Tuesday, 12 April 2016

my presentation.

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SEM-4
Paper: 15 (mass communication and media studie.)
Title: Television history


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P 15 Mass communication and media studies. from dayagohil


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SEM-4
Paper: 13 (The new litrature.)
Title: critical evaluatin the Arvind Adiga's white tiger.


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paper :-13 The new literature. from dayagohil



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SEM-4
Paper: 14 (The african litrarure.)
Title: the telephonic conversation explain.


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Sunday, 7 February 2016

The American litrature


Name :- Gohel Daya B
 Roll no :- 3
 Sem :- 3 Paper No (10)
 The American literature
 Date:-
Email id :- dayagohil47@gmail.com
 Submitted to
 Department of English maharaja Krishna kumarsinghji
university Bhavnagar 

The old man and the Sea.



 Introduction
 The old man and sea is writing by the novel the Ernest miller Hemingway born on July 21st 1899 in Oak Park a suburb of Chicago Illinois. 
he published 1951.
 He spent much of his every life in the great lakes region which provided the setting for his early stories. He received his formal schooling in the oak park public school system. 
Hemingway graduated in the spring of 1917 and instead of going to college the following fall as expected by his parents he took a job as a reporter for the Kansas city star. 
Ernest Hemingway a major novelist of America. This included writers like. William Faulkner Scott Fitzgerald John Don pesos Sinclair Lewis These writers, including earnest Hemingway the First World War had caused in social, moral and psychological spacres of human life. The Old Man and the Sea The theme of Novella Pride Friendship Defeat and Death Respect and Reputation Hunger Perseverance Isolation The man and Natural world Other Theme Manhood Heroism Solidarity Love Feeling and Guilt The undefeated In the story the “Old man in the sea” as a beginning of the writing Ernest Miller Hemingway. The old men say about the appearance alone a who fished alone in skiff in the gulf stream and he had gone the sea eighty four days now without talking the fish in a boat on the sea. They are the first forty days a boy had been with old man and after forty days without a fish. The boy’s parents had told him the old man was now definitely and finally salvo. The boy gone at their orders in another boat which caught three good fish the first week. The old man comes in a few days with skiff empty. And he always wants down to help him. The coiled lines on the gaff and harpoon and the sail and that were furled around the mast. Theme old man and the sea. The old man and the is most moving the undo full novel and the most of the heartening in the novel by Hemingway written the old man and sea. The story is almost nothing. The background of the sea is a almost person the feeling that Santiago has for the sea. The fisherman as he goes about the business. Fisherman and Hemingway telling the story. The story is based on an incident with Hemingway has described in esquire in 1936. Any time another old man fishing alone in a skiff out of cabanas hooked a great marlin. The heavy sash cord handing pulled the skiff for out to sea. Two days a fisher man sixty miles picked up the eastward. The fish left of his fishless than half weight eight hundred pounds. The old man pull the boat upon him harpooned. That is alongside the sharlo and old man had fought then out alone in the Gulf Stream in a skiff. He crying in the boat when fisherman half crazy his loss and sharks were still circling the boat. The Hemingway is masterpiece old man and the sea. Hemingway has given the deep significance from theme presented in the nove.old man in the sea. The story is an open many interpretation. It presented the two theme outstanding of the present old man and the sea. The first one is What a man can do and what a man endures The second is The concerns a man’s dependence upon his fellowmen The man is a very struggle a man’s lift against then. The man is a present the story nature and far from the stronger than he. The old man life is a old man very freedom, power and struggle in life he is very strong old man and all life is struggle them salves The old man for days and after day order rows into the Gulf Stream brewing the elements. The eighty four days the old man a struggle without hooking a fish. Other fisherman regarded the ‘salvo’ means the old man is unlucky man. The manolin boy is like is who loves the old man beaming his companion. He said the describe in looking like. Most significant attitude the old man himself. He has