|
|
Browse by Tags
All Tags » love of benevolence (RSS)
-
Teacher A said to teacher B, “At the tutoring sessions with our students we can make a huge good. But first, you, teacher, have to educate yourself: you cannot give what you don’t have. Now let’s think of a student that is getting negative grades [marks] Read More...
|
|
|
-
Teacher B said to teacher A, “Now about management of the class and discipline: I’ve found out that if you treat your students with politeness and good manners and serenity, and you don’t shout at them, more likely the students will respect you – they Read More...
|
|
|
-
Teacher B said to teacher A, “I insist on this point: we teachers of English have to try to open up the view of the importance of mastering English to our students today. Sometimes we have to talk with their parents, at an appointed tutoring session. Read More...
|
-
Teacher A said to teacher B, “That girl, that teacher, told me not less that we parents, teachers and students are, exist, according to image and likeness of God, and this should be the point to start. What’s the sense of life? What its meaning? Why am Read More...
|
-
Teacher A said to teacher B, “The school rules and norms have a reason why. One way for the kids to understand the reason why is to talk about values in classes. Values and virtues. Also in the class of English can be explained. Values and virtues like Read More...
|
-
Teacher A said to teacher B, “So that teacher, the girl I was telling about, says that rules and mandatory things in the school are ok, but they need an explanation why. The students should know the why of discipline and norms. She also says that both Read More...
|
-
Teacher A said to teacher B, “Yesterday I told you that the rules of a school should serve the purpose of educating young people, ultimately. I was telling you what a teacher of my school said about this point. This girl and our colleagues mean that rules Read More...
|
-
Teacher A said to teacher B, “I’ve told you many things about tutoring sessions with the students. Remember you must listen, listen, listen to what the student is telling you. Quite often it’s somewhat hard for them to speak for long. Listen and love Read More...
|
-
Teacher B said to teacher A, “It is essential to call your students’ parents or families to come to the school. Be honest and sincere with them, about the kid’s progress or lack of it. Go direct to the core thing. Be realistic. Plan your interview. Be Read More...
|
-
Teacher B said to teacher A, “Managing the class and giving instructions are further occasions to serve the students. If a student is starting to be astray, tell me how you can rope him in the conducting of the class; his mind is in another place, and Read More...
|
-
Teacher A said to teacher B, “Love of benevolence (wishing good to other people) is made out of little things. I for example wish my students be happy, or actually learn and acquire English, or be good sons and daughters, or that student invest a more Read More...
|
-
Teacher B said to teacher A, “Either if I struggle to be good or if I am bad – at everyday things – I influence on my students, even concerning my private life. The same in classes: I can work well or the other way round. I’m referring to the concepts Read More...
|
-
Teacher A said to teacher B, “It’s nice whenever I realize of a student’s repentance for not having worked and studied enough. It’s the time to help him and give him some advice to study and practice harder. I have to help him forgive himself, because Read More...
|
-
Teacher B said to teacher A, “Whenever you think such or such student needs a discipline correction, remember also to listen to what he wants to say about that problem. It’s essential to listen to him for you to gain a richer and enhanced idea of the Read More...
|
-
Teacher A said to teacher B, “We teachers need the virtue of fortitude to make a correction to a student of ours. Not always is simple to suggest to him or her something that suits that person, like for example some conducting in the classroom better Read More...
|
|
|
|
|