Major and character of Mr. Ramsay and Mrs. Ramsay

Name – Parmar Shubhda

Paper -9(The Modernnist Literature)

Roll no – 30

 Submitted to – S.B Gardi

                              Department of English

                              MKBU

                    

Introduction:

             ‘To the Lighthouse’, written by Virginia Woolf and published in 1927, centers on the period before and after World War one. The background is of great importance to an understanding of the gender relations in the novel. As Woolf is writing out of a society with well-established values, that wanted the vote for all women and equal rights. In many ways Woolf is through as she criticizes many aspects of the patriarchal world that she was a part, though some critics say that she seems to support the patriarch.

          

                       

                  The major characters are Mrs. Ramsay and Mr. Ramsay. Mrs. Ramsay is the stereotypical mother figure, beautiful, beloved, helpful, and the novel does not criticize her achievements as a mother of eight. Here Mr. Ramsay stands, in many respects, as Mrs. Ramsay’s opposite. Where she acts good-naturedly, kindly, and sensitively to others, he tends to be short-tempered, selfish, and rude with her. Even though her nature and position leads her to surround herself with people, with them her husband, and all the poor house-guests she invites. That she thinks this is clear in the image of her sitting and knitting, thinking all the though, and noticing the beam of the lighthouse through the window. This image of the lighthouse as exactly a light in the dark is very powerful in the way it reveals.

              The thing is, though, when we talk about the symbol of "The Lighthouse" in "Symbols, Imagery, Allegory," we said that, one of the themes of this book is the gap between the ideal and the real. And there's absolutely a gap here, Mrs. Ramsay works so hard to be a perfect wife when Mr. Ramsay can't quite fill the role of perfect husband and father.
                Mrs. and Mr. Ramsay create one of the most complex, mysterious relationships in To the Lighthouse. They have a large, family that is kept together by the power and insistence of the mother figure. Here Woolf shows the understanding that Mr. and Mrs.Ramsay commonly share about their relationship .Thought their lack of words, it is shown that both value each other and their personal freedom.

                 Mr. Ramsay and Mrs. Ramsay, though they relationship over their love for their children and the love they have for each other .They  are really different in the way they live their everyday lives. (woolf)

                   Mr. Ramsay, an introvert, is deeply within his philosophical search, blinded by his need for fame and greatness. His power and superiority and as a result, treats the people around him. Especially with his children, in order to feel on top. Mrs. Ramsay on the other hand is, for the most part, an extrovert and a provider for everyone in the story one or another way.

              Mrs. Ramsay is the protector of the men in her family. In fact, she uses the men’s relationship with each other to give her peace of mind, a chance to rest from her regular works as mother of the family:

       “…that the men were happily talking; this sound, which had lasted now half an hour and had taken its place soothingly in the scale of sounds pressing on top of her…so that the monotonous fall of the waves on the beach, which for the most part beat a measured and soothing tattoo to her thoughts and seemed consolingly to repeat over and over again as she sat with the children the words of some old cradle song, murmured by nature, “I am guarding you—I am your support…”

              Mr. Ramsay, on the other hand, cannot respect his wife because of the foolishness of her woman’s mind.  

          “Mr. Ramsay is, superficially, the figure of the Victorian paterfamilias, authoritarian, detached emotionally from his family, asserting his male superiority as he pursues his concept of truth with integrity but insensitivity”.

       He is continuously angry at her hopeful nature, the way she tells lies to James, making him hope that they can go to the lighthouse even though logic and reason are not on her side: (okamoto)

           

             ‘The extraordinary irrationality of her remark, the folly of women’s minds enraged him. He had ridden through the valley of death, been shattered and shivered; and now, she flew in the face of facts, made his children hope what was utterly out of the question, in effect, and told lies.