confidence himself. He is eyes cheerful and described as looking like. He hooks a big fish the follow of saga and the finally killed the marlin and the fighting the big shark fish. He is physically exhaustion but mentally he is hopeful and ready. One more face the hardship of life. In the story of Santiago one gets a favorite theme of the American novelist. The large seen in Santiago is a reprehensive story of human suffering purpose plan. The Ernst Hemingway’s novel celebrates the man power inescapable. The impersonal Nature. The old man without the person the help of mandolin and of his friend. The old man without consoling thought s of them while at sea. The old man depends on mandolin.”There are many good fishermen” and some great one but there is only you.” Mandolin give the old man material as well as. He bring the food and always ready to help the old man Santiago many help other always. Order that old man has undergo make the two sentences significant. The first one sentence the significant “I wish the boy was here.” And the second sentence is “I wish I had the boy.” The very thought the boy encourage! Meant. He cannot help feeling. It start with the philosophical reflect ion of the “everything kills everything else in some way” and then he adds the signification the Then he corrects the statement of thus “The boy keeps me alive……..i must not deceive myself too much.” The thought of shark is beautiful fish can have no longer cheer. He thinking about the others especially manorial sure feeling about the others care for the old man recall the soothing for him but he is your confidence many other old fisher man. The say suffering has ensured one important thing for him. He all alone need not be alone anymore them the boy will fish with him. The carefully worked out in the novel is that of man’s oneness with nature. The man with nature between the Santiago and the sea is a worked out the novel. He loves the sea. The Ernst Hemingway explains this aspect of the old man character in writing few words. He always thought of the sea. What people call her is Spanish when the love her. The bad things of her but they are always said as though she were a woman. The old man though the feminine and something they gave great favors because she could not help them. The moon effect her as it does a woman he thought “The feeling of love and respect that Santiago feels for the sea is extended even towards the fish. He says the feeling ‘’fish I love you and respect you very much.” The old man is the fish is my friend and never seen on heard of such a fish but such so much kill him but we do not have try to kill the stars but essentially bond between the man and the fish like this. But he says the sorry for the great fish I nothing to eat. Because determination to kill him relaxed sorrow for him. How many people to be fed he thought. There is no one worthy of eating from the manner of his behavior and his great dignity. Later on the old man addresses the fish as brother “never have I seen a greater or more beautiful or a calmer or more noble thing than you, brother come on and kill me I do not can who kills who” Later this old man laments “I am tired old man. But I have killed this fish which is my brother.” Santiago’s feeling for the fish symbolize man’s feeling for nature. Then little touches go to strengthen this theme of man’s bond with nature. The old men feel with bond nature with everything on the sea. The two porpoises that come swimming near the boat he says that. “They are our brother like the flying fish.” “Take a good rest small bird.” The sea wonderful creation into the old man sense. He recognizes the fish as nobler and more able then man. The novel also contained the theme The theme of man drawing the inspiration from the inexhaustible of spiritual power. The baseball the recurring dream that the old man has of lions are meant to suggest the spring of youth. The old man draws vitality and sense of purpose. It is significant that he dreams of lions mostly and not of distracting things like the storms and women other such thing. Only sap his energy rather than the replenish. The old man fights the battle which hold profound lesson for all men. The message keep on the fighting is not realty rest on laurels the Hemingway message very simple but it is true and even noble. He says the simply that a man must endure this life must be brave in the teeth of his challenge death. That is a man life he will remain underated, no matter what he loses.” What Hemmingway wanted his sharks to represents a question that often asked. It is reasonable asked to assume that they represent all that evil his life. Represent the forces of evil against which man is desperate fight. The greater understanding of the himself and life

