the same kind of learning activities every day. They listen to teachers talk, read, and write. However, different students learn in diverse ways. All four types of activities are necessary if learning is to take place.

If students are to take part successfully in learning activities, they will need to master a wide range of skills that will help them learn. Such skills fall into three categories, namely academic skills, social skills, and thinking skills. Academic skills include reading, viewing, listening, outlining, note-taking, caption-writing, making charts, reading and interpreting maps, diagramming, tabulating, constructing timelines, and asking relevant questions. For instance, on reading and interpreting maps, finding places on a map, determining distance on a map, using a map to locate places, using simple terms of direction, using a map key and scale, interpreting the information found on different sorts of maps; construct a simple map; compare and contrast the information to be found on two maps of the same area. Social skills include planning with others, participating in research projects, participating productively in group discussions, responding courteously to the questions of others, leading group discussions, acting responsibly, and helping others.

For instance, when participating in research projects, make a committee effort to research a problem of common concern or work in small groups of two or three to investigate a particular topic.

Thinking skills include the following.

1) Observing: Students must be brought into contact with data before they can do anything with it, getting opportunities to read, view, taste, hear, feel, smell, touch or participate. The teacher makes students involved in as many kinds of experiences as possible, offering a focus, not the structure, that the students are expected to observe.

2) Describing: Once students have been motivated to engage in experiences, they must be encountered or asked to describe the characteristics which they have observed, where care should be taken to ensure that the students report their own rather than the teacher’s perceptions.

3) Comparing and contrasting: Students cannot understand objects, ideas, events and so on clearly unless they are able to compare and contrast these phenomena in terms of similarities and differences. To do so, the teacher can ask them to study similar aspects of previously unrelated content and then ask identical questions about this content.

4) Developing concepts: Students form concepts from different observations or identifications being sorted into a meaningful set of categories so as to make some sense of order or pattern out of diversity, identify the common characteristics of the items in a group, label the groups they have formed, subsume additional items that they have listed under those labels and recombine items to form new groups.

5) Differentiating and defining: Students determine what attributes or characteristics they need to look for in order to decide whether particular examples are or are not instances of a concept. To broaden and deepen a student’s understanding of a concept, examples that contain new attributes not included in the original definition must be presented by asking them to compare these new examples with the ones they knew already.

6) Generalizing: Students suggest a relationship among several concepts, especially for warranted suggestions, looking at two or more different samples of content, explaining the data they have obtained and generalizing through carefully thought-out or sequenced questions.

7) Predicting and explaining: Students state reasons for various occurrences, making inferences based on their application of an idea they have previously formed as to what might happen in a new situation and explaining why they think this would happen.

8) Hypothesizing: A hypothesis is a prediction offered in order to provide a basis for further investigation or a key ingredient in the development of insights or central in the process of reflective thinking or investigating a problem in which students are interested.

9) Offering alternatives: Teachers offer alternative suggestions or possibilities in the foregoing strategies. Of course, learning activities do nothing but more than a simple teaching-learning process. Theoretically speaking, students are interested in their studies only when they find them essential to their future education, and the educational objectives established will come to an end only if students think they need their studies for any reason. Herein, learning activities play a fundamental role in drawing students’ attention to their studies and achieving the successful accomplishment of an education system. Out of the diverse learning styles students tend to have, they are given to do well in their studies more than usual with the help of learning activities, that is, bodily-kinesthetic learning style. So, let’s learn by doing only as much as possible.

Source- The Global New Light of Myanmar

WHEN I first encountered the term ‘eBook readers’, I assumed that it referred to people, as the word ‘readers’ suggested individuals who read. However, after looking into it, I found that eBook readers are actually inanimate devices, not human beings. Later, when I introduced these devices to my students in the classroom, I discovered many benefits.

However, in the current era, I have faced certain challenges due to parents who are reluctant to give their children smartphones as they feel it is inappropriate. This article is written specifically for those parents.

