Paragraph: Green House Effect

                                      Green House Effect

Green house effect signifies gradual warming of the earth’s atmosphere. It is thought to be caused by increased carbon dioxide in air. The root cause of this problem is environment pollution. Scientists are very much concerned about this natural phenomenon. Sea level may rise and cause floods in many parts of the globe. Scientist are now taking steps to isolate and destroy radioactive elements which a re real dangers to mankind. Its damaging effect is so extensive that it is one of the most widely discussed topics now days. Sensing danger, the United Nations Environment   Day has to evolve fruitful possibilities of international collaboration for this global problem. Seminars are being regularly held all over the world to make people aware of the impending dangerous to mankind. People are encouraged to create a better environment and save life on the beautiful planet. To lead a beautiful and peaceful life on earth we should be careful that our environment is saved and maintained free from pollution.

11 Rules of Grammar

Here are 11 rules of grammar to help you reach more bravely into the scary world of sentence construction and accurate communication.

Active Voice: The Most Important of the 11 Rules of Grammar

Every human language starts an active sentence with the subject, or the "doer." In English, the verb (what's being done) follows the subject. If there is an object (the receiver of the action), it comes after the verb. The formula looks like this: S+V+O. This rule is the foundation of the English language.
Here are some examples:
Mary walked the dog.
The dog liked Mary.
I did not like the dog.

Subjectivity

Sometimes you want to link two ideas with a second S+V+O combination. When you do, you need a coordinating conjunction. The new formula looks like this: S+V+O, COORDINATING CONJUNCTION+S+V+O.
Coordinating conjunctions are easy to remember with an acronymic mnemonic device:
FANBOYS

• For
• And
• Nor
• But
• Or
• Yet
• So

Coordinating Comma

FANBOYS are used when connecting two ideas as one in a single sentence, but don't forget the comma.
For example:
I do not walk Mary's dog, nor do I wash him.
Mary fed her dog, and I drank tea.
Mary feeds and walks her dog every day, but the dog is still hyperactive.

The Serial Comma

The serial or Oxford comma is the most controversial of these 11 rules of grammar. Some want to eliminate it altogether while others just don't know how to use it. The serial comma is the last comma in a list, usually appearing before "and." The serial comma comes after "dog" in this sentence:
Pets R Us has lizards, dogs, and birds.
Commas separate units in a list. In the above case, each unit only has one part, so it's easy. Where people get confused is when the units are bigger, but the rule still applies:
Pets R Us has lizards and frogs, dogs and cats, and parakeets and macaws.
Notice that the serial comma comes before "and" but not the last "and" in the sentence. The "and" that follows the comma is only there because it sounds better. Grammatically, "and" is irrelevant. Only units matter.

The Semicolon

A list of grammar rules has to include the scariest of punctuation marks. It might look funny, but don't be afraid of the semicolon; it's the easiest thing in the world to use! Say you want to connect two ideas but can't figure out or can't be bothered to use a coordinating conjunction. The two ideas can be separate sentences, but you think that they are so closely connected; they really should be one. Use a semicolon.
Mary's dog is hyperactive; it won't stop barking or sit still.
My heart is like a cup of Lapsang Souchong tea; it's bitter and smoky.
Mary has to walk her dog every day; it is the most hyperactive dog anyone has ever seen.

Simple and Easy

The simple present is the tense you use for any habitual action. The things you always do or do every Tuesday are described with the simple present, which just means you pick the first form of any verb.
Mary likes dogs.
I don't walk Mary's dog.
Mary and I drink tea every Tuesday together.

Progressive for Now

The present progressive tense is for anything that is happening right now. All of the progressive tenses are easy to spot because their verbs always end with "-ing" and get a helping verb. A helping verb is just so we know who and when we're talking about. In the present progressive, the helping verbs are the present tense conjugations of "to be."
I am drinking Lapsang Souchong tea.
The barking dogs outside are driving me crazy.
Mary is playing with her hyperactive dog.

The Simple Past

When we talk about the past, we have to add an "-ed" to regular verbs to make the second form. Irregular verbs are tricky and have their own sets of rules. Drink, for example, turns to "drank." Most of the time, though, "-ed" will do.
I drank a lot of Lapsang Souchong tea yesterday, but Mary didn't.
The dogs stopped barking two seconds ago, and I am feeling better.
Mary played fetch with her hyperactive dog.

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Perfect Timing

Practice makes perfect with the perfect tenses. Here are three rules to finish the 11 rules of grammar. If you remember these, you'll be well on your way to perfection.
Present Perfect
The present perfect can be confusing for some, but it is one of the most important rules of grammar. When people talk about things that have already happened but consider the time in which they occurred to be unfinished, they use the third form of the verb with a helping verb. The helping verb for the present perfect is the present tense conjugation of "to have."
I have drunk three cups of Lapsang Souchong tea today.
Mary's hyperactive cur dog has bitten me three times so far.
Mary has walked her hyperactive poodle 100 times this week.
Unfortunately, the only way to know the third forms of verbs is to remember them.
Present Perfect Progressive
When the action as well as the time is considered unfinished, the verb loads up on third form helping verbs ("to be" and "to have") and changes to the progressive form.
Western countries have been waging wars in the Middle East for thousands of years.
I have been drinking tea all day.
Mary's dog has been barking like crazy since it was born.
Past Perfect
When two things happen in the past, we have to mark which one happened first. The one that happened first changes to third form and gets the helping verb, "had."
By the time I drank one cup of Lapsang Souchong, Mary's dog had barked a million times.
I had not yet eaten breakfast when Mary walked her dog.
Mary couldn't stop laughing; her dog had bitten me again.

