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English Teaching in China

English Teaching in China

“If you wanted to have challenges galore in your teaching portfolio, look no further than Teaching English in China. The demography of China combined with the factor that less than 5% of their population would be able to speak or write English with any degree of fluency is only an introductory challenge thrown at you. Brace yourselves up for a lot more as you get going with your English teaching jobs that deal with teaching English in China.

Mandarin is the local dialect in China. Please note that Mandarin is one of the toughest national languages to learn in the world. That said, people in China have grown up reading and writing it with ease. Today, if you go to China you will find that people would be able to communicate in Mandarin much more fluently than you would do in English.

Does that teaching English in China difficult?

The Chinese government has woken up to the reality that knowledge of English is a must for them to compete with the global economy. With China opening its trade borders to most of the West, it has become imperative for most of the people in China to converse and communicate well in English. For starters, teaching English in China has reached the Economic Free Zones. This is not where it stops as English has spread its tentacles to schools, universities and the more popular coffee shops.

As for statistics, here is a stunner! Close to 600 Million citizens of China are understanding English at some level. Compare that with the population of United States of America. It would not take a smart man to understand that more than twice of population living in United States of America is reading English in China. This makes your teaching English in China much easier than what it was a couple of decades ago.

This is only the tip of the iceberg

Those statistics only reveal half the picture. The true picture is that close to 40% of the Chinese population is still unaware of learning English as a Second Language. Now, that’s where your desire of teaching English in China comes to the fore. Being one of the most challenging English teaching jobs, your teaching English in China would be highly recognized at all levels. If not for anything else, your role in transforming a local economy to a global economy would be greatly appreciated.

All in all, teaching English in China is one of the opportunities that every qualified or certified teacher must look up to. Taking up English Teaching jobs in China is just an added credential for an English Teacher.”

School Library Provision and Services in Sierra Leone

Introduction

Harrod’s (2000), defined school library as an organized collection of books placed in a school for the use of teachers and pupils, but usually for pupils. It may comprise books of reference and or books for home reading and in the care of a professional librarian, or teacher-librarian. It is variously call “Instructional Materials Centre”, “Learning Centre or Media centre.”

The School library serves as a service agency which supports the schools’ objectives and provides materials for all subjects and all interest of pupils and teachers. The school library is a supportive resource of the school curriculum, its provisions, services, and development is directed at aiding school programmes (Kinnel, 1994).

Libraries generally have as their main purpose acquiring, processing, storing and disseminating information to which school library is not an exception. The school library has a vital role to play in the information service. They provide materials relevant to the curricular needs of everybody with the school community. The importance of providing such resources cannot be overemphasized if the school library is to be an instigator of and support for resource based learning in the school.

Also, in relation to information skills, the library and its librarian, make available materials and services in different varieties to allow both pupils and the school community to use these skills in finding the information they need.

The purpose and philosophy of school library service are rapidly being understood and accepted by school administrators and teachers. The fact necessitates that the school librarian be thoroughly familiar with those purposes such as guidance, the reading programme and the enrichment programme for pupils and teachers. However, Albert Academy library has no trained and qualified librarian, who understands and performs those purposes in order to ensure that the service provision is fully attained.

Albert Academy School Library

The Albert Academy was inaugurated on the 4th October 1904. It was until 1975 when the Albert Academy Alumni Association in their meeting thought it wise that such a reputable institution must not go without a library as the development of school libraries was at its highest peak at that time. An idea to erect a library building was born with the collaboration of the alumni association and the owners of the school that is the United Methodist Church. The library was established with the aim of having a place where pupils could go and explore new ideas to further strengthen their school curriculum activities and leisure as well.

The library was officially opened to the entire school community by His Excellency the late Dr. Siaka P. Stevens on 4th October 1976, then President of the Republic of Sierra Leone and also a member of the Albert Academy Alumni Association class of 1922. The library was named after him following the immense contribution he made towards establishing the library for the school community. The Albert Academy Library has a mission to “Support school curriculum activities by providing materials of relevance in the school process and to introduce new and improved information sources to help make the school to be in line with modern standards of education.”

The objectives of the Albert Academy school library are as follows:

I. To provide pupils with library materials and services most appropriate and most meaningful in their growth and development;

ii. To participate fully in school programmes as it strikes to meet the needs of pupils, teachers, parents and others community members;

iii. to stimulate and guide pupils in all phases of their reading that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation;

iv. To make available new development and keep pupils abreast of modern trends in education recognize reader’s needs and keeping them well informed in order to create a well dynamic educational environment;

v. To work with the teacher in the selection and production of educational materials that meet the aims of the curriculum, offer guidance in the use of collection, evaluation of education programmes and materials, facilitates the location, organisation and maintenance of materials efficiently; and

vi. To help pupils to become skilled users of libraries and of printed and audio-visual materials.

Library Provision at Albert Academy School Library

A major role in the information service provided by modern school library is in the provision of materials relevant to the curricular needs of pupils and teachers. In recent years, the curriculum activities have moved to another level, where the school being supportive resource of this movement, must endeavor to house a variety of print and non-print materials and have access where possible to electronic sources of information which are also part of the information resources in the library.

