With COVID-19, the scope of teaching and learning has drastically changed all over the world. Real face-to-face education delivery has all changed into virtual classrooms and interactions. This has posed more challenges than opportunities, especially in the developing and poor nations.
As I was walking to college, I felt I could help students improve English by mentoring them. By utilizing my break time, I could contribute at least a little, I thought. I decided I would take only one student as my mentee. The mentor and mentee would work extra time at their will. If there would be more than one interested students, I would hold a lottery to select the participant. So I announced this in the class. Three students raised hands. I had to hold a lottery.
Use of rubrics is growing day by day due to its effectiveness in teaching. But most teachers in Nepal, I presume, have little idea about it. I wish to share some information about designing and implementing rubrics while teaching, not as an expert, but as a learner-teacher.
Can pleasures be guilty? Or can a pleasure make a person feel guilty? In an article published in The New York Times on July 1, 2019, Micaela Marini Higgs mentions Sami Schalk, an assistant professor of gender and women’s studies at the University of Wisconsin-Madison as saying “guilty pleasure is something that we enjoy, but we know we’re either not supposed to like, or that liking it says something negative about us.”
To meet the needs of 21st century in education, teachers have to become efficient in research-based teaching. The word ‘research’ might be intimidating for many teachers due to its fearful preconception that it is time-consuming, expensive, boring and frustrating. However, research carried out by teachers can be rewarding. Let me simplify the issue here.
It’s December 11, 2019, Wednesday. As I write this it’s past midnight. Just in six hours, I have a lesson. It is winter and not that easy for students to arrive early in the morning and stay in the class, but they do. I have to appreciate the students for their desire to learn and their dedication compels and inspires me to teach them better. So I have to be very careful in what I plan to teach. The students I will be teaching after few hours are in Bachelor’s level but their English is not up to the standard.
Project Based Learning (PBL) is lately widely used in education as it makes learning livelier for students and can be used to achieve real goal. However, PBL trend is not altogether a new approach. As mentioned by Du, X M and Han, J (2016) in their article the history of PBL can be traced back to the progressive tradition advocated by John Dewey.
Use of poetry in English language teaching at educational institutions appears to be very uncommon practice in Nepal. There are several reasons behind this. First, there are people who don’t see much value of it. They see value in learning math, science, engineering, and information technology that are believed to have prestige and offer better-paid jobs. For them, learning and doing poetry is whimsical and it’s for impulsive people. Second, they think it’s hard to understand poetry. Third, they think poetry writing is difficult and it’s not everybody’s cup of tea. So, poetry is avoided as much as possible. Even if it is taught, it is done as compulsion because it is in the textbooks. As a result, students have missed the opportunities to be creative and go beyond what is seemingly impossible.
I was on my mission to do an action research. I entered a school with a great enthusiasm that I would find out what they needed. After talking to the principal of the school where adult students of varying ages were studying, a deal was struck. For a week I would teach in grade 7, 8, 9 and 10 and from the following week next, I would be teaching only in grade 10. It sounded fantastic to me. What a privilege! It had been a long time since I had taught in these grades.
It’s ages since I have lived in Kathmandu but I do not call it my home yet. I live in a house here but this is not my home. When I think of home, my mind’s antennas rise up with lots of memories—my identity, my mother, siblings and my neighbors. How they call me is different from what other people call me. My ears are tuned to that sound and respond to it quickly.
When bizarre things happen, people in Nepal often tend to say ‘this is Nepal’ meaning that anything can happen here and nothing is impossible. This seems to hold true in many cases. This is Nepal and we still don’t seem to be politically stable. This is Nepal and so many political parties are here. This is Nepal and we still don’t have water from Melamchi.
Awareness-raising and educating the people through mass media—by the government, its agents or by citizens—is one of the tools to lead the nation toward the progressive path. It is with this belief I bring up the anomalies in Tribhuvan University’s Master’s of Education program.
While in home district few months back I visited a community primary school in which I had taught in its initial year. I’m an English language enthusiast and lover of teaching English, but I still consider myself a student of this foreign language. I enjoy watching English teachers teaching English and I welcome such teachers to observe my style of teaching. I believe in the proverb ‘iron sharpens iron, and one man sharpens another.’