             In fact, Mrs. Ramsay is expected to twist and fold at will to her husband’s wishes. Her minor points of revolt are not done on her own behalf, but are completed on the behalf of her children, specifically James, who is too young to protect himself from his father. When her husband needs support, when he wants her to tell him that he is not a failure, she complies:

 ‘He was a failure, he repeated…she assured him, beyond a shadow of a doubt, by her laugh, her poise, her competence…If he put implicit faith in her, nothing should hurt him; however deep he buried himself or climbed high, not for a second should he find himself without her. So boasting of her capacity to surround and protect, there was scarcely a shell of her left for her to know herself by; all was so lavished and spent…’

              Mrs. Ramsay is powerful from the novel’s opening pages not only as a woman of great humanity, but also as a guard. Indeed, her main goal is to care for her youngest son James .Mrs. Ramsay tells her son that’ if the weather is good tomorrow, they can go to the light house. So, here we can see how she is treat her child with love .And other side Mr. Ramsay tells him, today that’s not possible .And at that time James was very angry on his father .So, as mother Mrs.Ramsay is know how to do care of children.    We can say that, Mrs. Ramsay is about as close as Virginia Woolf.  Mrs. Ramsay is the lovely star at the center of the Ramsay family, and at the heart of the novel. Mrs.Ramsay magical power as the great mother is quite clear in the first section. .Mrs.Ramsay is more emotional, whose magical force attracts people.

              Her unexpected death leaves the Ramsay family. Mrs. Ramsay thrives on male companionship, because she sets herself up as a type of Superwoman. She gives great dinner parties and she raises eight children, she has the ability to arrange a party well and also has the power to connect people yet she still has the energy to be naturally beautiful. Who devotes herself to family and friends and who takes satisfaction in making memorable experiences for the guests at the family’s summer home. Also, she is seen as an image of fountain and the flowering fruit-tree. For her children, she is the off-spring of love, protection and affection.

                   Mrs. Ramsay feels morally better to her husband and the other guests. Her emotional responses and human motives are confusing. She surrounds herself with people. Who need and depend on her in order to control and work them. So her self-sacrifice is a guard which she uses to hide her controlling. Finally, is evident from her meeting with Mr. Ramsay at the close of “The Window,” Mrs. Ramsay never compromises herself. Here, she is satisfying her husband’s desire for her to tell him. She loves him without saying the words, she finds so difficult to say. This scene plays Mrs. Ramsay’s capacity to bring mutually different things into a whole.

                              Here we can say that, when first introduced to her, the reader sees this kindly woman who is almost good. Because she cares eight children, houses guests, and deals with a not possible husband. However, when she finds time to sit by herself, the real Mrs. Ramsay surfaces. She doesn't want them to grow up, to leave their happy times and enter the world of maturity. "For that reason, knowing what was before the love and ambition and being wretched alone in dreary places she had often the feeling, why must they grow up and lose it all?”  As she sits alone, Mrs. Ramsay spends her time trying to convince herself that her children will grow up to be happy in its place of far like herself. "And then she said to herself, they will be perfectly happy."She is always trying that live her life full of happiness .Because she is alone taken responsibility of her children .Also she living her life full of enjoy.

              Mr.Ramsay clearly presents his love and emotions to his wife .Maybe he is frightened by her , or afraid to show her how much he cares .But ,one can see as the text continues more details about how he feels about her .He clearly cares for her really and wants to be the man that James, he  could never be. However , I don’t think he knows how to express those emotions .I think that Mr.Ramsay is actually a lot shy than the opening. From the first passages , he takes on the role of bening self important and mean because his son , James dislikes him.. However , here relized that James’ opinion isn’t the only person who knows Mr.Ramsay’s character.Actually Mrs.Ramsay seems to be quite loving of her husband .Similary , Mrs.Ramsay isn’t the same character I thought she was either. At first, Mrs.Ramsay as this angelic, loving and family oriented woman .Mrs. Ramsay is a dark and gloomy character who is really negative, claming that all lives remain in the ‘lords hands’ .

           

                      Yet, I believe she puts on a mask while with her children. When she is alone, she seems to be sad and almost trapped. Mrs.Ramsay acts as thought she hates her life and wants another one. She craves something new, she craves constancy and personality, this basically means that she believes she doesn’t have constantly or personality. When she’s alone, she seems to crave even more loneliness. But, when she’s with her family she acts almost as if she is a totally different person.