Given the demands of the modern school curriculum, the school library must now house a wide variety of print and non-print materials and have access, where possible, to electronic sources of information. The Albert Academy School provides printed materials, book, fiction and non-fiction as well as pamphlets, newspapers, chart, pictures, monographs, manuals, handbooks, textbooks and other reference books the library also provides non-books materials which include audio and audio-visual materials, slides, tape-slides, video cassettes, and CD ROM’s. Although these are not materials in the traditional sense, they still constitute resources for use by pupils and teachers. Use of electronic sources help school libraries to present pupils and teachers with a concept of a School Information Centre which is not continued to the school but is a link to an unending supply of information (Herring, 1988).

Albert Academy School Library Services

The purpose of establishing Albert Academy School Library is to provide services for both pupils and teachers in a bid to fulfill one of its major purposes, which is to aid curriculum goals by providing services that are indispensably linked to the fulfillment of this purpose.

One of the principal services of the Albert Academy School library is to act as back-up to the under resourced school programme. Even advanced countries cannot easily stock materials ranging from five thousand (5,000) to twenty thousand (20,000) in a small room to provide help to school programmes. Therefore, they see the need for central stock of materials which can be borrowed for differing lengths of time (lending service) and also for reading and consultation services. This is done in order to augment the school curriculum at the Albert Academy which is inclusive of the Basic Sciences and Technology, Social Sciences, Humanities and the Fine Arts.

Albert Academy School library also provides inter-library loan services requests. This is particularly valuable to senior pupils studying topics across subjects offered in depth. Pupils who cannot afford to purchase or access such expensive materials benefit from this type of library service. Through inter-library loan services, materials are sourced from other schools libraries for the benefit of both pupils and teachers.

A reference service is also provided at Albert Academy School library. The School Librarians spend a sizeable proportion of their time providing what in other libraries term would be termed as reference service. In providing a reference service, school Librarians perform a similar role to that of other librarians. In a reference interview in school, each pupil is treated as important as the other and given the Librarian’s full attention. This is achieved by personal assistance given to the pupils and teachers in finding specific information whether direct or indirect. Some of the reference materials at the Albert Academy School Library are dictionaries, encyclopedias, directories, yearbooks, biographies newspapers, maps and charts, and the academic and administrative calendar of events or the operation of the school.

One of the most valuable services provided by Albert Academy School library is that of information provision. The Albert Academy School library keeps the teachers and pupils informed about new educational resources and development in the fields of interest to them by displaying the jackets of books that just arrived. The Albert Academy School library uses Current Awareness Services (CAS) to achieve this goal. This is done by identifying the information needs of both teachers and pupils and meeting these needs. Linked to the CAS is the Selective Dissemination of Information (SDI) and this is more particular with teachers. This ranges from keeping individual teachers informed about new resources in the library or about newly published materials, to alerting teachers to meetings and course demands or event linked to their curricular interest.

Challenges of Library Provision and Services at the Albert Academy School Library

No matter what an organisation has to count as success, is bound to face certain difficulties that stand before it as challenges to its success. School Libraries in Sierra Leone, especially Albert Academy School Library are not without challenges.

To start with the library and its resources have been ignored by the pupils and teachers. Despite their all-important nature of service provision in support to them they do not see it as a valuable part of their activities. This is because most teachers and pupils do not get adequate supply of textbooks and other materials directly linked to the curriculum programme and most teachers prepare pamphlets for sale to pupils from which there teaching is based. This has caused most of the pupils to heavily depend on those sources instead of the library resources.

The

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Legal Requirements

Legal Requirements

Parents who home school do not have to have an advanced degree. There are a few qualifications of successful home school parents: love for their children, understanding of their children, desire to keep learning and growing, desire to spend time with their children. Although it may seem awkward at first, especially if your child has been in a public or private school, teaching will eventually become second hand. Parents need to learn flexibility and also organization at the same time. Open communication and a strong bond between parent and child is key to successful home schooling.

Home schooling is legal in every state in the United States. Each state has its own guidelines for home schooling. There are also plenty of support groups for parents who home school. Some private schools offer home school support and/or curriculum. After school group activities, such as sports, or science are also offered by several different programs. Friends and family can also help with home education. Sometimes there are co-op home school groups, where one person teaches math and another parent teaches history.

There are also support groups for parents of home schoolers who feel burned out or frustrated. There is guidance on teaching and teaching classes parents can take. Continued education helps a parent feel confident in their teaching skills. But keep in mind that every parent in a teacher at some point, it is unavoidable when you are a parent.

Parents document the progress of their home schooled children with testing, some are annual, and some are alternative assessments. Keeping records of your child’s daily activities and learning is essential to monitoring the child’s progress. When parents find it difficult to teach a certain subject, they turn to private tutors, online classes, CD tutorials or community college classes to supplement their studies.

Do I Need a Resume or Curriculum Vita?

Do I Need a Resume or Curriculum Vita?

If you’re confused about the difference between a resume and a curriculum vita (CV), you’re not alone! Both are job-seeking documents used to help you obtain a job interview with a prospective employer. Both a resume and CV list relevant information about your background and your qualifications. To add to the confusion about these job-seeking tools, many people use these terms interchangeably. What are the differences?

