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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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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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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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
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As soon as the YBS bus I rode in halted with a sharp squeal of hastily applied brakes at Marlar bus-stop, I jumped it off. Then, I crossed Pyi road, entered the Yangon University Campus by the gate in front of Yangon University of Economics and took the road leading straight to the Convocation Hall. The road was sheltered by the shady perennial trees which lined it. On the left I saw the Eco-canteen crammed with students and teachers and on the right red-brick residences of professors in large compounds fenced with hedges.
As soon as the YBS bus I rode in halted with a sharp squeal of hastily applied brakes at Marlar bus-stop, I jumped it off. Then, I crossed Pyi road, entered the Yangon University Campus by the gate in front of Yangon University of Economics and took the road leading straight to the Convocation Hall. The road was sheltered by the shady perennial trees which lined it. On the left I saw the Eco-canteen crammed with students and teachers and on the right red-brick residences of professors in large compounds fenced with hedges. The clattering sounds and loud voices of waiters attending to the needs of the customers coming from the canteen died away, as I walked further towards the Convocation Hall.
Soon, I got to the junction of the road and the Adhipati Road (Chancellor Road). I glanced at the Convocation Hall. It stood grave and solemn, preceded by two seated giant lion images. While looking at it, I remembered that Yangon University could build up a reputation as a top university in Asia in the 1950s. Across the Convocation Hall before the Science Hall was the Thit-pok tree, an emblem of Yangon University, tapering up into the sky. A group of students in exuberance of gay spirit was fidgeting with their hand-phones to photograph themselves. Along the pavement of the Adhipati Road before the Arts Hall were Ngu trees in full blossom. The Adhipati Road lined with Yetamar trees was running straight up to the main -gate which opened out into University Avenue.
Calls of various species of birds rent the hot afternoon air. Now and then, fallen, withered leaves were carried away by eddying winds. The sun was scorching hot against the cloudless sky. In the intense heat, my nerves frayed. So I quickened my steps. In no time, I got in front of the Recreational Centre. Alas! There was a deluge of students- some sitting on the benches under the Gangaw trees before the library, some walking before the Arts Hall and the Science Hall and some gathering around the tea-shops in the Recreational Centre. After casting a sweeping glance at them, I turned into the path leading to the Yangon University Library. The patch of land in front of the library was thick with Gangaw trees heavily laden with flowers. I nosed my way through the students taking shelter under the thick foliage of the trees from the intense heat of the sun and cars parked there. I ascended the library by a short flight of stair-case. At the door, I found an old man wearing rimmed spectacles with a book open on the table placed in front. I wrote down my name and time of arrival and signed in the book and made a bee-line to the counter where staff were sitting. I returned the books I had borrowed to them and went to the catalogue-boxes and rummaged in them for the names of the books I wanted to borrow again.
Then I came down to the reading-room. But, much to my surprise, all the tables in the room were already occupied by students. Some students were with their eyes fixed on the books on the tables before them while some sitting with the open books before them, gazing abstractedly; some were surfing through the internet for the e-books they wanted to read; some in group working on their projects. With no vacant table, I gave up my desire of reading there and took leave.
When I arrived near the gate, I was captivated by the Myazedi stone inscribed pillar (rubbing)and the statue of Sayagyi Zawgyi (U Thein Han) erected there. It is learnt that this four-sided Myazedi stone pillar was inscribed in 1013 A.D in four languages –Myanmar, Pali, Mon and Pyu to record the donation of Prince Rajakumara, son of King Kyanzitha, and that it was the first stone inscription which carried Myanmar alphabets throughout Myanmar history. Sayagyi Zawgyi (U Thein Han), who was eminent poet in our country, succeeded Sayagi U Khin Zaw, whose pen name was ‘K’, who was the first librarian of the Yangon University Library. Successors to Sayagyi Zawgyi were Sayagyi U Taik Soe and Sayagyi U Thaw Kaung. I read the Myanmar version of the stone-pillar and saluted the statue of Sayagyi Zawgyi for his remarkable contributions to the world of Myanmar literature and the Yangon University Library. Then I left the library, saying good-bye to the old man who was standing guard at the door.
In conclusion, I find that the Yangon University Library is one of the longest-standing and biggest well-stocked libraries in Myanmar and that it has been providing many resources to the students and scholars for nearly one hundred years. Especially, at the present time when the student-centred approach is being emphasized at the university, the role of the resource centres like the Yangon University Library become more important. Therefore, I want to suggest here that the Yangon University Library should be upgraded and stocked with more books and made more easily accessible to those who want to use it.