Linking Verbs

Since linking verbs, also referred to as copulas or copular verbs, don't function in the same way as typical verbs in showing action, it can sometimes be tricky to recognize them. These types of verbs show a relationship between the subject and the sentence complement, the part of the sentence following the verb. They connect or link the subject with more information – words that further identify or describe the subject. While standard verbs are indicative of action, linking verbs identify a relationship or existing condition. These are sometimes described as performing the function of an equal sign because they provide the connection between a subject and a certain state.

Words That Are True Linking Verbs

Some words are always linking verbs. These are considered "true." They do not describe the action, but always connect the subject to additional information. The most common true linking verbs are forms of "to be," "to become" and "to seem."
Forms of "to be"

• Am
• Is
• Is being
• Are
• Are being
• Was
• Was being
• Were
• Has
• Has been
• Have been
• Will have been
• Had been
• Are being
• Might have been

Forms of "to become"

• Become
• Becomes
• Became
• Has become
• Have become
• Had become
• Will become
• Will have become

Forms of "to seem"

• Seemed
• Seeming
• Seems
• Has seemed
• Have seemed
• Had seemed
• Will seem

Any time you see these words in a sentence, you know they are performing a linking or connective function in showing a relationship or describing a state. For example:

• "I am glad it is Friday." Here the linking verb "am" connects the subject (I) to the state of being glad.
• "Laura is excited about her new bike." Here "is" describes Laura's emotional state of excitement.
• "My birds are hungry." The word "are" identifies that the birds currently exist in a physical state of hunger.

Determining Other Linking Verbs

In addition to true linking verbs, there are also many verbs that can exist either as action verbs or linking verbs. These are also called resultative verbs. Verbs related to the five senses often function in this way.
Common verbs that can exist as either action verbs or linking verbs include:

• Grow
• Look
• Prove
• Remain
• Smell
• Sound
• Taste
• Turn
• Stay
• Get
• Appear
• Feel

Since these verbs can function as either action verbs or copular verbs, how do you make the distinction? A common test is to replace the verb you suspect in the sentence with an appropriate form of a true linking verb. If it makes sense, it is linking. If it isn't logical with the substitution, it's an action verb.
For example, take these two sentences:

• "The flowers looked wilted."
• "She looked for wildflowers"

Substitute the copular verb "are" for the word "looked" in both sentences. In the first sentence, it makes sense: "The flowers are wilted." In the second sentence, however, it doesn't make sense: "She are for wildflowers."

• "The spaghetti sauce tasted delicious."
• "She tasted the delicious spaghetti sauce."

The sentence: "The spaghettis sauce is delicious" works, but "She is the delicious spaghetti sauce" is illogical. The verb in the first sentence is copular, and in the second sentence it is not.

poem

A poem is a composition that expresses emotions or shows something in an imaginative way. Poems can be categorized many different ways. The three main types of poems are narrative, dramatic, or lyric.

• NARRATIVE: A narrative poem tells a story and includes ballads and epics. A great example of a narrative poem is Edgar Allan Poe’s poem, “The Raven”.  Here is an excerpt:

And the raven, never flitting, still is sitting, still is sitting On the pallid bust of Pallas just above my chamber door; And his eyes have all the seeming of a demon's that is dreaming, And the lamp-light o'er him streaming throws his shadow on the floor; And my soul from out that shadow that lies floating on the floor Shall be lifted - nevermore. 

• DRAMATIC: Dramatic poetry is written in verse and is supposed to be recited. The opening of Christopher Marlowe’s “Tamburlaine the Great” is a great example of dramatic poetry:

From jigging veins of riming mother witsAnd such conceits as clownage keeps in payWe'll lead you to the stately tent of war,Where you shall hear the Scythian TamburlaineThreatening the world with high astounding termsAnd scourging kingdoms with his conquering sword.

• LYRIC: This poetry is very emotional, musical, and focuses on attitudes, feelings, and the poet’s state of mind. Examples include odes and sonnets, like the famous Sonnet 18 by William Shakespeare. Here is an excerpt:

Shall I compare thee to a summer's day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer's lease hath all too short a date:Sometime too hot the eye of heaven shines,And often is his gold complexion dimmed,And every fair from fair sometime declines,By chance, or nature's changing course untrimmed:  

Tips on Writing Poems

There are a few things to think about before you start writing your poem. The following tips on writing poems will help you get started.

• Know your purpose. Why are you writing a poem and what do you want it to do?
• Avoid clichés. These are sayings that have been overused, like busy as a bee, or blind as a bat.
• Use imagery. Paint with your words and use concrete words that appeal to the senses. Abstract words can not give the reader a good picture of what you are trying to say.
• Use similes and metaphors. Similes compare two things, like “you are sweet as honey” and usually use the word “like” or “as.” Metaphors state that one thing is another thing, like “you are a pig.” Things being compared in a metaphor have at least one thing in common but are very different in other ways.

Remember that poems do not have to have rhymes or meter. If a poem is too much like a nursery rhyme, it can distract from the poem’s purpose. 
Revise your poem. You should put it away for a day or two, then read it again and try to make it better.  You may want to have a friend read it and get his opinion.

Get Creative

Now that you have some tips on writing poems, you need to get those creative juices flowing. Poets see the world in a different way. Look around and try to get a different perspective. If you stand on your head, you will see things differently in a physical way. A poet does this figuratively by imagining what people are thinking about or why they are doing something. If a poet saw an apple, he may wonder why it is there, who put it there, what the apple is thinking, or what it will become, like applesauce or pie.
Take a walk and try to experience every physical sense: touch, smell, hearing, taste, and vision. Watch people and animals and imagine their feelings and perspectives. Get silly and make up crazy stuff.  Loosen up, have fun, and start writing.