Tuesday, 3 November 2015

My assighment topic is The old man and the sea theme.


Name : gohel Daya b
 Roll no : 3
 Sem : 3
 Topic: The old man and the sea theme
 Paper no :(10) American literature.
 Email id : dayagohil47@gmail.com
 Enrolment no: 14101014
Submitted to : department of English.
 Introduction.
 Acquaintance of The Old Man and The Sea.
 Ernest Hemingway About Novel
 Author: Ernest Hemingway
 Year Of Publication: 1952
Type of Work: Novel
Age: The making of American Literature Themes of Novella
Pride
 Friendship
Defeat and Death
Respect and Reputation
Hunger
Perseverance
 Isolation
 The Man and the Natural world. Other
 Themes:
  Manhood
 Heroism
 Solidarity
 Love
Feeling and Guilt
 From the very first paragraph, Santiago is characterized as someone struggling against defeat. He has gone eighty-four days without catching a fish—he will soon pass his own record of eighty-seven days. Almost as a reminder of Santiago’s struggle, the sail of his skiff resembles “the flag of permanent defeat.” But the old man refuses defeat at every turn: he resolves to sail out beyond the other fishermen to where the biggest fish promise to be. He lands the marlin, tying his record of eighty-seven days after a brutal three-day fight, and he continues to ward off sharks from stealing his prey, even though he knows the battle is useless. Hemingway spends a good deal of time drawing connections between Santiago and his natural environment: the fish, birds, and stars are all his brothers or friends, he has the heart of a turtle, eats turtle eggs for strength, drinks shark liver oil for health, etc. Also, apparently contradictory elements are repeatedly shown as aspects of one unified whole: the sea is both kind and cruel, feminine and masculine; the Portuguese man of war is beautiful but deadly; the mako shark is noble but cruel. The novella's premise of unity helps succor Santiago in the midst of his great tragedy. For Santiago, success and failure are two equal facets of the same existence. They are transitory forms which capriciously arrive and depart without affecting the underlying unity between himself and nature. Triumph over crushing adversity is the heart of heroism, and in order for Santiago the fisherman to be a heroic emblem for humankind, his tribulations must be monumental. Triumph, though, is never final, as Santiago's successful slaying of the marlin shows, else there would be no reason to include the final 30 pages of the book. Hemingway vision of heroism is Sisyphean, requiring continuous labor for essentially ephemeral ends. What the hero does is to face adversity with dignity and grace, hence Hemingway's Neo-Stoic emphasis on self-control and the other facets of his idea of manhood..
 Manhood Hemingway's ideal of manhood is nearly inseparable from the ideal of heroism discussed above. The representation of femininity, the sea, is characterized expressly by its caprice and lack of self-control; "if she did wild or wicked things it was because she could not help them" The representation of masculinity, the marlin, is described as "great," "beautiful," "calm," and "noble," and Santiago steels himself against his pain by telling himself to "suffer like a man. Or a fish," referring to the marlin . In Hemingway's ethical universe, Santiago shows us not only how to live life heroically but in a way befitting a man.
 Pride Hemingway's treatment of pride in the novella is ambivalent. A heroic man like Santiago should have pride in his actions, and as Santiago shows us, "humility was not disgraceful and it carried no loss of true pride" While he loved the marlin and called him brother, Santiago admits to killing it for pride, his blood stirred by battle with such a noble and worthy antagonist. Some have interpreted the loss of the marlin as the price Santiago had to pay for his pride in traveling out so far in search of such a catch. Contrarily, one could argue that this pride was beneficial as it allowed Santiago an edifying challenge worthy of his heroism. Success Hemingway draws a distinction between two different types of success: outer, material success and inner, spiritual success. While Santiago clearly lacks the former, the import of this lack is eclipsed by his possession of the latter. Worthiness Being heroic and manly are not merely qualities of character which one possesses or does not. One must constantly demonstrate one's heroism and manliness through actions conducted . He had to prove himself to the boy: "the thousand times he had proved it mean nothing. Now he was proving it again. Each time was a new time and he never thought about the past when he was doing it" Santiago as Christ Manolin has an almost religious devotion to Santiago, underscored when Manolin begs Santiago's pardon for his not fishing with the old man anymore. Manolin says, . He hasn't much faith" . Manolin's father forced his son to switch to a more successful boat after 40 days had passed without a catch for Santiago; this is the amount of time Jesus wandered in the desert, tempted by Satan. The Undefeated The Old Man And The Sea: Summary • We’d also like to note that the Old man has a name Santiago, as does the young boy Manolin, but the text always refers to them as “The Old Man” and “The Boy”.
 This Old man goes to sleep dreaming of the lions he used to see back in the day in Africa.
 He wakes sunrise and does what fishermen do get in his boat and head out to fish.
 Not too long after that, the Old man hooks a really, really, ridiculously big fish. A Marlin to be more exact.
 An earth-shattering struggle of mythical proportion follows. The Old man goes to sleep and dreams of the same lions of his youth- we like to imagine it’s something similar to The Lion King. The Old Man And The Sea How it all Goes Down
 The story begins, as you might expect, with an old man.
 He is a fisherman who has not caught a fish in 84 days.
 He is also not eating very much. The two factors are related
 We also meet a boy who is dear friends with the old man.
The Old Man taught him to fish when he was young, and the boy brings the Old Man food. Symbols in the novella
The Lion: Youth, freedom, strength
The Marlin: Strength and durability, putting up such struggle. 18 feet long.
 The Sea: universe and Santiago's isolation in the universe. Challenge and endless “NATURE”. •
 The Old man: represent the colour of Sea, Old man, wrinkled skin, level of suffering by comic process.
 Menolin
 Menolin: symbol of Hope, the boy to fish and the boy loved him.
 Joe Dimaggio: Santiago see Joe Dimaggio as an equal heroic character, Indomitable will of the human spirit.
 Other symbol : The Skiff, The Mast, The Harpoon, Some point about mirror &contrast :
 “A mirror or contrast image of Hemingway’s biography.”
 “Everyday is new day”
 “Hope” is chief thing.
 “Struggle is ultimately Futile” (contrast)
 Pride & ambition v/s fate & chance.
 Hemingway’s description towards nature:Life giver & life taker. Existentialism in the Novel
 Is a philosophy which stresses the importance of human experience, and says that everyone is responsible for the result of their own action. Hemingway is existentially empty and directionless without family and without destention.

