Learn a Language in Denver – The Incredible Mystery Revealed on How to Experience a Fascinating New Culture

Have you ever thought about opening your eyes to a fascinating new culture? So what is the first thing to do in order to fulfill your curiosity for what is diverse? You could start from scratch and learn a new language in Denver- Spanish, French, Italian, German, Chinese, Portuguese, Russian, and Japanese.

Spanish is a handy language that is spoken over 25 countries over the world. Over 330 people around the planet use this form of communication. Picture yourself visiting one of those countries, like for instance Argentina. Close you eyes and picture yourself dancing Tango. The only way to do this is if you learn the language.

French is also a lovely language to master, especially if you visit it’s native country, France. Each word sounds like a musical instrument. When you think of this language you can’t help thinking of fine cuisine, culture, philosophy and why not the Eiffel tower with your significant other by your side. Learn a Language in Denver – Spanish, French, Italian, German, Chinese, Portuguese, Russian, and Japanese.

What about Italian? This language is associated with art history, delicious food and also the Vatican. It is spoken mainly in Italy, but also in Switzerland, San Marino and the Vatican. Italia is a incredible place to visit, with a rich history; roman well preserved sites, cathedrals, paintings and delicious mouthwatering pasta, among other highlights.

Knowing Japanese, will surely give you an advantage in your business. Imagine being able to make business ventures with one of the world’s leading economies. Not only will this give you the possibility to expand professionally but also learn about the culture. For instance, philosophical martial arts, Japanese gardening and tea events.

1 billion use Mandarin Chinese. China has become a strong growing economy due to its large population and strong work ethics. You can grow professionally and learn a millenarian culture as well.

Russian is also a mesmerizing language linked to communism, beautiful snow fall, dance and music which makes it an appealing rich culture. German and Portuguese are also languages that are handy to master. Germany produces some of the highest quality products in the world. Brazil a incredible country to visit with an appealing culture to appreciate, Portuguese is a must to capture the real flavor.
So if it’s for business or personal reasons or both, be prepared go abroad, learn a Language in Denver – Spanish, French, Italian, German, Chinese, Portuguese, Russian, and Japanese.

Discover The Fascinating Secret on How to Learn a Fascinating New Culture, read this article now: www.LanguagesLCI.com – Learn a Language in Denver – Spanish, French, Italian, German, Chinese, Portuguese, Russian, and Japanese

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Curricular Changes in Teacher Education

India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

            Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

Definitions of curriculum, from Oliva (1997). 

Curriculum is:

      That which is taught in schools

      A set of subjects.

      Content

      A program of studies.

      A set of materials

      A sequence of courses.

      A set of performance objectives

      A course of study

      Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

      Everything that is planned by school personnel.

      A series of experiences undergone by learners in a school.

      That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

            In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

            “The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages – NCTE

Teacher Education at the Pre-Primary Stage

 Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts. 

Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes. 

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it; 

Implications for Pre-service Teacher Education

 Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom. 

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges; 

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context. 

Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment; 

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues. 

Need of Curriculum Changes in Teacher Education

            India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ø      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

Ø      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

Ø      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

Ø      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

Ø      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

Ø      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

Ø      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

References

1.      Saxena N.R., Mishra B.K., Mohanthy R.K. ‘Teacher Education’, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.

2.      http://www.ncte-in.org/

3.      http://www.aponline.gov.in/

4.      http://www.ncert.nic.in/

*****

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Name:Naraginti Amareswar reddy Father Name: N.M.Reddy Sex: Male Date of Birth: 10th Fed 1981 Ed Qua: M.Sc., M.Ed., research scholar in the dept. of education, sri venkateswara university, tirupati, india. e-mail ID: amareswaran@gmail.com

MYTH #1: Language majors can benefit from the study abroad programs:

Irrespective of what you major in, students generally don’t find it difficult to fit a study abroad program to their academic requirements. Limiting one’s choice of destinations to countries like USA, UK and Australia can do away with language barrier as a problem. Even countries where English may not be the native language, have universities where teaching is done in English.

MYTH #2: Study abroad is only for the rich:

It is not necessary that study abroad would be costlier than the programs at home. The tuition fees in sponsor universities can frequently remain at par for the study abroad programs as well as home institutions. What’s more, often federal and state financial aid can be applied to a semester abroad too. Then there are a number of scholarships for students who wish to avail international opportunities in academics.

MYTH #3: It takes more time to graduate in study abroad:

Care in planning can ensure that when you study abroad, you are able to finish your program in duration of four years. Both winter and summer interim have study abroad opportunities for all students with majors often having the option of study abroad for a whole year and at the same time, graduate well on time.

MYTH #4: Courses taken abroad are not useful back home:

The payoffs from study abroad are most pronounced in the promotions by American schools, helping students adjust credits from abroad universities to their own courses. Be well informed before applying to study abroad. Find out about the syllabus of every class, seek the advice of your advisor on the kind of credit that can be earned and ensure that you have it in writing. You need to be assured of getting credit for all your efforts abroad.

MYTH #5: It is unsafe to study abroad:

Caution is certainly advised for travels abroad but merely associating the term overseas with certain danger is absurd. Students are notified by study abroad offices on matters of safety and health well before departure along with stringent guidelines and course of action for the safety of the students.

MYTH #6: Studying abroad is beneficial just for juniors:

Universities are making efforts to ensure study abroad programs suit a widely diverse student population, both graduate students and freshmen, with many of the programs scheduled for the winter or summer interim.