Grammatical poem

Every name is called a  noun as field and fountain, street and town.
In place of a noun the  pronoun stands as he and she clap their hands.
The  adjective describes a thing, as magic wand or bridal ring.
The  verb means action, something done, to read and write to jump and run.
How things are done the  adverbs tells us as quickly, slowly, badly or well.
Preposition shows relation as in the street or at the station.
Conjunction joins in many ways, sentences, words or phrase and phrase.
The  interjection cries out hark! I need an exclamation mark!
There are other variations of this childhood poem on the internet. Pity it doesn’t include determiners.
It’s a bit like my childhood version of parts of speech:

• nouns are naming words
• verbs are doing words
• adjectives are describing words
• adverbs tell you how and when
• conjunctions are joining words
• prepositions are usually little words that tell you where
• pronouns replace nouns

The Capital Letter: UPPER CASE

The Capital Letter: UPPER CASE

My friends call me Upper Case.
I'm a capital letter.
I'm in your face.
I'm bigger. I'm better.
I'm easy to see.
You can't start a sentence
if you don't use me.

What else do I do?
I'd better mention
that I take positions
to draw your attention.
I send signals for you to sight
when you read
and when you write.
Every proper noun you see
begins with a capital letter like me.
And, my those nouns appreciate
the neat way I abbreviate.
Los Angeles becomes L.A.
Do you know the words for N.B.A.?
Apostrophe

Think High Hook
when you look at me.
Then see my versatility.
Taking two words,
I'll make a subtraction,
and you'll have one word.
It's called a contraction.

I must confess
my strange obsession.
I join with "s" to show possession.
Now Nora can't claim Peter's poodles,
and Peter won't eat Nora's noodles.

Contract!
Possess!
Ah, yes, that's me!
I may look like a comma,
but I'm an apostrophe!

How to Structure Your Teacher Cover Letter

Writing a attention-grabbing teacher cover letter to accompany your resume can be a frustrating and tricky business. The temptation to opt out completely is one that should be dismissed! Failing to include a cover letter can look as though you’re just not putting in the effort, but it can be difficult to decide exactly what to include and what to leave out. If you’re finding it hard to put your cover letter together, read on for some simple tips on how to structure a winning cover letter.
Like any letter, your cover letter can be divided into three discrete sections; the opening paragraph, the main body of the letter, and your closing paragraph. Here are some user-friendly tips on what to include in each section:

Opening paragraph of the cover letter

This is arguably the most important part of your letter because your opening paragraph is the first chance your reader has to form an opinion of you. It’s important to address the letter to a specific person, if possible. Make an effort to find out the name of the hiring manager or the chair of the selection committee. Furthermore, it’s absolutely crucial you spell the person’s name correctly; there’s nothing more likely to make a poor first impression than spelling the manager’s name wrong!
Your first paragraph should state the position which you’re applying for and the relevant job posting number (if applicable). It’s also important to state where you heard about the vacancy; this is especially important if you’ve been referred by an existing employee as this can often go in your favour. On the other hand, you may be applying to position where there is no job posting, which is fine, this happens all the time.

The main body

The main body of your letter is where you convince the reader that you are the right person for the job. Remember that if you don’t capture the manager’s interest in your cover letter, they may not bother to read your resume. Focus on the main duties involved in the job and demonstrate your ability to excel in these areas by giving concrete examples of your professional work experience. This is where doing your research can really pay off. The more you know about the school district, the better you can tailor your skills and attributes to match the school district’s requirements. If the district or school has a website, spend some time reading through it and gathering information. Find out what’s important to them and be aware of current projects and potential issues. If you can demonstrate in your letter that you’ve gone to the bother of finding out about the company, this will very likely impress the manager.
It’s important to try and put your own stamp on your cover letter; try to let your personality and enthusiasm for the job shine through. Tell the manager why you want this job and what you could contribute to the company. Try to communicate what it is that draws you specifically to this company and how your skills and experience could be of benefit.

Conclusion

Your concluding paragraph should state that you would welcome the chance to further demonstrate your suitability for the post at interview. Be sure to include your contact details too, just in case your letter becomes separated from your resume.
After completing your letter, you should ensure that it is proof read by someone with an excellent standard of literacy. Even if you are confident in your own abilities, it’s easy to be blind to your own mistakes; always get it checked over before sending.

Writing an excellent cover letter is important in any profession! If you’re about to apply for a teaching job and are struggling with your cover letter, here are some hints to help get you started:

Presentation

The first thing someone will notice about your education cover letter before they even read the content is the visual appeal. Your cover letter should be typed, rather than hand written – ensure it is in a sensible font size and style. This may seem like stating the obvious, but in an effort to make your letter stand out, it is possible to get a little carried away. Print the cover letter off on resume bond paper that matches your resume.  Make sure you have a matching envelope – attention to detail is important.

Spelling, grammar and punctuation

Submitting a letter which contains spelling or grammatical errors could be a disaster for your application. Even if you think you have a good standard of literacy, always have your letter proofread -- it’s easy to miss your own mistakes. Don’t use ambiguous words, make it so the letter is concise and reads smoothly. 