my asighment topic is classroom observation.


Introduction. Professor Bailey is currently serving as President and Chair of The International Research Foundation for English Language Education (TIRF). With her work for TIRF, Professor Bailey and the TIRF Board of Trustees are seeking to promote effective practices in the use of English in the emerging global knowledge economy of the 21st century. She has conducted teacher training activities, including leading workshops and teaching courses, in thirty different countries. Observation , as the term is used here , refers to purposeful examination of teaching and learning events through systematic process of data collection and analysis. Such events occur in untutored environment or in formal instruction settings. (1) First Pre-service teachers are often observed in the practicum context by teacher educators, who typically give them advice on the development of their teaching skills as a regular part of pre- service training programmes (2) second practicing teachers are observers. (3) Third practicing or headteachers in order to judge the extent to which the teacher adhere to the administration’s expectation for teaching method , curricular coverage, class control, etc. (4) Observation is widely used as means of collecting data in classroom research. What is Observation? “Observation is the active acquisition of information from a primary source. In living beings, Observation employs the senses. In science, observation can also involve the recording of data via the use of instruments. The term may also refer to any data collected during the scientific activity. Marcus Aurelius says that:- • “Observe always that everything is the result of a change, and get used to thinking that there is nothing nature loves so well as to change existing forms and to make new ones like the.” • Observational field note can be use either as the sole source of data or in tandem with electronically produce recordings. • In classroom observation, the observer’s field notes provide a running commentary on the events which occur in a lesson This is not to say that inferences or opinions need to be avoided entirely, but that they must be • 1) recognised as inferences or opinions by the observer • 2) Supported by verifiable observational data • 3) checked with the observes whenever possible. Observation can be qualitative, that is, only the absence or presence of a proper of a property is noted, or quantitative if a numerical value is attached to the observed phenomenon by counting or measuring. The scientific method require observation of nature to formulated and test hypothesis. Conclusion Whether classroom observation is used for teacher education, supervision, teacher development or research there are now numerous instruments and codified procedures for working with observational data. In addition, in action research, peer observation and peer coaching, teachers themselves use a variety of procedures for observing classroom interaction, and analysing the data collected during observations. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators. Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school. Debate Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons: • Principals may not use consistent, evidence-based evaluation criteria. • Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques. • Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice. • The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality. • Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons. Observation Helped learner to observe actual peer scaffolding within the confines of the group work.. The activity where students are able to observe by documenting their own progress made so much sense, that I plan to introduce similar activity in my class. I learned the ways you can keep the discussion going by introducing new ideas and unusual statements. Teacher also provided cultural comments when students talked about Thanks giving. The idea of having a books in general. Shared discussion serves as an additional motivation. One of the important implications for teacher in Hadley (2001) is: “Supporting students in identifying successful strategies for reading texts in the second language.” We compare the teacher’s post lesson critical reflections over time as an example of how their reflective capacity developed. At the beginning of the course teachers were taught the importance of reflecting on one’s practice. Initially all the teachers found reflecting on a lesson difficult to do. One teacher, Thabo, completely misunderstood the purpose. He tried to reflect on a lesson before it was taught. For the first lesson observation. He wrote his reflections while planning the lesson and presented these ‘reflections’ as part of his lesson plan. Rather than reflecting critically on what went well and what needed improvement. Many teachers simply recounted events in their lessons, as Bonisille’s Journal reflection, below, illustrates: One learner was asked to read the poem for the rest class. The teacher explained some of the poetic devices in the poem. Some of the figures of speech dealt with were alliteration, apostrophe, metaphors and smile. The learners were divided in to groups of six. Each group was given a stanza to identify figures of speech and to report back. Many learners also found it difficult to identify the things they had done well, things which made their lessons a success and without the prompting of the facilitator they tended to focus on what needed to be changed in their lessons. Teachers also utilize classroom observation producers to conduct action research. Action research entails an iterative cycle of planning, acting, observing and reflecting. The observation phases can include all the data collection producers described above, but in this approach they are typically under the teacher’s control. Audio and video recording and teacher’s journals are among the most frequently used forms of data collection in action research observations.