The Dawn of eBook Readers

As the sun rises in the digital age, the dawn of eBook readers signifies a transformative shift in how we consume literature and information. This revolution, much like the first light of dawn breaking through the night, brings with it new possibilities and unprecedented convenience for readers around the globe.

The advent of eBook readers has fundamentally changed the landscape of reading. Gone are the days when one needed to lug around heavy books or find space on crowded shelves. With eBook readers, entire libraries now fit into sleek, portable devices, offering a new horizon where accessibility and ease go hand in hand.

In a world increasingly concerned with sustainability, the environmental benefits of eBook readers cannot be overstated. Traditional book production involves significant use of natural resources and contributes to deforestation. eBook readers, on the other hand, offer a greener alternative by reducing the need for paper and minimizing the carbon footprint associated with the publishing industry.

eBook readers also enhance the reading experience through customization. Users can adjust font sizes, styles, and screen brightness to suit their preferences, making reading more comfortable and personalized. Features like built-in dictionaries, note-taking capabilities, and hyperlinks enrich the reader’s interaction with the text, creating a dynamic and engaging experience.

eBook readers open up new worlds for those with visual impairments or reading difficulties. Adjustable font sizes, text-to-speech functions, and integrated audiobooks make literature more accessible to a broader audience, fostering an inclusive environment where everyone can enjoy the joys of reading. In our fast-paced world, eBook readers cater to the need for instant gratification. With just a few clicks, users can download new releases, classics, or even niche genres, all without stepping out of their homes.

Additionally, eBooks are often more cost-effective than physical books, with many classic titles available for free or at a fraction of the cost. The dawn of eBook readers marks just the beginning. As technology continues to evolve, we can anticipate even more advancements in the realm of digital reading. From interactive content to augmented reality features, the future holds exciting prospects for how we engage with written works. 

The emergence of eBook readers symbolizes a bright new day for literature and information consumption. Just as dawn heralds the start of a new day, eBook readers usher in an era of unprecedented accessibility, environmental sustainability, and personalized reading experiences. Embracing this dawn crack means stepping into a future where the joys of reading are more accessible and engaging than ever before.

The Excellent Benefits of eBook Readers 

The digital age has revolutionized countless aspects of our lives, and the way we read books is no exception. eBook readers have emerged as a transformative technology, offering an array of benefits that traditional books cannot match. Here’s why eBook readers are more than just a passing trend. One of the most significant advantages of eBook readers is their portability. Imagine having an entire library at your fingertips, all contained within a sleek, lightweight device. Whether you’re commuting to work, travelling abroad, or simply lounging at home, an eBook reader allows you to carry hundreds, if not thousands, of books without the bulk and weight of physical copies.

eBooks are often more affordable than their printed counterparts. Publishers save on printing, distribution, and storage costs, which translates to lower prices for consumers. Additionally, many classic literature works and public domain books are available for free, making eBook readers a budget-friendly choice for avid readers.

Switching to eBooks has positive environmental implications.

The production of physical books involves significant resource consumption and carbon emissions, from paper production to transportation. By opting for digital books, you’re contributing to the reduction of deforestation and the carbon footprint associated with traditional publishing.

eBook readers come with various built-in features that enhance the reading experience. Integrated dictionaries, note-taking capabilities, and highlighting tools make it easy to interact with the text in meaningful ways. Some devices even offer internet connectivity, allowing for instant access to additional resources and book purchases.

These features are especially useful for students and researchers. For those who love to collect books, space can become an issue. eBook readers eliminate the need for physical storage, freeing up your living space while still satisfying your reading habits. This is particularly advantageous for city dwellers or those with limited space. By the way, I remember the days when my Dad was alive. He was a bookworm, and his hobby was collecting books.

Therefore, there were huge bookshelves in our living room. He was always proud of his own books. If he knew about eBooks like now …

In the digital era, we’ve become accustomed to instant access to information and entertainment. eBook readers cater to this demand by allowing users to download books instantly from online stores and libraries. Gone are the days of waiting for a book to be shipped or finding time to visit a bookstore – your next read is just a click away.

eBooks can incorporate multimedia elements such as audio, video, and interactive graphics, providing a richer and more engaging experience than traditional books. This is especially valuable for educational materials, where interactive content can enhance understanding and retention.

