Occupational status in the teaching profession is generally related to the degree of selection involved in obtaining the teaching post and to the amount of training necessary to qualify for it.,These teachers have a higher occupational status than teachers in other branches of secondary education, such as industrial or commercial schools, which are less selective and require less training and accept lower examination standards of their teachers. Whenever a secondary-school system is divided into a number of branches or types of schools, the teachers and the public both make status
Simple and Present Continuous
We use the Present Continuous tense to speak about things which are happening now or things which are temporary.
-I am not working now. I am on holiday.
-Sally is listening to a new CD.
-Who are you phoning?
The Present Simple tense describes usual, repeated and permanent things - for example, always, usually, often, sometimes, never.
-I work as an accountant.
-John doesn't know German.
-How often do you play tennis?
What is the Importance of Educational Psychology for Teachers
A teacher acts as a philosopher and a guide to the students. He must know the growth and development of the child and his requirements at different levels. Educational psychology helps the teacher to study the ability, interests, intelligence, needs and adopt different techniques of teaching for effective communication. The utility of educational psychology for the teachers has been emphasized in both theory and practices of teaching and learning.
The importance of educational psychology for a teacher can be divided into two aspects i.e.:
- To study teaching and learning situations.
To know the classroom teaching-learning process
A well developed theory of class room teaching and learning is helpful for transacting the content to the students effectively, which includes class-room climate and the teaching competence which are required for effective communication and presentation of content
Awareness of effective methods of teaching
The method of teaching is based on the developmental characteristic of the students. For example History is taught effectively to small children with the help of story telling method because small children like stories. So the classroom teaching depends on the teachers’ knowledge about the interest of students and methods of teaching for the students of different age-groups.
There are four kinds of questions in English: general, alternative, special, disjunctive.
1. A general question requires the answer “yes” or “no” and is spoken with a rising intonation.
General questions are formed by placing part of the predicate (i.e. the auxiliary or modal
verb) before the subject.
E.g. Do you like art?
May I come in?
Sometimes such questions have a negative form and express astonishment or doubt. In Russian
the words “Ðàçâå … íå”, “Íåóæåëè…” are used in such questions.
E.g. Haven’t you seen him yet?
2. An alternative question denotes choice and is spoken with a rising intonation in the first part
and a falling intonation in the second part. It consists of two general questions connected by
means of “or”, one of the questions can be elliptical.
E.g. Are you a first or a second year student?
3. A special question begins with an interrogative word or phrase (Where…, How…, Why…,
How many…, What colour…, etc.) and is spoken with a falling intonation. The order of
words is the same as in general questions but the interrogative word or phrase precedes the
E.g. Where do you live?
When a special question is put to the subject or to an attribute of the subject, the order of words
is that of a statement. (i.e. no inversion is used). The notional verb comes in the 3rd person
singular or plural.
E.g. Who lives in this house?
Whose pen is on the table?
Whose children are playing here?
What colour are the walls?
4. A disjunctive question requires the answer “yes” or “no” and consists of two parts: an
affirmative statement followed by a negative question or a negative statement followed by an
iffirmative question. The first part is spoken with a falling intonation, the second part – with