My assighment topic is Cllasroom observation.

Name : Gohel Daya b
Roll no  3
Sem 3
Paaper 12v ( ELT)
Title
Email id: dayagohil47@gmail.com
submitted to department of english

Introduction.
 Professor Bailey is currently serving as President and Chair of The International Research Foundation for English Language Education (TIRF).
With her work for TIRF, Professor Bailey and the TIRF Board of Trustees are seeking to promote effective practices in the use of English in the emerging global knowledge economy of the 21st century. She has conducted teacher training activities, including leading workshops and teaching courses, in thirty different countries. Observation , as the term is used here , refers to purposeful examination of teaching and learning events through systematic process of data collection and analysis. Such events occur in untutored environment or in formal instruction settings.
 (1) First Pre-service teachers are often observed in the practicum context by teacher educators, who typically give them advice on the development of their teaching skills as a regular part of pre- service training programmes
 (2) second practicing teachers are observers.
(3) Third practicing or headteachers in order to judge the extent to which the teacher adhere to the administration’s expectation for teaching method , curricular coverage, class control, etc.
 (4) Observation is widely used as means of collecting data in classroom research. What is Observation? “Observation is the active acquisition of information from a primary source. In living beings, Observation employs the senses. In science, observation can also involve the recording of data via the use of instruments.
 The term may also refer to any data collected during the scientific activity. Marcus Aurelius says that:-
 “Observe always that everything is the result of a change, and get used to thinking that there is nothing nature loves so well as to change existing forms and to make new ones like the.” Observational field note can be use either as the sole source of data or in tandem with electronically produce recordings.
 In classroom observation, the observer’s field notes provide a running commentary on the events which occur in a lesson This is not to say that inferences or opinions need to be avoided entirely, but that they must be
 1) recognised as inferences or opinions by the observer
2) Supported by verifiable observational data
 3) checked with the observes whenever possible. Observation can be qualitative, that is, only the absence or presence of a proper of a property is noted, or quantitative if a numerical value is attached to the observed phenomenon by counting or measuring. The scientific method require observation of nature to formulated and test hypothesis. Conclusion Whether classroom observation is used for teacher education, supervision, teacher development or research there are now numerous instruments and codified procedures for working with observational data. In addition, in action research, peer observation and peer coaching, teachers themselves use a variety of procedures for observing classroom interaction, and analysing the data collected during observations. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators. Since teachers often work in relative isolation from their colleagues—
e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques.
 Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school. Debate Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons:
 Principals may not use consistent, evidence-based evaluation criteria.
Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques.
 Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice.
 The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality.
 Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons. Observation Helped learner to observe actual peer scaffolding within the confines of the group work.. The activity where students are able to observe by documenting their own progress made so much sense, that I plan to introduce similar activity in my class.
I learned the ways you can keep the discussion going by introducing new ideas and unusual statements. Teacher also provided cultural comments when students talked about Thanks giving. The idea of having a books in general. Shared discussion serves as an additional motivation. One of the important implications for teacher in Hadley (2001) is: “Supporting students in identifying successful strategies for reading texts in the second language.” We compare the teacher’s post lesson critical reflections over time as an example of how their reflective capacity developed. At the beginning of the course teachers were taught the importance of reflecting on one’s practice. Initially all the teachers found reflecting on a lesson difficult to do.
One teacher, Thabo, completely misunderstood the purpose.
 He tried to reflect on a lesson before it was taught. For the first lesson observation. He wrote his reflections while planning the lesson and presented these ‘reflections’ as part of his lesson plan. Rather than reflecting critically on what went well and what needed improvement. Many teachers simply recounted events in their lessons, as Bonisille’s Journal reflection, below, illustrates: One learner was asked to read the poem for the rest class.
The teacher explained some of the poetic devices in the poem. Some of the figures of speech dealt with were alliteration, apostrophe, metaphors and smile.
 The learners were divided in to groups of six. Each group was given a stanza to identify figures of speech and to report back.
 Many learners also found it difficult to identify the things they had done well, things which made their lessons a success and without the prompting of the facilitator they tended to focus on what needed to be changed in their lessons.
Teachers also utilize classroom observation producers to conduct action research. Action research entails an iterative cycle of planning, acting, observing and reflecting.
The observation phases can include all the data collection producers described above, but in this approach they are typically under the teacher’s control. Audio and video recording and teacher’s journals are among the most frequently used forms of data collection in action research observations.

