The Criteria of Good ESL Student

The Criteria of Good ESL Student

1. Good ESL Student find a style of learning that suits them.

They are self aware ie they know themselves.. When they are in a learning situation which they do not like, they are able to adapt it to their personal needs. They believe they can always learn something, whatever the situation. They also know how they prefer to learn and choose learning situations that are suited to their way of learning.

2.Good ESL Student is actively involved in the language learning

process.

They take responsibility for their own learning. Besides regular language classes, they create opportunities to use the language. They know practice is very important. They are willing to take risks, to appear foolish if necessary.

3.Good ESL Student try to figure out how the language works.

They try to come to grips with the language as a system. They pay attention to form and look for patterns. They develop good techniques for improving their pronunciation, learning grammar and vocabulary. They welcome mistakes as a way of learning more about the language.

4.Good ESL Student know that language is used to communicate.

They pay attention to meaning. They have good techniques to practise listening, speaking, reading, and writing. In the early stages of their language learning they do not worry about making mistakes. They speak and try to become fluent. They look for opportunities to speak with native speakers.

5.Good ESL Student is like good detectives.

They are always looking for clues that will help them understand how the language works. They make guesses and ask people to correct them if they are wrong. They compare what they say with what other/hiss say. They keep a record of what they have learned and think about it.le they monitor themselves.

6.Good ESL Student learns to think in the language.

7.Good ESL Student realize that language learning is not easy.

They try to overcome their feelings of frustration and their lack of confidence. They are able to come to terms with the affective demands of language learning, ie they can manage their emotions. They are realistic in their setting of study goals.

8. Good ESL Student is also good culture learner aware of the very

close relationship between language and culture.

9. Good ESL Student is willing to experiment and take risks.

For example, she/he will try out different ways of learning vocabulary until she/he finds the way that suits her/his best. She/he is also not afraid of making mistakes, because she/he knows that these will help her/his.

10. Good ESL Student is realistic.

She/he knows that it will take time and effort to become proficient in English, and that ther/hise will periods wher/hise she/he does not seem to be making much progress.

11. Good ESL Student is independent.

She/he does not expect to learn English just by sitting in the classroom, and does not rely on the teacher/his to totally direct her/his learning.

12. Good ESL Student is organised and active.

She/he uses her/his time to learn English sensibly, and is always looking for opportunities to develop her/his language both inside and outside of the classroom.

The Criteria of Good ESL Teacher

The Criteria of Good ESL Teacher

1. Knowledge

Students have consistently and clearly targeted as the number one quality of a good teacher exactly what you would expect: knowledge of the subject. You must be an expert in your field-both theoretical and practical –preferably with an industry interface and experience if you are going to be a good teacher in a Management college or Business School. This is a prerequisite.

2. Communication

The second core quality that good teachers possess is the ability to communicate their knowledge and expertise to their students. You may be the greatest expert ever in your field, but what would happen if you lectured in  a style and language the students are not able to comprehend clearly? How much would your students learn?

It is a common misconception at the College level that knowledge of a subject is all that's required to be a good teacher; that the students should be willing and able to extract the meat from what you say- regardless of how it is delivered (even if it is delivered in a uncomprehending language or different style). This might be true at the post graduate level, but elsewhere it is definitely untrue. It is especially untrue at the undergraduate level. The teacher's job is to take advanced knowledge and make it accessible to the students. A good teacher allows students to understand the material, and to understand what it means (because it is one thing to understand how nuclear bombs work, but quite another to understand what nuclear bombs mean).

A good teacher can take a subject and help make it crystal clear to the students. A bad teacher can take that same material and make it impenetrable. Or a bad teacher can devote so little time and effort to preparation that the material presented is intrinsically confusing and disorganized. A good teacher is willing to expend the effort needed to find innovative and creative ways to make complicated ideas understandable to their students, and to fit new ideas into the context available to the student. A good teacher can explain complicated material in a way that students can understand and use.

There is a saying, "Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime." This is the philosophy of a good teacher. Give your students an answer and they can solve one problem, but show students the techniques needed to find the answer for themselves and they can become self-sufficient in the field. Students need to be shown how to apply the new techniques you teach to problem solving.

3. Interest

A good teacher starts with a firm knowledge of the subject, and builds on that with a clarity and understanding designed to help students master the material. The best teachers then go one step further. Because good teachers are interested in the material being taught, they make the class interesting and relevant to the students. Knowledge is worthless unless it is delivered to the students in a form they can understand. But the effort expended making the material understandable is wasted if the students are disinterested when it is delivered, or if the students can see no point in learning the material.

Good teachers recognize this, and work hard to make their material relevant. They show students how the material will apply to their lives and their careers. Bad teachers make material "relevant" by threatening students with failure on a test. Good teachers go far beyond this: they make students want to learn the material by making it interesting.

This is one of the things that makes industry and business examples so important and vital to learning in a business school or college. Industry interface and practical real life examples make the ideas discussed in class exciting and important to the teacher, as well as to the students. If the teacher isn't interested in what's being taught, then why should the students be?

4. Respect

Good teachers always possess these three core qualities: knowledge, the ability to convey to students an understanding of that knowledge, and the ability to make the material interesting and relevant to students. Complementing these three is a fourth: quality: good teachers have a deep-seated concern and respect for the students in the classroom. Why else would a teacher put in the time and effort needed to create a high quality class?