Photo- Architectural Guide: Yangon
As soon as the YBS bus I rode in halted with a sharp squeal of hastily applied brakes at Marlar bus-stop, I jumped it off. Then, I crossed Pyi road, entered the Yangon University Campus by the gate in front of Yangon University of Economics and took the road leading straight to the Convocation Hall. The road was sheltered by the shady perennial trees which lined it. On the left I saw the Eco-canteen crammed with students and teachers and on the right red-brick residences of professors in large compounds fenced with hedges. The clattering sounds and loud voices of waiters attending to the needs of the customers coming from the canteen died away, as I walked further towards the Convocation Hall.
Soon, I got to the junction of the road and the Adhipati Road (Chancellor Road). I glanced at the Convocation Hall. It stood grave and solemn, preceded by two seated giant lion images. While looking at it, I remembered that Yangon University could build up a reputation as a top university in Asia in the 1950s. Across the Convocation Hall before the Science Hall was the Thit-pok tree, an emblem of Yangon University, tapering up into the sky. A group of students in exuberance of gay spirit was fidgeting with their hand-phones to photograph themselves. Along the pavement of the Adhipati Road before the Arts Hall were Ngu trees in full blossom. The Adhipati Road lined with Yetamar trees was running straight up to the main -gate which opened out into University Avenue.
Calls of various species of birds rent the hot afternoon air. Now and then, fallen, withered leaves were carried away by eddying winds. The sun was scorching hot against the cloudless sky. In the intense heat, my nerves frayed. So I quickened my steps. In no time, I got in front of the Recreational Centre. Alas! There was a deluge of students- some sitting on the benches under the Gangaw trees before the library, some walking before the Arts Hall and the Science Hall and some gathering around the tea-shops in the Recreational Centre. After casting a sweeping glance at them, I turned into the path leading to the Yangon University Library. The patch of land in front of the library was thick with Gangaw trees heavily laden with flowers. I nosed my way through the students taking shelter under the thick foliage of the trees from the intense heat of the sun and cars parked there. I ascended the library by a short flight of stair-case. At the door, I found an old man wearing rimmed spectacles with a book open on the table placed in front. I wrote down my name and time of arrival and signed in the book and made a bee-line to the counter where staff were sitting. I returned the books I had borrowed to them and went to the catalogue-boxes and rummaged in them for the names of the books I wanted to borrow again.
Then I came down to the reading-room. But, much to my surprise, all the tables in the room were already occupied by students. Some students were with their eyes fixed on the books on the tables before them while some sitting with the open books before them, gazing abstractedly; some were surfing through the internet for the e-books they wanted to read; some in group working on their projects. With no vacant table, I gave up my desire of reading there and took leave.
When I arrived near the gate, I was captivated by the Myazedi stone inscribed pillar (rubbing)and the statue of Sayagyi Zawgyi (U Thein Han) erected there. It is learnt that this four-sided Myazedi stone pillar was inscribed in 1013 A.D in four languages –Myanmar, Pali, Mon and Pyu to record the donation of Prince Rajakumara, son of King Kyanzitha, and that it was the first stone inscription which carried Myanmar alphabets throughout Myanmar history. Sayagyi Zawgyi (U Thein Han), who was eminent poet in our country, succeeded Sayagi U Khin Zaw, whose pen name was ‘K’, who was the first librarian of the Yangon University Library. Successors to Sayagyi Zawgyi were Sayagyi U Taik Soe and Sayagyi U Thaw Kaung. I read the Myanmar version of the stone-pillar and saluted the statue of Sayagyi Zawgyi for his remarkable contributions to the world of Myanmar literature and the Yangon University Library. Then I left the library, saying good-bye to the old man who was standing guard at the door.
In conclusion, I find that the Yangon University Library is one of the longest-standing and biggest well-stocked libraries in Myanmar and that it has been providing many resources to the students and scholars for nearly one hundred years. Especially, at the present time when the student-centred approach is being emphasized at the university, the role of the resource centres like the Yangon University Library become more important. Therefore, I want to suggest here that the Yangon University Library should be upgraded and stocked with more books and made more easily accessible to those who want to use it.
Photo- Architectural Guide: Yangon
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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.
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
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
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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.
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
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