Introduction. Professor Bailey is currently serving as President and Chair of The International Research Foundation for English Language Education (TIRF). With her work for TIRF, Professor Bailey and the TIRF Board of Trustees are seeking to promote effective practices in the use of English in the emerging global knowledge economy of the 21st century. She has conducted teacher training activities, including leading workshops and teaching courses, in thirty different countries. Observation , as the term is used here , refers to purposeful examination of teaching and learning events through systematic process of data collection and analysis. Such events occur in untutored environment or in formal instruction settings. (1) First Pre-service teachers are often observed in the practicum context by teacher educators, who typically give them advice on the development of their teaching skills as a regular part of pre- service training programmes (2) second practicing teachers are observers. (3) Third practicing or headteachers in order to judge the extent to which the teacher adhere to the administration’s expectation for teaching method , curricular coverage, class control, etc. (4) Observation is widely used as means of collecting data in classroom research. What is Observation? “Observation is the active acquisition of information from a primary source. In living beings, Observation employs the senses. In science, observation can also involve the recording of data via the use of instruments. The term may also refer to any data collected during the scientific activity. Marcus Aurelius says that:- • “Observe always that everything is the result of a change, and get used to thinking that there is nothing nature loves so well as to change existing forms and to make new ones like the.” • Observational field note can be use either as the sole source of data or in tandem with electronically produce recordings. • In classroom observation, the observer’s field notes provide a running commentary on the events which occur in a lesson This is not to say that inferences or opinions need to be avoided entirely, but that they must be • 1) recognised as inferences or opinions by the observer • 2) Supported by verifiable observational data • 3) checked with the observes whenever possible. Observation can be qualitative, that is, only the absence or presence of a proper of a property is noted, or quantitative if a numerical value is attached to the observed phenomenon by counting or measuring. The scientific method require observation of nature to formulated and test hypothesis. Conclusion Whether classroom observation is used for teacher education, supervision, teacher development or research there are now numerous instruments and codified procedures for working with observational data. In addition, in action research, peer observation and peer coaching, teachers themselves use a variety of procedures for observing classroom interaction, and analysing the data collected during observations. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators. Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school. Debate Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons: • Principals may not use consistent, evidence-based evaluation criteria. • Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques. • Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice. • The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality. • Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons. Observation Helped learner to observe actual peer scaffolding within the confines of the group work.. The activity where students are able to observe by documenting their own progress made so much sense, that I plan to introduce similar activity in my class. I learned the ways you can keep the discussion going by introducing new ideas and unusual statements. Teacher also provided cultural comments when students talked about Thanks giving. The idea of having a books in general. Shared discussion serves as an additional motivation. One of the important implications for teacher in Hadley (2001) is: “Supporting students in identifying successful strategies for reading texts in the second language.” We compare the teacher’s post lesson critical reflections over time as an example of how their reflective capacity developed. At the beginning of the course teachers were taught the importance of reflecting on one’s practice. Initially all the teachers found reflecting on a lesson difficult to do. One teacher, Thabo, completely misunderstood the purpose. He tried to reflect on a lesson before it was taught. For the first lesson observation. He wrote his reflections while planning the lesson and presented these ‘reflections’ as part of his lesson plan. Rather than reflecting critically on what went well and what needed improvement. Many teachers simply recounted events in their lessons, as Bonisille’s Journal reflection, below, illustrates: One learner was asked to read the poem for the rest class. The teacher explained some of the poetic devices in the poem. Some of the figures of speech dealt with were alliteration, apostrophe, metaphors and smile. The learners were divided in to groups of six. Each group was given a stanza to identify figures of speech and to report back. Many learners also found it difficult to identify the things they had done well, things which made their lessons a success and without the prompting of the facilitator they tended to focus on what needed to be changed in their lessons. Teachers also utilize classroom observation producers to conduct action research. Action research entails an iterative cycle of planning, acting, observing and reflecting. The observation phases can include all the data collection producers described above, but in this approach they are typically under the teacher’s control. Audio and video recording and teacher’s journals are among the most frequently used forms of data collection in action research observations.