Keep the Content Relevant

Make a list of the points you want to include in your cover letter and then work out the most logical sequence to introduce them. Don’t be tempted to include a personal sketch or mention something that isn’t important to them, you need to be concise and keep it relevant. It can be helpful to look at things from the perspective of the reader and ask yourself, “If I was hiring a individual for this position, what would I be looking for in a candidate?”
Your work history and qualifications will be contained in your application form, so the cover letter is a chance to let the selection committee find out more about you as a person and the passion for the type of work you have applied for. Some of the things you might want to include are:

• Why you want to work for the organization… what makes them interesting or unique. If you can show that you’ve gone to the trouble of finding out specific details about their mission, customer relationship values, products, key personnel, this will make a good impression.
• What you can contribute – what value will you bring to the organization. If you are outlining what you believe to be the things that make you an excellent fit for their company culture, explain why. What skills and attributes do you have that will make a difference the company short- and long-term goals?
• In what ways are you an innovative applicant? With so many people applying for positions, companies can afford to be choosy and pick those that can prove the benefit of hiring them. Having the minimum qualifications and experience is a given, but what makes you special... what is your unique selling point? Try to give concrete examples of innovative initiatives that you’ve been involved in and what were the results.

When applying for a teaching job, many people wonder whether a cover letter is really necessary; they often ask the questions: why can’t I just post or email my resume or application form and let it speak for itself? Won’t a cover letter just be repeating what’s already in my teacher resume anyway? Is it really necessary to include a teacher cover letter? The answer to this last question is yes. You really do need a cover letter, and here’s why...
Most job search experts would agree that typically, a first impression of someone is formed within 4-8 seconds. Even more scary is the concept that once a first impression is formed, it’s very unlikely to change. If the chair of the selection committee opens your resume and discovers that you haven’t bothered to include a cover letter, it’s very possible that your application will end up in the recycling bin along with the envelope it came in.
If you’re unsure of what you should include in your cover letter, here are some tips to help you:

Presentation is everything

Spelling or grammatical errors are quite simply unacceptable in a cover letter for any teaching job application; so, make sure you have your letter proofread. Once completed, your letter should be printed out using a formal, simply font style, which matches your resume, on resume bond paper. Anything else may make your application stand out, but for all the wrong reasons.
Make sure that you spell the name of the Principal, Superintendent, and the school or school district correctly and be sure to include your full name and contact details. The letterhead should make the resume with all your contact details.

Be specific

The first paragraph of your letter should include some important details:

• Which job are you applying for?
• What is the job reference number? (If you have one)
• Where did you hear about the vacancy?
• If it is a mass mailing, the opening needs to be very catchy.

Do your research

It’s important to show in your letter that you have some background information on the school or school district to which you are applying. A teacher cover letter should be tailored to each school district, if possible. If the school has their own website, this can be a great starting point to find details about how they are unique. Find out as much as you can and make a point of explaining why you are specifically drawn to the school district.

What can you offer?

This is where knowing information about the school or district will make a difference. You should explain why your skills and attributes would benefit the school and what kind of contribution you could make. Make sure that what you say is relevant; if you discover that the school is big on music and different languages, mentioning that you coach a local basketball team is not going to help in a huge way!

Let your personality shine through.

The beauty of a cover letter is that it’s personal to you; it’s a chance for the selection committee to get a glimpse of what you’re about. Don’t be tempted to download a second hand template to use. This will be obvious to the person reading it and you’ll come across as lazy and unimaginative. Injecting some personality into your letter doesn’t mean filling it with irrelevant anecdotes, but it does mean putting some thought and creativity into what you write. Try to make a connection with the reader and let your personality shine through what you say.

When job-hunting it is quite common that a job seeker will apply to more than one school and position. However, sometimes a person is looking to transition into one specific career or desired organization. If you are looking to send out your resume more than once, it may be a good idea to develop a more general cover letter. Ultimately, it saves time and allows you to perform only minor tweaking. A generic letter is also beneficial if you are applying to a wide array of positions that do not relate to one another.
When crafting a non-specific cover letter, you must make sure that you really highlight your education, qualifications, broad base of knowledge, and versatile skill sets. Since you are unable to draw on specific philosophies or goals of the school district, you cannot play on their unique needs. However, all employers are looking for these same key traits:
* Ability to work well with others, as well as independently and unsupervised.
* Strong written and verbal communication skills.
* Talent for staying organized, focused, and on-track.
* Solid problem solving and critical- or higher-level thinking skills.
In your generic cover letter, highlight these traits and communicate how they will make you an asset to the hiring school district. If you do not possess any of these qualities/skills, do not include them in your letter. Make sure that you are always able to back up what you put down on paper. The employer will determine during the interview whether or not you actually have these qualities, and can always check with your references. Always remain honest in any of your job-seeking documents. In addition to the traits listed above, list the various positions you have held in the past, and draw on skills, experiences, and achievements you can bring to future positions.
If you are writing a cover letter for a specific position and district, make sure that you take a close look at their job posting, and demonstrate how you meet their particular requirements and are able to carry out the listed responsibilities. If the school district’s philosophy is not stated on their advertisement, do some research and find out what it is. Explain how you are able to help the district meet set goals and standards. In addition, demonstrate your commitment to the district and enthusiasm for obtaining that position and working with them.
Also include any relevant accomplishments that a potential employer might see as beneficial for their school. Bulleting items is a quick, attention-grabbing method for conveying key information:
* Designed a school emergency response plan template that was adopted by ABC School District.
* Recommended and assisted in implementing new programs including Saxon Math, Math Their Way, and Restitution into the school and trained other teachers in the use of these programs.

Questions for teachers Interview

---

  What are your thoughts on team-teaching?

Answer - I am sure many of you have participated in team-teaching and realize the benefits of this strategy. The interviewer who asks this question wants to discover, if you are flexible, enjoy working in a team environment, have experience in this area, and what your viewpoints are on the subject.

