Experiences of a teacher of English

  I also know that most of you are or may be busy and committed teachers. I was wondering if write about this topic or not, but in the end I’ve decided to write about it, yes, let’s go with it.  As I said, you may be hectic teachers, yet I presume that you devote some time of your valuable and precious time to just thinking about what you do in class, so you can improve your teaching work, also precious as it is, indeed. Because you wish your dear students learn effectively.  I mean, the happy teacher – busy he or she may be though – knows how to extract some time for thinking about their dear students and how they can learn better and more effectively.  I knew a teacher who used to dedicate some time for example at the end of the school year to think and write down some points about his lessons: how they had proceeded, you know, how they’d improved that past year, how could they improve next year, what points are paramount for bettering those lessons, what points I have read on some t

  I know that you want to become a good teacher. One who makes his or her students think, right?  This latter thing may seem obvious, but do our dear students really think? Do they invest all their cleverness capabilities upon learning in the best possible way?  In order to achieve our dear students would think, and more if they are kids, we have to teach them how to think. If they settle down to study their books, we may be heading in the right direction.  We as teachers may think in a loud voice, say, to teach them to think, in class.  I was remembering that when I taught kids at the first school where I began to teach, we had, in accordance to their parents, there in the nineties of last century, a plan for educating them. It was not one more school subject, like math or literature or biology, but they were weekly sessions about topics where we made them think: ethics, how to solve problems, virtues and values, situations they might face as teens, etcetera. It was just what their fa