Name: - Gohel Daya b Roll No: - 3 SEM: - 3 Title:-A selected term of commonwealth literature. Paper No:- Email Id: - dayagohil47@gmail.com Submitted To: - Department of English Maharaja krishnakumarsingh University Bhavnagar. Commonwealth literature. The invited to speak at the 1983 in English studies seminar in Cambridge. The lady from the british council offered a few ward in writing thenreasurance. It is all the right. The purpose of our seminar the English studies are taken to include the commonwealth literature. At that all other times the one was the forced to conclude. They are two would be kept the strictly apart from the like squabbling the children. The sexually incomputable pandas. The perhaps like the unstable, fissile materials the union might the cause of the explosions. The few weeks later of the literature don – a specialist ought the English literature a friendly and perspective man. As a commonwealth literature a writer. He suggest the probably find the kind of liberty. it they certain the advantages in the occupying do the position to the periphery? In the same issue in interviews with the Shiva Naipaul the Canadian and Buchi Emecheta is a African in your self the intview. The admitted the begun to the find the strange of the term. The commonwealth literature is unhelpful. The little distasteful the strange of the interested to read that in an interview. Both are the Shiva Naipaul and Buchi Emecheta in their own ways. Much the same thing. The three interviews appeared the there for the headlines on the writing. “Commonwealth writers…… but don’t call them that!” This point is the commonwealth was the becoming the unpopular with you. The school of literature suppose to the member deny vehemently. They belong to it the Denials are simply the disregarded. A invite to conference about the animal thought the better go along to take a closer look it. Conference was beautifully organized Packed with the erudite and sophisticated the length about the spirit. The new spirit of experiment in English language writing in the Philippines. An able to the meet writers the over word or rather than commonwealth literature. Such as a seductive environment it the almost persuaded. Many of the delegate willing the freely of admit that term was commonwealth literature it is bad one. The many country was not member of participate in the commonwealth literature is Africa and Pakistan for instance but authors apparently belong to it’s the literature. The never to do include the English literature it the great living itself. The commonwealth literature conference talked with the listened to the Australian poet Randolph stow. The Australian poet Randolph stow; The west Indian , Wilson Harris ; Nagugi wa thingo’s from Kenya ; Anita desai fro Herk. Difference were so much more significant than our similarities,That it was impossible to say what ‘commanwealth literature’ – the idea which had ,after all made possible our assmbly – might conceiveably mean. Van herk spoke eloquently about the problem of drawing imaginative maps of the great flights of metaphysical lyricism and high abstraction; Anita desai spoke in whispers her novel the novel of sensibility and I wondred what on earth she could be held to have in comman with committed Marxist Ngugi an overtly political writer rejection of English languge by reading his own work in swhili with For yet others, matters are not that simple. There are those who argue that the very notion of Commonwealth Literature is in it self condescending, narrow and misleading (see, for example, Tiffin in her "Commonwealth Literature: Comparison and Judgement"). And for some the designation is dépassé, something of an anachronism. In a study commissioned by the Commonwealth Secretariat and entitled Learning from Each Other: Commonwealth Studies in the 21st Century, the authors are not concerned with whether Commonwealth Literature exists or not. Rather, for them, the issue is how to broaden the concept to embrace literatures in indigenous languages. In the section entitled "Intellectual trends in Commonwealth Studies," the authors ask, "How can the study of Commonwealth literature more fully embrace literatures in languages other than English, and reflect the increasingly complex varieties of English used?" . In my view, the