Write on a teacher (personality) who has
left a mark on human history
William mc Guffer
Answers
Explanation:
William McGuffey was born in 1800 and was a precocious child. He was such an adept student, in fact, that he began to teach classes himself at the age of 14. Putting in long hours at country school houses in Ohio and Kentucky, McGuffey saw that there was no standard method to teach students how to read; in most cases, the Bible was the only book available.
McGuffey paused his teaching career to attend college himself, and by age 26, he had been appointed Professor of Languages at Miami University in Oxford, Ohio. His ideas about language teaching were much admired by his colleagues, and in 1835, through the intercession of his friend Harriet Beecher Stowe, he was asked to write a series of readers for the publisher Truman and Smith.
McGuffey’s readers, more correctly known as Eclectic Readers, set a template for textbooks that we still follow today. They followed a steady progression from the first reader through the fourth, beginning with teaching of the alphabet and phonics alongside simple sentences, and progressing all of the way up to poems and stories. Vocabulary was often taught in context rather than as lists of words, and questions after the stories, as well as read-alouds, encouraged students to interact with what they read. The content was lively and the presentation crisp.
The popularity of McGuffey’s readers was massive. In print from 1836 to the present day, it’s estimated that they have sold in excess of 120 million copies. They long outlived their author, who passed away in 1873. Although the readers have declined in popularity since their 19th-century heyday, no doubt owing to the somewhat dated nature of much of the content, they had a huge impact on children’s education in America and the development of modern educational materials.
Answer:
Teaching is a high status and well-paid job in South Korea. Recruitment of teachers is very different for primary and secondary teachers, however. South Korea has regulated the supply of primary school teachers, who are trained in only 13 institutions in the country, whereas it has not closely regulated the supply of secondary school teachers who are trained at a much broader set of institutions and programs. This has resulted in very competitive admission to primary school teaching programs and high job placement rates and less competitive (and more varied) admission to secondary teaching programs and a much lower job placement rate. Indeed, only about one in five trained secondary school teachers work as teachers. In addition to the oversupply of secondary school teachers, the licensing exams for secondary school teachers are very difficult, making licensing a key selection point rather than admission to initial training.