Abdul Musavvir

Years of Experience in Class 10 Tuition

11

Teaching Experience in detail in Class 10 Tuition

First, on the first day of each class l formally ask my students the names they want to go by in the class and how to correctly pronounce them. I practise matching up their names and faces for the following several weeks, and address them as they prefer for the rest of the academic year. For the preferred name is a crucial part of one's self-identity to be respected, and by expressing my respect for their individuality, I also expect them to think and behave as fully responsible individuals in the class. Second, I like to have a brief small group discussion session (4-5 people) in order to promote the following class-wide discussion and to let my students have a chance to better know each other. As I have observed, small group discussion has an "ice-breaking" effect that makes the students feel more comfortable to present their ideas to their peers because they are addressing a smaller audience; it also gives them more confidence when expressing their ideas to the whole class later. In addition, I saw many students of mine develop their in-class discussion group into outside-classroom study group and achieve better academic results for the course. Further, in order to instill confidence and improve students’ public speaking skills, I ask the students to deliver a one-minute presentation on any topic of their choice. It removes the stage fear and improves their body language, intonation and articulation and helps them to improve brevity and clarity in their speech, which is useful in any environment. In addition to the above, I believe that the discipline of Comparative Literature or New Literatures in English, has several valuable and transferable skills to offer students, such as close reading, critical awareness, and of course, comparative thinking. My goals when I teach involve not only practising these skills on literary texts but also broadening for my students the definition of “text” itself, thus pointing them toward a more general application of these same skills beyond the literature classroom. Having determined what I want students to learn and having taken steps to create an environment conducive to learning it, I then need to assess what learning is actually being achieved. Written assignments reflect my learning objectives such that I ask students to write small paragraphs about their interests and experiences. Further, the work progresses from shorter tasks to longer tasks such as narrative, descriptive and argumentative compositions, which not only help them to answer the questions in the examinations, but also sustain their interests in becoming creative writers. There is no “correct” type of essay—writing is about choices, but students need to be aware of what effect their choices may have on their readers.