question would make sense in terms of examining the varieties of English used, the attempt at nativization etc. It would be inappropriate, however, to think of calling the literature in the indigenous languages Commonwealth Literature especially as some of these literatures pre-date the historical situations that brought about what is today known as the Commonwealth. It appears to me that it would be more appropriate to call Sanskrit, Igbo, Yoruba, Hindi: Khosa, Kikuyu, Hausa, Maori, and Zulu literatures by their names rather than by the designation of Commonwealth Literature. Perhaps if these works are translated into English, then they could fit into this category as in the case with Ngugi wa Thiongo's works rendered from Gikuyu into English. Nor can, say, Wolof literature be considered francophone literature. The authors were, of course, aware of the fact that many scholars were not comfortable with the designation. They note that this is "particularly in the field of literature" where some scholars "shy away from the term 'commonwealth' and prefer to use such terms as postcolonial" . They note that the very concept of "commonwealth" derives from "egalitarian principles of popular sovereignty, rights and freedoms. Commonwealth studies potentially offer democratic and all-inclusive forms of social analysis, pointing to reconstructed societies and to communities beyond colonialism" . They add, rather problematically, that the term "post-colonial is far more constrained than 'commonwealth' even though the former may in theory (but frequently does not in practice) encompass a wider field geographically" . For Salman Rushdie, however, the problem is ofWhile Rushdie echoes Achebe's Things Fall Apart here, there is also a reverse movement from the periphery to the centre. If for Rushdie the term is "narrow" and "segregationist," for Michael Gorra, it can only be used in the past tense. In his After Empire: Scott, Naipaul, Rushdie Gorra states that "the first books of what we then called 'commonwealth' literature often opposed British novels to works from India or Africa -- E.M. Forster -- R.K. Narayan, Joyce Cary -- Chinua Achebe" . This is the same kind of sentiment that is voiced in Deepika Bahri's essay where she notes that the "cognate terms 'commonwealth' and 'Third World' have all but disappeared as prefixes from Edward O. Ako, "From Commonwealth to Postcolonial Literature" Comparative Literature and Culture the body of literature now largely designated 'post-colonial,' succumbing, on occasion, to the appellation, 'new literature in English' ... the 'new' differentiates the writing from 'old and established,' while the Anglophonic character of the term gives it continuity and position with the old and established" . In The Empire Writes Back: Theory and Practice in Post-Colonial Literatures, Ashcroft, Griffiths, and Tiffin reject the term "commonwealth" because, they argue, it rests "purely on the fact of a shared history and the resulting political grouping, while New Literatures in English" is considered Eurocentric and condescending towards the new in comparison with the old even if it de-emphasizes the colonial past" . But if the term commonwealth is considered inappropriate, what are the advantages that postcolonial has or seems to have? In fact, why has it gained currency? If the term "commonwealth" is mired in controversy, the term postcolonial has not fared any better, even if it now seems to have carved a niche for itself, especially, although not exclusively, in the Western academy (on the designation of postcolonial, see, for example, Appiah; Mishra and Hodge; Mccallum; McClintock; Shohat; Bahri notes that the compound word first appeared in the Oxford English Dictionary in 1959 as did the unhyphenated word in the American Heritage Dictionary . Conclude. America not be excluded from the category of postcolonial nations, argues that "postcolonial" should not be used as a merit badge; the adjective implies nothing about a postcolonial country's behaviour A country can be postcolonial and colonizing at the same time.... As time passes, and we keep reading Fanon, perhaps the similarities between American countries in their postcolonial phases and African and Asian countries in theirs will come to seem at least as important as their differences.