Effective Communication between College Teacher and Students in English Extensive Reading Classes

Effective communication is an important guarantee for the effectiveness of classroom teaching, and this is also true for the teaching of college English extensive reading courses. Effective communication depends on changing the roles of teachers and students in the teaching process at the right time - listener or speaker. Quite a lot of teachers are used to "speaking" knowledge or even skills to students in reading class, which not only kills the opportunity of communication between teachers and students, but also leads to the unsatisfactory result in classroom atmosphere and teaching effect. In fact, as long as the students are given confidence and patience, and the roles of teachers and students can be changed at any time according to the teaching content, effective communication can be achieved.

Conscientization in the Indian Classroom: An Experiment in the Critical Learning of Postcolonial Literature

The article tells the story of a pedagogical experiment that the author conducted in collaboration with final year master’s students in Kolkata, India. The aim was to “open up the classroom,” adapting Brazilian educator Paolo Freire’s notion of critical pedagogy to an Indian context. The diverse group of students who participated in this experiment had a high degree of political consciousness regarding issues of gender, caste, sexuality, disability, and class due to the university’s history of student activism. Most students had already read a fair amount of postcolonial literature and theory. Postcolonial literature syllabus as it had conventionally been taught would not be able to engage these restive students or be relevant to their lived experiences. The experiment on classroom democratization and collaborative teaching would demonstrate to the future college teacher one kind of interventionist approach for raising student awareness in the Indian classroom.

REFLECTIVE REPORT OF VOCATIONAL COLLEGE ENGLISH TEACHER PURSUING INTERDISCIPLINARY TRANSFORMATION IN MANAGEMENT STUDY

This article aims at introducing reflection of a vocational college teacher who takes English as a pre-major and further study in management field by analyzing SWOT for English teachers and working out an exploratory mechanism and framework for interdisciplinary research in vocational education management. This reflective report is composed of four parts: introduction, portrait of English teachers on teaching, research and other work, interdisciplinary transformation for English teachers and summary.

A New Framework to Explore the International Vision of College Teacher

Aiming to address the methodology to explore and broaden college teachers’ international vision and horizon for engineering education of college students or engineers, this paper proposed an exploration framework based on Johari Window model. The framework of international vision exploration for teachers includes four zones: open/active vision, called Zone A; hidden/sleeping vision, called Zone B; blind/potential vision, called Zone C; and unknown/darkness vision, called Zone D. The four zones’ characteristics and formation mechanisms were generally analyzed, the corresponding driving forces were then identified in order to help transform teacher international vision within Zones B, C and D into Zone A. To provide the effective and feasible approach, several significant factors including culture tension, original vision conflict and pure curiosity for unknown were then determined in exploring and improving teacher’s international vision in terms of curiosity, inner creativity, potential vision, career development, and worldwide adaptability on engineering education evolution.