惠灵顿 assignment 代写:女子学校

2018-06-21 11:52

我一直在一所综合女子学校教书，那里70%的学生来自少数民族。学校为1000多名学生提供住宿，100多名教师来自不同的校园。我最初是为一名职员代班的，当这个职位空缺时，我提出了申请，并被任命为这个职位。当我开始教MFL时，问题就出现了，因为多年来一直有通过被动教学来学习的趋势。学生们的行为总体上是好的，但偶尔也会有不良行为。学生和语言教师对创新和主动学习的态度既有热情又有态度。我的大多数学生都有种族背景，他们学习提高乌尔都语。由于乌尔都语写作风格的异质性，学生所面临的主要问题是阅读和写作技巧。由于学生所处的社会环境和周围的电子媒体，他们的口语和听力水平都很好。这两套技能之间存在着巨大的差异，而且大多数时候很难将它们联系起来。有些学生被父母或同龄人强迫学习乌尔都语，在那里他们对这门学科没有任何兴趣或热情。学生们也不愿意接受新的变化，比如新老师、教学风格和课堂上异性的存在。
惠灵顿 assignment 代写:女子学校
I have been teaching in a comprehensive girls school where 70% of the students are from an Minority Ethnic Background. The school accommodates over 1000 students with over 100 teachers from diverse back grounds. I was initially covering for a member of staff, when the position became vacant and I applied and was appointed to the post. The problem arose when I began teaching MFL as there had been a tendency of learning through passive teaching over a number of years. The behaviour in general of the pupils was good with some odd occasions of bad behaviour. There was a mix tenedency and attitude towards innovation and active learning by the students and the language faculty. The majority of my students were from an ethnic background, learning to improve their Urdu language. The major problem students faced was in relation to reading and writing skills because of the alien nature of the writing style of Urdu language. The students speaking and listening skills were very good due to their social environment and the electronic media around them. There is a huge difference between two sets of skills and it is very hard to correlate most of the time. There were students who were forced to learn Urdu by either parents or their peers and were there without any love or passion for the subject. Also the students were not willing to accept the new changes such as the new teacher, teaching style and the presence of opposite gender within their classes.

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