MYTH #7: Study abroad is for further studies after graduation:

Having started life in the real world, professional financial and personal obligations make study abroad a remote possibility. Study abroad is unique for living out a culture, which as a tourist is very unlikely.

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In school you will hear about forming a study group. Your instructor may advocate forming a study group or one of your peers may ask you to join. The question is are study groups to your personal advantage? Your study time is a limited resource and is a study group a good use of that resource. This article will explore the pros and cons of a study group.

The advantages of joining a study group.

A study group can help keep you accountable. Many people are better at doing what they need to be doing if other people are counting on them. With a study group you know that two or three other people expect you to show up at a certain time and to be prepared.

A study group will help you test your own knowledge. Different students tend to pick up different things in lecture and in their readings. During study group a fellow student may say or ask you about a topic that you may never have considered focusing on. This may make the difference on a key question on the test.

Explaining to others is a great way to learn. As you explain the material to other students you yourself will get a better understanding of it. This process will also expose missing knowledge that you have on the topic. As you explain the topic other members may start explaining parts to you as time progresses.

A study group can create a sense of camaraderie. It may become just more fun to study. Instead of simply rereading the same notes over and over again you are quizzing each other and interacting. This will make your study session more fun and time pass more quickly.

The group can be of help when you are in need. The Study group can help you out if you need to miss a lecture as well as with an assignment you do not understand.

The disadvantageous of a study group.

The study group is just a gossip session. If the group is not focusing on classwork and just talks about current events or the latest fashion it will not help you exam scores. Whenever people gather there will be some small talk. The problem arises when the small talk expands to the detriment of the the study time. You need to be on guard for this as a whole afternoon can be wasted.

A member of the study group is unethical. It is perfectly OK – depending on the instructors guidelines – to help each other with homework or at the least explain the assignment to a fellow student. The problem arises when a fellow scholar wants to copy your work. You can feel a lot of pressure to comply.

The study group starts late and is out of your way. If you drive to a faraway location to meet and half the group is an hour late this can be a waste of your time. Not only is it disrespectful, but it accomplishes little in the way of preparing for the exam.

Members of the study group are not prepared. It is one thing to help discuss the reading and to ask and answer questions about it, but it is a completely different issue to answer questions for someone who did not do the reading. If all members are not prepared the study group will not function well.

You learn better on your own. For some students this is true. They are focused and get an ‘A’ by locking them selves in their study area and plugging away. Some students say this even though though they are failing because they do not like the idea of a study group. If you have a 4.0 by doing it on your own keep up the good work.

To decide to form or to join a study group is entirely up to you based on your needs and preferences. It is important that you join the right group and analyze if it is a productive use of your time. Not every group of students studying is the same. You may need to bounce around till you find the study group that is right for you.

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Visit the College Success website for more college tips and to learn how to study.

Study skills are a subject that is breezed over by students around the world. Each student has a different learning style that needs to be optimized.  When you compare two students one seems to naturally grasp the importance of good study skills.  Another student may face challenges because they don’t know were to start.  Students need to get their minds focused on learning something new every day.  It’s easy to see why students are distracted because study skills are taking second place to all of the technology. Students make sure that their ipods and cell phones are working. They offer a more convenient way to mentally escape from their obligation to study..

Teachers complain about their students poor study habits.  Their student’s lack of study skills is clearly evident on the first test of the school year.  Many students and parents struggle with having a good study plan.  Of course most parents would love for their son/daughter to earn an A+ in every class.  Most parents know the value of good study skills but they struggle to convince their student of its importance.

Good study skills begin with the altitude in the attitudes of students.  A student with good study habits realizes that it takes time to memorize information and to give it a personal meaning.  They know that studying for 20 minutes after school will not lead to success.  Students need a study guide that will teach them how to study.  Books such as the “Seven Secrets of How to Study” offer effective study skills strategies. Students need test taking tips that will launch them into a successful academic year.  There are seven ways to optimize your study skills:

1.         When you read the assigned text book write notes about important points. 

            Review your additional notes everyday.

2.         You can improve your study skills memory by using 3 x 5 cards to review

            important terms.

3.         Create study skills activities that you will use every week.  For example have a weekly session where you write down important facts on a sheet of paper using your memory alone.

4.         Start your own study skills lesson plan for each subject.  Your study skills lesson plan should include test taking ideas that you will use for each class.

5.         Don’t allow test anxiety to creep into his emotions.  Reduce your test anxiety by spending more time preparing for each test.  Spread your test preparation time out over five days.

6.         The main helpful study skills resource is your teacher or tutor.  Don’t be too prideful to pursue help when you need it.

7.         Write down notes on important facts so that you can review them the morning of your test.  If you are involved in a math or science course write out all of the important formulas on one sheet of paper and review these formulas the morning of your next test.

Study skills as a way of life is the key to your success in school.  Prepare a list of questions before you go to class.  If your questions are not answered during class meet with your teacher or send an e-mail that contains your questions.  You need to be pro-active in using creative study skills activities that tap into your own learning style.

Lastly, maintain a positive attitude and don’t let test anxiety overcome you.  Expect to have success on every test and you will.  A belief that you will fail will lead to failure.  Develop a new study skills list each day and follow it.  Implementing all of these study skills strategies will lead to a successful learning strategy and the best grades possible.

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For twenty-six years, Dr. Jones has delivered presentations on numerous topics including how to study, leadership, effective communication, and innovative management practices. He is the author of two books one is titled “Seven Secrets of How to Study” and the second is the “Parent’s Ultimate Education Guide.” The book provides an easy understanding of the seven pillars that are essential to learning effective study techniques. His URL is www.sevenbooks.net.