The Resume

A resume is an overview of your relevant work experience, skills, education, and any other information related to the targeted job, such as volunteer work or professional memberships. There are three primary types of resumes: functional, chronological, and combination. A functional resume highlights skills, abilities, and education rather than work history. A true functional-style resume does not list employment dates. A chronological resume highlights employment (or volunteer work) shown in reverse-chronological format; that is, the most recent employment is listed first. A combination-style resume combines elements of the functional and chronological styles. Most resumes are one or two pages long.

For most job applications, a combination style resume is the best choice many applicants, including college students and new graduates. Even though work history on a graduate resume may not be as extensive as for that of a seasoned employee, a chronological work history can demonstrate transferable skills and dependability. A purely functional style resume would not provide this advantage, and yet a purely chronological style would not allow for additional information highlighting relevant skills or other information.

The Curriculum Vita

A CV is a more detailed listing of information used by applicants in select fields, such as the medical and education industries. The format of a CV is sometimes similar to that of a resume, but it is typically a straightforward listing of information. A CV includes information such as employment, education, and publications in a reverse-chronological order. It is often used by those seeking advanced positions in the medical and teaching professions. For example, someone applying for a university teaching position would list his or her education, classes taught, and any relevant publications. CVs can be much longer than a traditional resume.

A CV may also be required for those applying to graduate school, although again, a CV is typically used for specific fields, such as research or teaching. However, if you are applying for a position in a foreign country, you may need a CV. A professional resume writer can help you determine whether you should use a resume or a CV for these types of positions.

Which Do I Need?

For most new graduates and college students, a resume is the best option to use for job application purposes. There is a bit more room for creativity (in styling, not false information!) with a resume. Additionally, resumes are traditionally what hiring managers expect to see unless specifically noted otherwise.

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White Female Principal Stops Black Teacher From Teaching Students About Black History

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BRITISH HIGH SCHOOL

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Schools in Spain

Schools in Spain

When relocating to Spain with children, one of the difficult decisions that you have to make concerns their schooling. Any choices that you make will impact on your child’s future and may determine a very different outcome to what might have been, had you stayed in the UK. For obvious reasons, the older the child, the more difficult the situation. However, even moving with very young children and trying to settle them into a new nursery may be disruptive for a while.
You will likely hear all kinds of hearsay from other expats about which is a good school and which is a bad one. You will hear parents’ stories about their children having nightmares whilst at a particular school. I hear, especially, on the Costa del Sol, tales of schools being used as a cover up for all kinds of criminal activity. Try not to be influenced by other peoples’ experiences and do your own research.
As an expat in Spain, depending on where you are living, you have a few options. If you want your children to follow the British education system and ultimately take GCSE’s and A- levels, than you will be looking for fee paying international schools. These tend to be bilingual, some with less emphasis on the Spanish language than others. With regards to language, they all use different timetables. Some might teach all in English, with one or two hours a day being taught in Spanish, others may do English in the morning and Spanish in the afternoon.
Such schools are increasingly popular with Spanish parents who want their children to learn English to native level. Some international schools are more ‘international’ with others as nationalities generally include English, German, Russian, South American, Dutch and Spanish. There are schools, particularly on the Costa del Sol which are predominantly English. The age range for international schools depends on the size of the school. Some cover pre-school to sixth form i.e. 3- 18, whereas other might only be 3 – 7. If at three, you feel that your child is too young for school, there are also international kindergartens that take children from 1 – 6.
There are also Spanish private schools, where children are taught entirely in Spanish and most of the other children in their class will be Spanish. They follow the Spanish system and tend to be cheaper than the more British international schools.
Finally, the ‘free’ option is the state system otherwise known as public schools. Again, children will only be taught in Spanish with English taught as a foreign language as French and Spanish are in the UK. The older the child, the more difficult it will be for him or her to adapt to a new language, system and culture. The attitude of the parents also plays a part in the adaptation period. It helps if the parents can speak Spanish and have an understanding of the Spanish culture in order to communicate with class teachers etc. Likewise, the ability to speak Spanish will also allow you to support your child with their homework, you will be able to read letters sent home which will not be in English and your child’s school life will not be so alien to you.
Many people who send their children to the local, public schools are often very proud of the fact that their children grow up to be completely bilingual. However, parents must not overlook that speaking English is one thing but reading and writing is another. At a Spanish public school and a Spanish private school your child will not be taught to read and write in English. It is up to the parents to ensure that the child learns to read and write in English outside of school time, as it is not the responsibility of the school.
Your child’s education is one of the biggest decisions you will have to make about life in Spain. Choosing a home is quite simple in comparison. In Spain, it is illegal not to send a child of six years upwards to school, so home-schooling is not an option, as it is in the UK. Talk to those whose opinion you trust, have a look around the different schools. Unfortunately, you can’t really go touring around the public schools as you are lucky to have a look around even if your children are pupils!
There are so many advantages for British children growing up in Spain that will no doubt benefit them in the future wherever they decide to live. Nevertheless, I do come across people who return to the UK for a free education system that they understand.

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