In addition, eBook readers offer a host of excellent benefits, from convenience and customization to environmental sustainability and cost savings. As technology continues to advance, eBook readers will likely become even more integrated into our daily lives, shaping the future of reading for generations to come. So, why not embrace this digital revolution and explore the world of eBooks? Your next great read is waiting.

The Pros and Cons of eBook Readers

In the era of digital technology, eBook readers have carved a niche for themselves among avid readers and casual book lovers alike. While these devices offer numerous advantages, they also come with certain drawbacks. Let’s explore the pros and cons of eBook readers to help you decide if they’re the right choice for you.

Pros of eBook Readers

One of the most significant benefits of eBook readers is their portability. You can carry an entire library with you, whether you’re commuting, travelling, or just lounging at home. The lightweight and compact design makes it easy to store and access hundreds of books without the bulk. eBooks are generally cheaper than physical books. The reduced costs of printing, distribution, and storage mean savings are passed on to the consumer. Additionally, many classic works and public domain books are available for free or at a nominal cost.

eBook readers offer a personalized reading experience. Users can adjust the font size, style, and background colour to suit their preferences. Features like built-in dictionaries and note-taking tools enhance the reading experience, making it more interactive and engaging.

By opting for eBooks, readers contribute to environmental sustainability. The production of physical books involves significant resource consumption and carbon emissions. eBook readers reduce the need for paper and help lower the carbon footprint of the publishing industry.

For those with limited space, eBook readers are a godsend. You no longer need to worry about finding space for your growing book collection. Everything is stored digitally, freeing up physical space in your home.

Cons of eBook Readers

While eBooks may be cheaper, the initial cost of purchasing an eBook reader can be a barrier for some. Devices can range in price, and the investment might not be justified for occasional readers. Prolonged screen time can lead to digital fatigue, including eye strain and headaches. Unlike physical books, eBook readers rely on screens, which may not be comfortable for all readers, especially during extended reading sessions.

While eBook readers have decent battery life, they still require charging. A dead battery at a critical reading moment can be frustrating, whereas physical books never run out of power. With eBooks, the concept of ownership changes. You’re essentially buying a licence to read the book, which means you can’t easily share or lend books as you would with physical copies. Digital rights management (DRM) restrictions can further complicate this aspect.

Many readers cherish the tactile sensation of holding a physical book, the smell of the paper, and the joy of turning pages. eBook readers can’t replicate this sensory experience, which may detract from the overall enjoyment for some book lovers.

In brief, eBook readers offer numerous benefits, including portability, cost savings, and a customizable reading experience. However, they also come with drawbacks, such as digital fatigue and the loss of the sensory experience associated with physical books. Ultimately, the choice between eBooks and traditional books comes down to

personal preference and reading habits. As the digital landscape continues to evolve, so too will our ways of engaging with literature. Embracing both formats may offer the best of both worlds. Regardless of whatever the issue may be, I have been making my students use many eBook readers in my classroom and their homes since the New Normal began in our society.

Source- The Global New Light of Myanmar

We all have a thing that we can’t help doing almost every day. This is nothing but mathematics. We would like to listen to music; this is just mathematics because the rhythmic beats of melody make us pleasant in our hearing, and how many beats offer pleasure to us relies on mathematics, as Dr Khin Maung Win, who is U Khin Maung Latt and Daw Khin Myo Chit’s son, said. Of course, we must number items or calculate costs nearly daily.

These are mathematics only. So, even though we do not like mathematics at all, this subject is impossible to be negligible in one way or another. We can study essential mathematics based on Gagne’s Information. Processing Model of Learning. Now, this model will be explained in the following.