             Virginia Woolf pictures the character of Mr. Ramsay as a real human being, he has a second-dimension that allows him to have both evil and truthful attributes.  She does not write about either a very poor and giving man or a very respectful and cruel man. Instead, Woolf gives the readers a real character with both that allows readers to understand the characters like Mr. Ramsay.

 “His arms thought stretched out, remained empty” this is Mr. Ramsay’s fact in to The Light house .Here very painful event of the novel, Mrs.Ramsay death affects Mr.Ramsay more than anyone else .It leaves him dared, lost as if part of himself has died or as if he has lost an important means of life support for Lily Briscoe was caring of children.

                  Mr. Ramasy is a man of modernity and as such he lives a little part from reality .His choice of profession, but is one in which his intellectual activities and highest hopes are especially strange with organic, social life .In contrast, Mrs.Ramsay serve as his link to the world and earthy happiness, she lives herself .When she dies, Mr. Ramsay is feel like he lost everything in his life. He loves his wife, they have a original understanding, yet he is not a "help" to her in their relationships with others.

                 Mr. Ramsay is less simple to understand, possibly because he is given less attention. In many ways he is a more interesting as well as original character, he is brilliant no doubt, but introverted, lacking those direct graces which win for his wife the greater love of their children, lacking love, too, and a sense of social compromise severe in his honesty, a man, a thinker, where his wife is a woman, a psychologist. He lacks sensitiveness, one feels, either that or his sensitiveness is a very deep and hidden one.

                Mr. Ramsay is portrayed as a sympathetic and thoughtful husband that is "pained" by the expression of sorrow on his wife's face.  Mr. Ramsay is sensitive to his wife's feelings and desires her well-being.   So here Woolf illustrates the difference of Mr. Ramsay's character through his and Mrs. Ramsay's connections. 

           

     Conclusion:

               In short, we can say that nature of Mr. and Mrs.Ramsay is very different. Because in the novel Mrs.Ramsay was performing role very successfully being the central character of mother, wife, neighbor and friend holds power in the novel. She was always trying to living her life full of happiness. But after Mrs.Ramsay’s death, Lily completes her painting. Thought the painting of Mrs.Ramsay and James is so conceptual, Lily achieves the convey of magical power by finishing the portrait of Mrs.Ramsay.

            Other side in the novel if we are comparison with Mr.Ramsay, he is extremely change. Because Mr.Ramsay is philosopher, who is intellectual but suffers from an weakness complex from failure, and he is removed and hard towards his family .Mr.Ramsay’s attitude in the first scene is very distance and it is difficult to find any affection towards his son .And end of the novel how he was caring his children.

 

 

Works Cited

okamoto, Hiroko. "representations of Mrs.Ramsay in Virginia woolf's To the Lighthouse." (n.d.).

woolf, virginia. To the Lighthouse. 2004.

            

About Orientalism

              Name – Parmar Shubhda

Paper -11 (The Postcolonial Literature)

Roll no – 30

Submitted to – S.B Gardi

                              Department of English

                                 MKBU 

Introduction:

                        The Orient signifies a system of representations  by political forces that brought the Orient into Western learning, Western awareness, and Western empire. The Orient exists for the West, and is constructed by and in relation to the West. It is a picture of what is lower and unknown to the West.

                      Orientalism is ‘a way of regular writing, vision, and study, subject by imperatives, perspectives, and ideological biases truly suited to the Orient.’ It is the picture of the ‘Orient’ expressed as an entire system of idea and scholarship.

             

                      The Oriental is the person represented by such thinking. The man is depicted as feminine, weak, yet extraordinarily dangerous because his sexuality poses a danger to transparent , Western women. The woman is ready to be dominated and control exotic. The Oriental is a single picture, a broad generalization, and a stereotype that crosses limitless cultural and national boundaries.