It is always wise to speak about some of the positive aspects of team-teaching, such as:

It is an effective strategy for teaching large groups of students. Encourages teachers to collaborate and generate ideas ... two heads are always better than one! Talk about team-teaching experiences you have had, and the positive results that transpired.

If you haven't had any hands-on experience, you may explain that you enjoy working in a team setting and are excited about the possibility of participating in this approach. OR, maybe you have done some reading on the subject and can share some of the insights you gained with the interviewer ... this will definitely be impressive!

Furthermore, it is vitally important to be honest when answering all questions during the interview. Organizing your thoughts in advance will serve to help you deliver truthful and concise responses, while highlighting the skills you possess that are most compatible with the needs of the school or district.

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Question 2 - What are your greatest strengths?

Answer - This question will probably be asked. Now, if you researched the district/school and found out what they are looking for in a candidate, you will be able to focus your response on that information, keeping in mind it is important to tell the truth. With every response you must show your VALUE to the district. This will also give them an idea on how you view your talents and skills as a teacher. Perception is critical... you must be able to confidently discuss your skills using a convincing approach.

It is important the answer shows your hard/tangible skills. For example, classroom management, curriculum development, or technology integration. These skills will show the interviewer(s) what you can do on the job. Don't stop there, you will set yourself apart from the pack if you can back up your claims with actual stories. This will build credibility... it shows you really are good at what you are claiming. Tell them about what you have done to incorporate technology into the classroom and what was the result. The result part of the story sells value... and that produces job offers.

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Question 3 - What is your biggest weakness?

Answer - Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.

I don't suggest using that the traditional statement, "I'm a perfectionist", it is often overused, and will tend to sound phony. It is important you don't get defensive and try to justify why you are weak in a particular subject area, such as social studies. This would make a bad impression, because it may be relevant to the position that you are seeking. Whatever you decide to use, ensure it is not one of the key skills of the position you are seeking. In other words, don't pinpoint classroom discipline and/management or subject area if you are seeking a teaching position.

Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Over time, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."

The above example shows you are excited about designing new and creative lessons for your students. In their mind, this will not be a negative. It will position you that much closer to getting a job offer.

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Question 4 - Let's imagine an interview for a grade one teaching position and the interviewer asks: "Describe your classroom's physical appearance." Having prepared ahead of time, you understand the interviewer[s] attempt to determine:

• Your teaching style,
• Your ability to effectively manage the class,
• The level and quality of student interaction,
• Your teaching philosophy,

Answer - Within this context, you might respond:

"Upon entering my classroom you will find a lively and colorful room completely centered upon children and active learning. Sight words, the alphabet, numbers, and inspirational quotes cover the walls while large bulletin boards proudly display students' work. A large area contains a carpeted reading or group corner specifically for storytelling, show-and-tell, weather discussions and calendar and day-of-the-week conversations. This classroom includes an abundance of age appropriate reading materials and student mailboxes where children place personal journals, home reading books and workbooks in the morning and then collect newsletters or other parent communication at the end of the day."

NOTE:

Presenting floor plans successfully used in the past demonstrates strong organization and preparation skills. Indicate various potential seating plans used throughout the year and offer pictures of your old classrooms as a way means to provide the principal and interviewing board a first-hand view of your potential classroom...As the saying goes, "a picture is worth a thousand words."

Remember, each person's answer will vary depending upon teaching style and philosophy. The district representatives will look to see if your style is compatible with their needs. Thoroughly researching each specific district needs will allow you to tailor your answers which is the key to a successful interview.

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Question 5 - Why do you want to work for our school district?

Answer - Your preparation and research is imperative to successfully answer this question. Provide a few reasons why you're interested in the school or district, and what in particular sparked your interest. What is your personal experience with the school or district? What do you know about its student body, faculty members, industry reputation, community involvement, educational goals and objectives, upcoming initiatives, demographics, or extracurricular activities? This information will help you to accurately respond to the above question. The word accurate is important -- don't answer the questions by using old information

The interviewer is looking for evidence that you really know why you want to work there or did you just send out applications and hope for the best. This research will also help immensely when answering other questions throughout the interview, so plan to dedicate some time and energy doing this homework. Effective research will help to tailor your answers, without being deceiving, to the question above. It is wrong to tailor your answer with incorrect information - preparation and honesty is the key to a successful interview.

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Question 6 - How do you handle classroom discipline?

Answer - For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:

It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior.

These rules are discussed and agreed upon with the students, this makes the students accountability and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.

You will want to get an example of your plan; use a real situation to show your expertise in this very important area. Whether you use the red light/green light, time-outs, or removing the student from the classroom, it is important that you can back up why it is effective and use examples. You will want to explain why you feel the discipline action is effective and why you enjoy using it.

It is also important to indicate there are always two sides to every story, so if the action involves discipline of two students, you must listen to both sides. Indicate that you try to get the students to resolve their own disagreements, which may involve compromise. And end the discussion by asking them, "How will you handle the situation next time?"

Again, you must be honest when answering this question or any other question during the interview, but by organizing your thoughts and stories will make your response concise, truthful, and show your skills to the district.

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Question 7 - How would you describe a successful principal?

Answer - By asking this question, the hiring committee is attempting to assess the following:

• Do you understand what traits contribute to the success of a principal. As a teacher, what traits do you value most.
• Your response may indicate or suggest possible conflicts with the current principal.

Responses to this question may include:

It is important that a successful principal...