In his book Essentials of Learning for Instruction (1975), Gagne forwarded the theory concerning how humans obtain information during a learning process. According to his learning theory, stimuli from the external environment will activate the nervous system through the human sensory organs. This information will be interpreted in the short-term memory, encoded transit and stored in the long-term memory in conceptual form. When retrieved, it will first enter the response operator, which can decide, control and implement the form of human behaviour that interacts with the environment. According to Gagne, experiences kept in long-term memory are important for humans to facilitate the process of new learning.

Founded on his theory, Gagne later ascertained and suggested the eight phases usually experienced by the human mind during a certain learning process. Those eight phases are motivation, comprehension, storing, retention, recall, generalization, performance, and feedback.

Firstly, signal learning is the most primitive form of learning, and it can be grouped under the classical conditioning theory of learning, as explained by Pavlov. For example, humans learn the signal of smoke as fire and that of lightning as thunder 

through experience. 

Secondly, stimulus-response learning is related to stimuli that have been planned and stimulated with individuals’ responses in order to produce changes in their behaviour, which can be classified under the operant conditioning suggested by Skinner. For instance, the teacher shows a pyramid object for students to read out `pyramid’.

Thirdly, chain learning refers to various relationships which occur after the process of stimulus-response learning with the aim of upgrading the learning stage to a higher level. For example, one is able to make sentences by relating words such as `Health is a gift of nature’.

Fourthly, verbally associated learning is the primary form of learning a language. One example of this learning is the name of a person with his address, such as `Saw Thae Aung from Thebwet’. 

Fifthly, multiple discrimination learning means selecting one response only from various stimuli in learning. One instance of this learning is that after learning the difference in pronouncing the scientific name Amoeba in Biology and the person’s name Moe Moe in Myanmar, it will enable a student to pick one only to pronounce `moe’ in Amoeba. 

Sixthly, conceptual learning is referred to as learning in forming concepts with representative symbols based on the same characteristics. For example, birds, chickens, and ducks belong to the bird family, and cats, tigers, and lions are also related to the cat family.

Seventhly, principal learning is the relationship between two or more concepts that have been learned. For instance, `Water flows to a lower level’ is a principle in which water is seen to be able to flow and take space in any lower place. 

Eighthly, problem-solving learning is learning through the thinking process by using concepts and principles which have been learnt. For example, the exact height of a pyramid in Egypt can be calculated in accordance with similar triangles, namely by Thales. According to Gagne, the four important categories which must be mastered by students in mathematics are fact, skill, concept and principle. Mathematical facts are the language of mathematics, such as symbols to present numbers (e.g. 0, 1, 2, 3), operation signs (e.g. +, -, ×, ÷), and Greek alphabets (e.g. alpha, beta, theta, phi).

These mathematical facts can learned through memorization, verbal or written practice, and games under stimulus-response learning. Mathematical skills are procedure operation-out accuracy in a reasonable, appropriate time. Examples of such skills include constructing the right angle and drawing circles, which are mastered through practice and games. As such, this type of learning is actually chain learning. Mathematical concepts are abstract ideas derived from concrete examples, 

such as definitions given in the form of set and perimeter. Those concepts can be done through understanding definitions or observations of concept-related objects. Hence, this learning is called conceptual learning.

Finally, the mathematical principle is an integration of and relationship between the concepts of mathematics. These concepts can be learned through the process of inquiry-discovery or problem-solving. A student is said to have mastered a certain principle when he can ascertain the concepts contained in the principle, relate these concepts according to a suitable sequence, and apply this principle in some specific situation.

This kind of learning is simply problem-solving, which is considered the most complex level of learning. Bruner’s other theorems of learning mathematics are still left that should be studied, as follows.

Theorem of construction:

The most effective way for a student to master a certain mathematical concept, principle or law is to construct a representation to express this mathematical concept, principle or law, where practical activities should be carried out.

For example, a student might master the commutative law using the discovery method to obtain the law by means of such a few operations as addition and multiplication.