                

                Orientalism is the unconscious, untouchable belief about what the Orient is. Its basic content is fixed and common. The Orient is seen as separate, odd, backward, silently different, sensual, and passive. It has a trend repression and away from progress. Its progress and value are judged in terms of, and in comparison to, the West, so it is always the other, the lower.

               

                 The first ‘Orientalists’ were 19th century scholars who translated the writings of ‘the Orient’ into English, based on the theory that a truly effective colonial required knowledge of the dominated peoples. This idea of knowledge as power is present throughout Said’s critique. By knowing the Orient, the West came to own it. The Orient became the studied, the scene, the observed, the object; Orientalist scholars were the students, the observers, the subject. The Orient was passive; the West was active.

                

               One of the most important constructions of Orientalist scholars is that of the Orient itself. What is considered the Orient is a vast region, one that spreads across a many of cultures and countries. It includes most of Asia as well as the Middle East. The picture of this single ‘Orient’ which can be studied as an organized whole is one of the most powerful activities of Orientalist scholars. It essentialisms an image of an ideal Oriental  a biological lower that is culturally backward, odd, and unchanging to be depicted in dominating and sexual terms. The conversation and visual imagery of Orientalism is laced with notions of power and authority. Formulated firstly to facilitate a colonizing mission on the part of the West through a wide variety of discourses and policies. The language is critical to the structure. The feminine and weak Orient awaits the control of the West; it is a weak and dull whole that exists for, and in terms of, it’s Western counterpart. The importance of such a structure is that it creates a single subject matter where none existed, a compilation of previously unspoken notions of the other. As the notion of the Orient is created by the Orientalist, it exists only for him or her. Its characteristics are clear by the scholar who gives it life.

                             

                 Edward Said makes the claim that the whole of Western European and American scholarship, literature, and cultural representation and stereotype creates and reinforces intolerance against non-Western cultures, putting them in the classification of Oriental. The heart of the matter in understanding Orientalism is this power relationship and how the Occident has used and continues to use and understand the Orient on its own terms.

                 In the nineteenth century, "Oriental Studies" was a part of academic study. But the West had to create the East in order for this study to take place. Said asserts that according to the’ Occidentals, the Orientals had no history or culture independent of their colonial masters. Orientalism is more an indicator of the power the West holds over the Orient, than about the Orient itself. Creating an image of the Orient and a body of knowledge about the Orient and subjecting it to systematic study became the prototype for taking control of the Orient. By taking control of the scholarship, the West also took political and economic control.’

                   The beginning of the study of Orientalism is early eighteenth century and focused on language. This early study consisted of translating works from the Oriental languages into European languages. The colonial rulers could not rule well, it was believed, without some knowledge of the people they ruled. They think this knowledge from translating different works from the native language into their own. The Orient existed to be studied and that studying was done by Westerners who believed themselves to be superior to the "others", which is how they described the East. They were basically the opposite of the East and careful to the active while the Orient was considered to be passive. The Orient existed to be ruled and subject.

                  According to Said,’ Orientalism dates from the period of European Enlightenment and colonization of the Arab World. Orientalism provided a rationalization for European colonialism based on a self-serving history in which “the West” constructed “the East” as extremely different and inferior, and therefore in need of Western intervention or “rescue”’.

             Examples of early Orientalism can be seen in European paintings and photographs and also in images from the World’s Fair in the U.S. in the 19th and early 20th centuries.

                The paintings, created by European artists of the 19th and early 20th centuries, show the Arab World as an unusual and mysterious place of sand, harems and belly dancers, reflecting a long history of Orientalist which has continued to permeate our modern popular culture.

                          

                               The 19^th century can rightly be called the orientalist era in the arts, as works across the range of literature and painting drew on the myth of the Orient that was being produced by the functionaries of colonialism and the scholars of philology. Muslim women were a particular focus of orientalist artists. Women’s bodies are erotically on display, often, in fact, under examination by some Arab buyer or slave seller. The exact response of a European audience to such images is difficult to discover, but generally the erotic construction of an Arab “other” appealed to a patriarchal sense of superiority and interest in control.