• has a vision and a plan to reach that vision...combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives.
• be visible... the principal's presence should be evident on a continual basis. He or she must be easily accessible to both students and teachers.
• has a great sense of humor, and can relate well to a diverse group of individuals.
• genuinely cares about the students, teachers, parents, and the district.

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Question 8 - Do you have any questions for us?

Answer - An interview isn't just about responding to the prospective school district's questions; it is an opportunity for you to impress the panel with examples of your foresight regarding the position they are offering. By asking questions, you can also determine if the fit is right, it shows interest in the position, and helps to develop rapport. If you feel comfortable, and the interviewer seems amenable, you may ask questions at appropriate times throughout the interview. Once you have been in the interview for a few minutes, you will start to get a feel for your comfort level in this regard. If you don't ask questions during the interview, you will most likely be given the chance to do so at the end of the interview ... be sure to take advantage of this great opportunity!

So what questions should you ask? First, only ask questions you cannot get answers to through research, for example, by investigating, you may easily determine how many students attend the school -- so, think of a different question to ask. Be sure you think carefully about what questions you would like answered ... make them genuine ... and recognize that it is always advantageous to ask questions. Remember, don't try to dominate the interview with your questions, keep in mind you are the interviewee. A good idea is to practice asking the questions you created in front of a mirror the day before the meeting. Write your questions down on a professional pad of paper or an index card and bring them to the interview.

Some suggestions of appropriate questions are provided here ... ask them only if they are not addressed in the interview and if you don't have access to the answers. If the questions are structured correctly, you will provide yourself with a further opportunity to sell yourself, for example; "I am very interested in team sports, what extracurricular activities are available for teacher participation?" What does this show the interviewer? You are a team player and are willing to participate in extra-curricular activities.

Other potential questions are:

• I have always been successful with getting parents involved in the classroom, how active are parents at this school or within the school district?
• I am well-versed at integrating computer technology into the classroom, what kind of resources does the school have available?
• Do teachers work in teams? If so, how is this organized?
• I consider myself a life-long learner, what professional development opportunities will be available?
• What is the student/teacher ratio?
• I have been instrumental in developing new programs in previous positions I have held. Will the school be implementing any new programs this year, or require input to develop programs already in place?
• Will the school be addressing any major issues this year?
• If you are new to the industry you may ask, "Is there a mentor teacher program available?"

• When do you hope to reach a decision as to who the successful candidate will be, or what is the next step in the hiring process?

This is just a sample of the many types of questions you may ask in an interview. Be sure you don't overwhelm the interviewer with questions ... three or four questions is usually sufficient.

Furthermore, it is important to be honest when answering all questions during the interview, by organizing your thoughts in advance will serve you in delivering truthful and concise responses, while illustrating your skills and compatibility to the district.

What are your biggest weaknesses?
Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.
I don't suggest using that traditional, "I'm a perfectionist," as it is often overused, and will tend to sound phony. It is also important that you don't get defensive and try to justify why you are weak in a particular subject area, such as social studies. This would make a bad impression, because it may be relevant to the position that you are seeking. Whatever you decide to use, ensure it is not one of the key skills of the position you are seeking. In other words, don't pinpoint classroom discipline and/management or subject area.
Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Overtime, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."
The above example shows you are excited about designing new and creative lessons for your students. In their mind, this will not be a negative. It will position you that much closer to getting a job offer.
How do you handle classroom discipline?
For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:
It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior. These rules are discussed and agreed upon with the students, this makes the students accountable and responsible. You may want to touch on your philosophy of classroom discipline. This of course would depend on your style; you will have to be honest with yourself. But you may believe that you reduce negative behavior by offering the students a intellectually stimulating, organized, and respectful environment.
You will want to get an example of your plan; use a real situation to show your expertise in this very important area. Whether you use the red light/green light, time-outs, or removing the student from the classroom, it is important that you can back up why it is effective and use examples. You will want to explain why you feel the discipline action is effective and why you enjoy using it.
It is also important to indicate there are always two sides to every story, so if the action involves discipline of two students, you must listen to both sides. Indicate that you try to get the students to resolve their own disagreements, which may involve compromise. And end the discussion by asking them, "How will you handle the situation next time?"
Again, you must be honest when answering this question or any other question during the interview, but by organizing your thoughts and stories will make your response concise, truthful, and show your skills to the district.

Why English is a strange language

Why English is a strange language

English can be a difficult language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. We take English for granted. But if we explore its paradoxes, we find that: quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that: Writers write, but fingers don't fing? Grocers don't groce, and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy: That you can make amends but not one amend? That you comb through annals of history but not a single annal? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people: Recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? How can overlook and oversee be opposites, while quite a lot and quite a few are alike? How can the weather be hot as hell one day and cold as hell another? Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horsefull carriage or a strapfull gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who would actually hurt a fly? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That's why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it!

More reasons why English Isn't So Easy

The soldier decided to desert in the desert.

We polish the Polish furniture.

We can separate people by putting them in separate rooms.

He could lead if he would get the lead out.

A farm can produce produce.

We need to program our VCR to record our favourite TV program in record time.

The dump was so full it had to refuse refuse.

I won't excuse a phony excuse.

If you abuse a child, you're guilty of child abuse.

The present is a good time to present the present.

At the Army base, a bass was painted on the head of a bass drum.

The dove dove into the bushes.

I did not object to the object.

The insurance for the invalid was invalid.

The bandage was wound around the wound.

There was a row among the oarsmen about how to row.

They were too close to the door to close it.

The buck does funny things when the does are present.

They sent a sewer down to stitch the tear in the sewer line.

To help with planting, the farmer taught his sow to sow.

The wind was too strong to wind the sail.

After a number of Novocain injections, my jaw got number.