Theorem of notation: Mathematical notations should be introduced according to a student’s cognitive development. For example, in the teaching of algebraic equations, it is better to start with notations such as y= 2x + 3. After mastering this, the equation y = f(x) could be introduced at the upper secondary school level.

Theorem of contrast and variation: The procedure to introduce abstract representation from concrete representation involves contrast and variation operations. Most mathematical concepts will not be meaningful if they cannot be distinguished from other concepts. For example, concepts like curve, radius, and diameter can be more meaningful only if their characteristics can be distinguished. Other than this, every new mathematical concept should be introduced with various types of examples — 3x+ 4x = ?, 3x + ? = 7x, ? + 4x= 7x.

The theorem of relation:

Every mathematical concept, principle and skill ought to relate to other concepts, principles and skills. During the teaching process, a teacher should use existing concepts, principles or skills to form new ones. For example, the operation in multiplication goes well only after that in addition. And the operation of differentiation is inversely related to that of integration.

Some students fear mathematics like a ghost, while others get bored with doing mathematics. Then, they will be in poor mathematics quite undesirably. In fact, students should not do badly in mathematics in one way or the other. What I learned from an article in Mingala Maung Mel Magazine, as far as I can remember, is that someone has to familiarize themself with anything that he is afraid of. Really, we can learn mathematics by doing only. Students who are not interested in mathematics are also given the opportunity to solve mathematical problems with a will.

In actual fact, when students learn mathematical sums, they need to understand mathematical concepts all first but not memorize them by heart. Second, they had better do these sums all by themselves. Lastly, they should frequently do their well-learnt mathematical calculations very repeatedly. If they wish, they can try to find solutions to unseen math problems.

Mathematics is the language of physics, as the old curriculum on Grade 9 Physics stated. That is, mathematics and physics often go hand in hand, and it will not be difficult for a student to become an outstanding one in Physics if he has a good command of math. Clearly, mathematics takes an enormous role not only in physics but also in other fields of study, such as engineering, chemistry, research, medicine, meteorology, hydrology, and even literature. Finally, there is only one thing that I want to say once again. Learn mathematics by doing only!

Source- The Global New Light of Myanmar

HUMAN resources, alongside money, materials, and manpower, are essential for a country’s development. By investing in education, countries aim to cultivate skilled human resources, which are crucial for their growth and progress.

The interim census of 2019 revealed that 18.2 million people over the age of 25 missed out on completing middle school education and lower levels. In response, the government prioritizes projects aimed at enhancing the education sector. Surveys show that only about 20 per cent of students who began kindergarten reach the matriculation level, meaning over 80 per cent of students do not advance beyond primary and middle school education.

In this context, the primary reason for halting education is the need for families to earn income and support family businesses. All citizens must understand the importance of completing at least basic education through middle school rather than settling for minimal literacy.

Currently, the government provides opportunities for students who have completed middle school to pursue further education in agriculture, livestock, and industrial techniques. They can either enter vocational training and join the workforce or continue their education at higher levels. However, if they discontinue their education due to poverty, they risk becoming trapped in a cycle of poverty with limited capacity to improve their situation.

Therefore, it is essential for both children and parents to fully understand the learning opportunities provided by the government for ongoing education. By taking advantage of these opportunities with diligence, perseverance, and hard work, they can improve their socioeconomic status.

Significantly, governments are implementing projects to provide learning opportunities for children aged 10 to 14 who missed out on primary education for various reasons, as well as for those aged 13 to 18 who need alternative middle school education. Students who complete middle school will then have the opportunity to pursue a basic high school education. The success of this alternative education system relies on the thorough understanding and engagement of both students and parents.

The Constitution (2008) states that all citizens shall have a chance to learn in accord with the educational policies adopted by the government. Additionally, the government has implemented compulsory primary education, and all citizens must complete primary school education at a minimum. Since high-quality education is crucial for the State’s development and the democratization of the nation, all citizens need to take advantage of the educational opportunities provided by the government.

Source- The Global New Light of Myanmar