                 Orientalism is a way of seeing that imagines, emphasizes, exaggerates and distorts differences of Arab peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Edward W. Said, in his groundbreaking book, Orientalism, defined it as the acceptance in the West of “the basic distinction between East and West as the starting point for elaborate theories, epics, novels, social descriptions, and political accounts concerning the Orient, its people, customs, ‘mind,’ destiny and so on.”

            From the late 18th to the mid-20th century “orientalism” remained a more or less neutral descriptive term, though not without a cluster of both positive and negative connotations. It referred to the linguistic and philological studies which emerged in the wake of the great maritime voyages and discoveries, the growth of mercantilism and the spread of European colonial power between the 16th and 19th centuries. Although the Western study of Eastern texts and languages had been pursued since ancient times, oriental-ism is closely associated with the birth in the 1780s of the Ideological studies of a group of English civil servants in Bengal, working under the support of Governor-General Warren Hastings.

                     

                         Edward Said and the Critics of Orientalism Said’s, (W.Said and Said)

               ‘Primary interest lay in the Western perception and suppression of the Islamic world of the Middle East. Since 1978 his thesis has been extended and extrapolated to cover European interactions with the entire Asian continent. Said’s thesis, baldly stated, is that Orientalism was a legatee of a European tradition of “narcissistic” writing, stretching back to Homer and, in which Western intellectuals created an “Orient” that was a fabric of “ideological fictions” whose purpose was to confirm the West’s sense of identity and to legitimize Western cultural and political superiority. Orientalism is a “colonizing knowledge” which generates a series of stereotypical dichotomies between a rational, democratic, humanistic, creative, dynamic, progressive and “masculine” “West” and an irrational, despotic, oppressive, backward, passive, stagnant and “feminine” “East.” In psychological terms this ideologically charged representation of the East can be seen as the repressed “Other” of the West, “a sort of surrogate or even underground self” associated with the subconscious attraction-repulsion of sexual aberration and corruption, and with a sinister “occultism”’ .

                   Here Said argues that, Orientalism can be found in current Western depictions of ‘Arab’ cultures. The depictions of ‘the Arab’ as irrational, scary, untrustworthy, anti-Western, corrupt, and perhaps most importantly prototypical, are ideas into which Orientalist scholarship has evolved. These notions are trusted as foundations for both ideologies and policies developed by the Occident.

           Edward Said argues that the Europeans divided the world into two parts; the east and the west or the occident and the orient or the civilized and the uncivilized. This was totally an artificial boundary; and it was laid on the basis of the concept of them and us or theirs and ours. The Europeans used orientalism to define themselves. Some particular attributes were associated with the Orientals, and whatever the Orientals weren’t the occidents were. The Europeans define themselves as the superior race compared to the Orientals and they justified their colonization by this concept. They said that it was their duty to the world to civilize the uncivilized world. The main problem, however, arose when the Europeans started generalizing the attributes they associated with Orientals, and started portraying these artificial characteristics associated with Orientals in their western world through their scientific reports, literary work, and other media sources. What happened was that it created a certain image about the Orientals in the European mind and in doing that infused a bias in the European attitude towards the Orientals. This prejudice was also found in the orientalists and all their scientific research and reports were under the influence of this. The generalized attributes associated with the Orientals can be seen even today, for example, the Arabs are defined as uncivilized people; and Islam is seen as religion of the terrorist.

Conclusion:

               Orientalism by Edward W. Said is a critique of the study of the Orient and its ideas. Said examines the historical, cultural, and political views of the East that are held by the West, and examines how they developed and where they came from. He basically traces the various views and perceptions back to the colonial period of British and European domination in the Middle East. During this period, the United States was not yet a world power and didn't enter into anything in the East yet. The views and perceptions that came into being were basically the result of the British and French. The British had colonies in the East at this time; the French did not but were trying to acquire some.