The creation of a good class requires an immense amount of work. You don't simply come up with clear explanations, industry cases and examples and experiments for the class off the top of your head. You don't create fair, consistent, high quality tests, questionnaires and homework assignments (read "learning experiences") five minutes before you hand them out. You don't figure out ways to integrate new materials and research into a class in an understandable way on your way to your college or institute  in the morning. You work at this sort of quality all the time. You spend time with your students so you can learn about holes in their understanding. You read and write and create to build an exciting and interesting class every day. The only thing that would drive you to do that is a concern and respect for the students in your classroom.

Family Value

FAMILY VALUE

WHY RIENDSHIP IS IMPORTANT FOR OUR FAMILY ?

            Friendship is important for our family because as you know that people can not live alonely in this world. They need another people for communication, solve their problem and help them something. Friendship also very important for the society life and work life. So that’s why “Friendship” is important for our family because we aware that we still another in our daily life. Here are our reasons why “Friendship” is important for us.

HOW CAN THIS VALUE (FRIENDSHIP) GROW UP IN SOCIETY LIFE ?

            In society life, friendship is growing up because between one people to another need a friend to tell about their story, to communicate something that they need, to make a joke and also to make a special relationship. Beside that, friendship is also a relationship that all the individuals can create by themselves. Though it is not a god gifted relationship like that of the relationship of a mother, father, sister, brother or any of the other family but still it is one of the best relations an individual can possess. People who have true friends consider themselves as the luckiest individuals on earth.

HOW CAN THIS VALUE (FRIENDSHIP) GROW UP IN WORK LIFE ?

It is growing up because building relationships in the work life is a common occurrence for employees. Working side by side to reach common goals both professionally and strategically gives employees the opportunity to get to know one another on a personal level. These relationships develop into friendship as trust and camaraderie builds over time between the employees. It also can make the enthusiasm of them more higher than before. It can be happened because between one employee to another employee has something that supports them to do the best one, and it is absolutely in the right side.

My Article

Improving Writing Skill Using Diary or Journal

Zanuar Dwi Pranata Putra

University of Nusantara PGRI Kediri

Abstract

This study is conducted to discover whether or not using a diary or journal in improving writing ability. Hopefully, this article or will inspire English teacher to be more creative in creating new techniques or activities in teaching English, especially in teaching writing. As we know that between Writing skill and Diary have significant relationship. They can complete each other. It is happened because without writing skill the writer of that diary can not be good writer, and in other hand, without a technique especially writing diary, writing skill also can not be developed. It is proving that both of them are important to do and develop  since we were child.

Keywords : writing skill, diary, benefits of writing in a journal or diary

Introduction 

            Writing has become central in today’s schools and universities as a measure for  academic success. Students work hard to learn how to make more informed decisions about their writing and gain more control over improvement of English writing skill. Teachers also work hard helping students write fuller, more descriptive and specific papers. Theoretically,  writing  can  be  taught  following a  process  of  writing,  but  in  reality, it is a very complex activity that  needs  hard  work. In  teaching  learners  sow  to  write  any  type  of essay for example, teachers by the way explain to the students the process of developing an essay , in example, brainstorming,  revising, etc. Despite, all the  efforts done by students and teachers, the students’ essays are under expected.

One of University in Saudi and its college students regard writing as the most difficult component of their English language acquisition skills, “it is a complex process which is neither easy nor spontaneous for many second language learners” Hedge (2000:302). This perception is supported by the researcher’s English teaching experience in higher education in Saudi Arabia. A consensus seems to prevail among language instructors that students view writing not only as a particularly challenging discipline but as the singly most difficult aspect of English language acquisition. So that is why teacher must be creative to make their student like in writing something, one of way is writing diary. By learning to evaluate one another’s writing, students can also learn new ideas and vocabulary and internalize criteria of good writing so that they can apply them to future writing situations include writing diary. Besides, when students know they have more readers for their compositions, they are more motivated to invest efforts in writing. Another reason was the finding of research studies (e.g. Jahin, 2007; Jahin and Idrees, 2010) that indicated that writing is the most challenging skills for Saudi prospective EFL

teachers. 

Diaries  are  a  hobby  for  some  students  to  write  on  whatever  it  comes  to  their  minds  or whenever they face a difficulty. For other students, a diary is a way to improve and look for the  language  difficulties.  Teachers  sometimes  ask  their  students to  write  their  diaries  but without  telling  them  that  they  are  a  way  of  helping  them  to  improve  their  writings. Sometimes, they are discussed in the classrooms.

As  the  name  indicates,  learning  journals  have  to  do  with  learning  matters,  that  is  to  say, learners  use  this  type  of  journals or diaries  in  order  to  overcome  their  learning  difficulties.  Learning journals  can  be  written  on  a  notebook  or  even  a  tape  recorder.  Progoff  (1975)  suggests  that learning  journals  help  making  ‘inner  conversations’,  that  is  to  say,  they  help  students  make conversations with themselves (p. 87). A  diary  comes  from  daily  writing,  which  means  writing  everyday.  Progoff  (1975: 87) defines diary  as “typically a notebook, booklet of blank pages, or any source for students to record  thoughts,  reactions  to  learning  experiences,  and  even  inner  most  fears  about  a learning  activity”.  One  benefit  of  diaries  is  ‘being  able  to  look  on  specific  days  or  time periods in an attempt to sort out personal feelings. Here are the complete explanation about the theory of improving writing skill using diary or journal, that consists of writing skill, diary, and the benefit of writing in a journal or diary.