I shed a tear when I saw the tear in my clothes.

I had to subject the subject to a series of tests.

How can I intimate this to my most intimate friend?

Tips for Learning Languages

Learning to communicate in another language may be challenging, but it is also a very rewarding and enriching experience. It is the best passport to discovering another culture. Here are a few tips we’ve put together to help you make the most of the experience.

Find out what kind of learner you are

Ask yourself, do I learn something better when I see it written down? Do I only need to hear something a few times before I know it? Do I like to learn grammar rules by heart? Are there other strategies that work well for me? If you recognize your strengths, you can use them to work more effectively.
When learning a language, it is important to use a variety of strategies (using the book, listening to the recording, rehearsing dialogues, learning vocabulary, writing things down, listing verb forms, etc.) to practise the different skills of listening, speaking, reading and writing. Work out what your preferred learning style is and use it to your advantage.

Work at your own pace

Make the most of the time you have available to study. As a general rule, don’t try and do too much at once. You will often find you can learn more effectively if you study for half an hour or so at regular intervals, rather than try to do a whole unit in one sitting.
With the best will in the world, there will be times when you don’t feel like studying. Try not to skip your session, though, and organize your work according to your mood. If you’re tired, choose less demanding tasks such as repeating activities; if you lack concentration, read a foreign magazine article about a subject which really interests you.

Why not learn with someone else?

It helps if you can learn with someone else. If you can persuade a friend or family member to study with you, it will give you extra impetus to keep working. Agree times to meet and set goals for the week, and test each other regularly.

Remember that you can go a long way with just a little language

Even if you feel unsure about your ability to form correct, complete sentences, you’ll find that it is possible to communicate with just a few words. Above all, don’t worry about getting things wrong: people will still be able to understand you. They will also appreciate that you are making the effort to speak their language and will be more receptive. The more confidence you gain in actually communicating, the more fluent you’ll become.

Don’t get stuck by a word you don’t know

Practise improvising ways of getting your meaning across when speaking spontaneously, even if you don’t know the exact words or phrases. Think of things you might want to say whenever you have spare time – while you’re travelling, for instance. A basic example is the use of tenses. If you don’t know the past tense but want to talk about yesterday, use the verb in the present tense and use the word for ‘yesterday’. With practice, you’ll find that you will improve your ability to approximate and to describe things, even if you are aware that you do not have the exact vocabulary or specific phrases. Use facial expressions, hand movements, anything to get your meaning across. The important thing is to build up your confidence so you’re not afraid of getting involved in a conversation.

Language learning is also about intuition

Guesswork is an important strategy in learning a new language and you will probably be pleasantly surprised at how often you’re right.
When listening to recorded material, you aren’t expected to understand everything first time round. If you play the same piece several times, you will most probably understand something new each time. Learn to make maximum use of all the clues you can pick up. For example, what do the speakers sound like? Happy? Angry? Calm? etc.
Also, in most European languages a lot of words have a common origin, which will help you build your knowledge more quickly. After a while you should also be able to identify common patterns between English and the language you’re learning, for example French equivalents of English words ending in –ly often end in –ment.
 

Speak, speak, speak!

Practise speaking as often as you can – even speaking to yourself is good practice.
Try recording yourself whenever you can – especially when doing the pronunciation practice activities. When you listen to it afterwards, don’t worry if you sound hesitant or have made mistakes. It is important to evaluate your performance. Compare your pronunciation with the master version, see how you can do better and have another go. If you do this several times, you will find that each version is better than the last.
Read aloud whenever possible: it will help you memorize vocabulary and structures. Going through the same dialogue several times is a good idea too.
If possible, try and find someone who speaks the language you want to learn!

Build up your vocabulary

A wide vocabulary is the key to successful language learning but don’t try to learn too much at once. It’s best to study frequently, for short periods of time. Take a maximum of six or seven items of vocabulary and learn them. Put them into sentences to fix them in your mind, then come back to them later. Much of the vocabulary in the course is presented by topic. Learning vocabulary in this way is usually very effective.

Get the right tools

You may find you want a bilingual dictionary to help translate new words and expressions as you expand your vocabulary. When choosing a dictionary, make sure you pick one that gives you plenty of information on usage through illustrative examples, rather than one which only gives translations for each word with no guidance as to which ones to use in which contexts.
Alternatively, you may find a vocabulary builder useful. These are usually arranged thematically and allow you to learn lists of words and expressions associated with a particular topic.

Get used to hearing everyday language at normal speed

Apart from listening to the course recordings, you could watch films with subtitles, listen to a foreign radio station (for example if you're learning English then your best choice is the BBC), or watch foreign language TV stations if you have satellite or cable TV. Even if you don’t understand much of what is being said, it is a good way of getting used to sounds and intonations. Choose programmes according to your own interests, you’ll learn much more effectively about subjects you’re keen on.
International news is a good thing to listen to, particularly if you have already heard the news in English that day. Pictures will give you clues. You’ll find that you are picking up a lot of vocabulary by making use of the subtitles especially for expressions that occur regularly.

But most of all, have fun!

Grammar poem

The Grammar Poem

A noun's a thing. A verb's the thing it does.
An adjective is what describes the noun.
In "The can of beets is filled with purple fuzz"

of and with are prepositions. The's
an article, a can's a noun,
a noun's a thing. A verb's the thing it does.

A can can roll - or not. What isn't was
or might be, might meaning not yet known.
"Our can of beets is filled with purple fuzz"

is present tense. While words like our and us
are pronouns - i.e. it is mouldy, they are icky brown.
A noun's a thing; a verb's the thing it does.