Works CitedW.Said, Edward. Orientalism. 2001.Pipe, Daniel. "orintalism." (n.d.). 

Education of teaching second language

Name – Parmar Shubhda

Paper -12 (English Language Teaching)

Roll no – 30

 Submitted to – S.B Gardi

                              Department of English

                                 MKBU

        
                                             Introduction:

               Teaching is a social process therefore it is difficult to appear at the exact definition of the term .The reason  is that the teaching is influenced by social conditions on the one hand, on the other and human element is also influenced it to a great extent.                    

                 When Teachers come to teacher education programs with earlier Knowledge and experiences that shapes what they learn. To understand these learning processes, teacher education programs must classify the Schools in which teachers work and the schooling experiences they have. There are contexts of participation. These contexts form in critical way what teacher learners can and cannot, what they will and will not, does teachers. This socially-situated view on second Language Teacher Education requires a knowledge view.

       Gage has given the following explanation with this regard,

         “Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person.”

            

         We believe that the field needs to know. That language teacher education is primarily concerned with teachers as learner of language teaching rather than with their students as learner of language .While that classroom language learning is a difficult process .It is obvious that language students learn from many chances with them the teacher. In our power to understand this difficulty, teachers are often portrayed as thought of students rather than as individuals who think and are learning in their own right.

                   

              Second Language Teacher Education give a full description of recent approaches to the education of teachers of second language .If offers important ideas on the observation and control of classrooms, on self-evaluation by teachers, and on teaching itself .Its importance reflects the change in direction from teacher training to teacher education, in which teachers are concern in developing their own theories of teaching. The book is aimed at teachers, teacher educators, and workshop facilitators concerned both in pre-service and in service education of teacher of second and foreign languages.

               

                   Teachers are aware about that how to teach, teacher learners .There is some characteristics of good teaching.

- It gives desirable informations .

- Effective planning is essential for good teaching.

- The students remain active in good teaching.

- It creates self motivation for learning.

- It is based on the previous teacher of knowledge.

- It is includes all sorts of teachers performances and teaching methods.

- It is the best medium for preparing the next generation for changing world order.

- The teacher works as a philosopher, friend and a direction.

- The teacher’s class room behavior includes both direct and indirect behavior.

             All the activities are important for learner because with help of it convey desirable change in learner‘s behavior .The important of the phase of teaching can be easily understood with the help of following points:

-The teacher can get the insight into various activities which are being carried out by him before and after entering into a class.

- These activities support in designing the instruction because the teaching activities are completed through instruction.

- The teaching operation lead towards the development of desirable learning conditions in the class room.

            The basic necessity of teaching is learning. If learning does not take place, the teaching remains as an imperfect exercise. This is the reason that these concepts are used all together.

          According to Smith,

               “Teaching is a process which gives birth to learning”.

-       Teaching and learning are the two basic operations of instruction .Therefore by developing coordination between these two elements one can make the effective teaching.

-       Teaching is purposive process .Therefore after determining the objectives in practical form, such activities of teaching can be organized which may help in bringing desirable changes in behavior.

-        The Psychological elements and forces can be successfully used in teaching.

-       The application of Audio-Visual aids can be used in teaching in realizing its objectives.

                  Second Language Teacher Education (SLTE) is affected by two factors.

1.     A rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SLTE.

2.     Outside pressures follow-on from the expanded need for competent language teachers worldwide.

          Generally in the class room teacher speak focus on objects in the classroom and on the content of pictures, as with direct method. Learners are not compulsory to say anything until they feel ready, but they are likely to reply to teacher commands and questions in other ways .When learner are ready to begin talking in the new language, the teacher provides response opportunities. The teacher talks slowly and clearly, asking questions and response answers. There is a usual progression from yes/no questions, through either or questions, to question that students can answer using words they have heard used by the teacher.   

              But here Krashen and Terrell are said that,

                    ‘Direct Method activities in which mime, gesture and context are used to elicit questions and answers and even situation based practice of structures and patterns.’

                

            The teaching is comparatively a complex phenomenon which is influenced by a number of factors.

1.     Physical and mental abilities of a teacher

2.     The teacher’s teaching skill

3.     Mastery of the teacher over teaching method

4.     Classroom conditions and environment

5.     Personality of teacher

6.     Motivation and commitment of teacher

                            There are also good qualities and characteristics in learner. The learner is the term which denotes the child in whom one attempts to bring out desirable change in behavior. Here learner takes a support from his past experiences as well as maturation in order to enhance his learning.

            The main characteristics of a learner are as following,

1.     Emotion and sentiments

2.     Motivation

3.     Habit and fatigue.

            So here not only teacher’s role is important but also important role of learners.

                 Group work activities are often equal to those used in Communicative Language Teaching, where sharing information in order to complete task. So learners’ roles are seen to change according to their stage of linguistic development. Central to these changing roles are depend learner decisions on when to speak, what to speak about and what linguistic expressions to use in speaking .so for development of language students engage themselves in role play and games, add personal information and options and practically solving problems in group .so with help of group discussion learners are catch many ideas very easily. The primary role of the learner is as a member of a group who must work together on tasks with other group members .Learners have to learn teamwork skills .Learners are also directors of their own learning. They are taught to plan, leader and evaluate their own learning, which is viewed as a collection of lifelong learning skills .Pair tasks is which learner aware about this mistake and also got new information.  Teacher has to know about which types of activities are doing.

             

                   First, the teacher is the primary source of understandable input in the target language. In this role, the teacher is necessary to generate a constant flow of language input .Teacher creates a classroom atmosphere that is interesting, friendly and in which there is a low effective for learning. So, finally teacher must choose mix of class room activities, a variety of group size, content and contexts. The teacher has to create a highly structured and well organized learning in the class room, setting goals planning and structuring tasks, transfer students to groups and roles and selecting materials and time. An important role as facilitator, the teacher must move around the class helping students and groups.

               “During this time the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, and empathizes. Depending on what problems evolve, the following supportive behaviors are utilized. Facilitators are giving feedback, redirecting the group with questions, encouraging the group to solve its own problems, extending activity, encouraging thinking, managing conflict, observing students and supplying resources. “(Harel1992) (S.Rodgers, Richards and Rodgers)

          The important aim of teaching is to bring about socially desirable behaviors among the learners. It can be realized through effective teaching following its basic principles. But how the learners learn effectively content is depending on the method of teaching. There is a great world outside and within the mind of the learner. This process of interpreting the world of knowledge to the learner’s mind is called method of teaching .It is first way of teaching.

           It is called that teaching is an art therefore it can be assumed that some people are born teachers. Beside those a huge number of people do not have interest in teaching and unable to create learners motivation in the subject. Still they can improve upon by practice and by following a method of teaching.

              Here Gap between education and learning. Teachers have not only one responsibility and opportunity to provide best learning for such a various group of students. Though, this can be challenging for teachers unfamiliar with their students' backgrounds and communities. This suggests what teachers can do to give all students with opportunities for academic success. Many teachers create a positive classroom culture, where differences become strengths. Many teachers understand about it, so try to best how they convey his massages for students. Before it teacher have to know about the family background of students.  (.Richards and Richards)

Conclusion:

               In short , I strongly believe that teachers need to show value, thoughtful, become role models, treat learner right, instructs them but not be one-party, and guides them through the road of success. So teacher education that gives of progresses and activities is the key to success. In wide sense, teacher education has depended largely training program, teach people how to do work of teaching. Here center on the learning process. Teacher learner here knows how to teach effectively. Here also are solving problems and give information in easy way.

 

Works Cited

Richards, Jack C and Jack c Richards. Secound Language Teacher Education (n.d.).

S.Rodgers, Jack C. Richards And Theodore, Jack C Richards and Theodore S Rodgers. Approaches and Methods in Language Teaching. The university of Cambridge, 2001.

Sze, Paul. "Reflective Teaching in Secound Language Teacher Education:An Overview." (1999).