Is is a helping verb. It helps because
filled isn't a full verb. Can's what our owns
in "Our can of beets is filled with purple fuzz."

See? There's almost nothing to it. Just
memorize these rules...or write them down!
A noun's a thing, a verb's the thing it does.
The can of beets is filled with purple fuzz.

Practice:Narration for JSC Exam

Narration:

Change the following

1 . (a) The boy said to the teacher, "Sir, can I take your pen?"
(b) The students said to the teacher, "Please explain the matter again, sir.''
(c) The student said, "I have done my duty today."
(d) Rita said to me, "I must write a letter."
(e) The man said to his brother, "Can you do it alone?"

2. (a) The doctor said to me, "Follow the rules of health regularly."
(b) Bari said to the Headmaster, "Sir please pardon me."
(c) Sumon said to Mamun, "How long have you worked here?"
(d) The son said to his father, "I am not going to school because today I feel di�yy."
(e) Pinki said to Rinki, "We went to your house yesterday, but I did not find you."

3. (a) The teacher said to the blind men, "Follow me and you will find out the elephant."
(b) The blind men said, "We are going to learn something new and interesting."
(c) Frankel said to Hans, "Clean the house today as it is getting dirty."
(d) Mrs. �reen said, "� husband and I are on holiday in Bangladesh."
(e) Mr. Ahmed said to the students. "Do you know that gardening is a very hard work?"

4. (a) The teacher said to the student, "Let's try to solve the problem."
(b) "Do you want a single or double room?" the receptionist said to the tourist.
(c) The old man said to his son, "You must dig the land if you want to be rich."
(d) Father said to his son, "�o to school now or you will be fined."
(e) "Don't worry for me," The girl said to her mother.

5. (a) Najma said to him, "Have you seen her going up over the hill?"
(b) Runa said to Sumi, "Will you be able to meet me tomorrow?"
(c) He said to his father, "Let us visit our village home the next week"
(d) Rabbi said, "When I met him I told everything about our business"
(e) Rumana said to me, "Let me live the way I desire"

6. (a) He said to me, "Where do you live?"
(b) "Why are you putting up the food in your pocket?" said the noble man to Sheikh Saadi.
(c) The teacher said to the student, "Do not tell a lie."
(d) Sumi said to you, "You can do it if you wish"
(e) The teacher said to the boys, "Why are you making a noise?"

7. (a) Mrs. Murshed said to the guests, "I want you all to enjoy yourselves."
(b) Salma said to me, "Was she there?"
(c) Kishan asked Mrs. Amin, "Do you want me read the stories from books?"
(d) The old man said to me, "You have brought for us good news."
(e) Mother said to Nipa, "I have not yet finished cooking."

8. (a) Anwar said to Mrs. Amin, "What kind of stories did Aesop tell?"
(b) Rina's mother said, "Water hyacinths can be made into fertili�er."
(c) Mrs. Salam said to Luna, "Don't forget about the water hyacinth."
(d) Hamidur Rahman said, "These mangoes don't taste sweet."
(e) Frankel said, "There is no need to clean the laboratory today, Hans."

Answer Sheet

1 . (a) The boy respectfully asked the teacher if he could take his pen.
(b) The student politely requested the teacher to explain the matter.
(c) The student said that he had done his duty that day.
(d) Rita told me that she had to write a letter.
(e) The man asked his brother if he could to it alone.
2. (a) The doctor advised me to follow the rules of health regularly.
(b) Bari respectfully requested the headmaster to pardon him.
(c) Sumon asked Mamun how long he had worked there.
(d) The son told his father that he was not going to school because that he felt dizzy.
(e) Pinki told Rinki that she had gone to her house the previous day but she had not found her.
3. (a) The teacher told the blind men to follow him and they would find out the elephant.
(b) The blind men said that they were going to learn something new and interesting.
(c) Frankel told Hans to clean the house that day as it was getting dirty.
(d) Mrs. Green said that her husband and she were on holiday in Bangladesh.
(e) Mr. Ahmed asked the students if they knew that gardening is a very hard work.
4. (a) The teacher proposed to the student that they should try to solve the problem.
(b) The receptionist asked the tourist if he wanted a single or a double room.
(c) The old man told his son that he had to dig the land if he wanted to be rich.
(d) Father told his son to go to school then or he would be fined.
(e) The girl told her mother not to worry for her.
5. (a) Nazma asked him if he had seen her going up over the hill.
(b) Runa asked Sumi if she would be able to meet her the following day.
(c) He suggested his father that they should visit their village home the next week.
(d) Rabbi said that when he met him he told everything about their business.
(e) Rumana told me that she might live the way she desired.
6. (a) He asked me where I lived.
(b) The noble man asked Sheikh Saddi why he was putting up the food in his pocket.
(c) The teacher advised the student not to tell a lie.
(d) Sumi told you that you could do it if you wished.
(e) The teacher asked the boys while they were making a noise.
7. (a) Mrs. Murshed told the guest that she wanted them all to enjoy themselves.
(b) Salma asked me if she had been there.
(c) Kishan asked Mrs. Amin if Aesop had read the stories from books.
(d) The old man told me that I had brought for them good news.
(e) Mother told Nipa that she had not yet finished cooking.
8. (a) Anwar asked Mrs. Amin what kind of stories Aesop had told.
(b) Rina's mother said that water hyacinths can be made into fertilizer.
(c) Mrs. Salam told Luna not to forget about the water hyacinth.
(d) Hamidur Rahman said that those mangoes did not taste sweet.
(e) Frankel told Hans that there was no need to clean the laboratory that day.