Hello, guys. I found this in Classroom Management, Bullying, and Teacher Practices by
Kathleen P. Allen, University of Rochester. I have no ideas what these all mean. Anybody can help?

"What is striking about this observation is that it seems very possible for teachers who appear
to have perfectly behaved classes to provide havens for bullies that shelter them against
detection. This speaks to the savvy ability of some bullies to manipulate the classroom
environments of well meaning, yet unsuspecting teachers, and to hide behind facades of
innocence. It is evident this is a bullying situation teachers need help recognizing" (The Professional Educator, vol.34, p.6, 2010)

Hello everyone, eventually I am posting.

This piece is written by James W. Warhola and Egemen B. Bezci, was taken from Journal of Church and State, Vol.52 Issue 3 in September 2010, with the title ' Religion and State in Contemporary Turkey: Recent Developments in Laiklik.

Laiklik as defined in the same paper ( a Turkish word, derived from the French “laicite,” meaning roughly secularism), and this piece mentions the four Turkish military coups and how that corruption lead to a stronger public religiosity, consequently, AKP ( Turkish words mean Justice and Development Party) which is currently the strongest parliamentary party in Turkey.

Reason I am posting this piece, is that the military coup in Egypt, that took place in June 30th, 2013, is similar to the Turkish fourth one 1997 'soft coup'. Additionally, the impact of this coup seems quite similar too regarding the public's religiosity despite there is not a strong party to take advantage of that other than the military right now. You can also find in the last paragraph the reason why AKP has got so much power. I just read a headlines on the net says that Erdogan is likely to be the next president. 

Hi all,

I’ve found this article relevant to my field and hopefully interesting to you. I’ve  also recognized some useful phrases and words from it.

The Southern Thailand Conflict and the Muslim World

Hi everyone! I would like to share the following extract with you because I found many new words and interesting usages in it. I hope you also find it useful. It is from "The Southern Thailand Conflict and the Muslim World" by Imtiyaz Yusuf in Journal of Muslim Minority Affairs, Vol. 27, No.2, August 2007.

Several commentators and analysts have talked about the ongoing unrest in southern Thailand from the perspective of the engagement of international terrorism, security issues, center-periphery relations, organized crime and the drug industry; but none of them has written about the role of religion and ethnicity in the crisis and its reception in the Muslim world. This paper contends that the conflict in southern Thailand is largely a local conflict rooted in clashes between two ethno-religiosities, those of Thai Buddhists and Malay Muslims. In order to accomplish the above, the paper begins with a discussion about the history of relations between Thailand and the Muslim world including the historical religious interaction between Islam and Buddhism and the state of relations between Muslims and Buddhists in contemporary Thailand. The paper also discusses the state of the official diplomatic relations between Thailand and the Muslim countries, and also the non-official community-based relations between the Thai Muslims and the Muslim world and the educational links between them. Furthermore, it also looks at the roles played by international Muslim organizations, such as the Organization of Islamic Conference (OIC), in relation to the southern Thai conflict. The final part of the paper discusses the Muslim media reportage about the southern Thai conflict.

Hello class. I just found this extract in El Palacio, electronic Journal (See Citation). It speaks about watercolors made in China but inspired in peruvian painters. I want to focus on the big information and use of expressions and citacions in just one paragraph. Citation: Anderson, Barbara. From Lima to Canton & Back: Nineteenth-Century Chinese Watercolors for Peru. El Palacio, Spring 2011, Vol. 116, No. 1, pp 44-51.

Hw..Teaching Practices for ESL Students

The following except is from the article titled Teaching Practices for ESL Students. This article is a Scholarly (Peer Reviewed) Journal and my focus here is in the use of the first person in writing . I'd like to learn more about the usage of the first person in academic writing.

My classroom observations of main- stream teachers verified the perceptions that students shared with me in their inter- views. I did not observe the same degree of language expression and discussion by teachers with students in the mainstream classrooms. In classrooms where the teach- ers had strong didactic teaching styles, the teacher did the majority of the talking, silence was expected from all students, and there was a heavy reliance on worksheets or completed assignments from either the text- book or overhead projector. The ESL students I observed in these classrooms were seated in rows, rarely called upon to answer, and worked independently to complete their seatwork. The class pe- riod generally consisted of the following formula regardless of subject being taught: teacher gave quick verbal directions on the assigned material at the beginning of the
class period, students worked indepen- dently while the teacher sat behind a desk or graded papers, teacher went over the answers with students, students graded each other’s papers, teacher asked for grades aloud (sometimes), recorded grades, and then if there was time left in the period the teacher assigned another activity for the students to work on independently.

Strategies and Content Areas for ELLs

I found this passage really meaninful to my field of study, which is TESOL. It discusses about some strategies to help English language Learners to be more successful

Science 

Pray & Monhardt (2009) proposed a process for teaching science to ELLs as follows: a) determine appropriate skills and concepts, b) determine specific activ- ities, c) include students' background knowledge, and d) appropriately assess student learning. Other teaching strategies, such as providing stimulating environ- ments such as oceans, swamps, or parks in science instruction, provided necessary shared learning experiences (Rillero, 2005). In addition, taking "I Spy" walks (Rosenow, 2008) and using science exper- iments (Rivkin, 2005) to promote vocabulary were also important strategies for teaching ELLs.

Social Studies Role play and the Four Comers game for navigational words and skills have been suggested by Rieg & Paquette (2009) to teach social studies. Tompkins (2009) cau-

Strategies... /169

tioned to include shared language experi- ences to read, talk, listen, or write about social studies content for ELLs. Further, content related field trips and invited guest speakers were ways to include shared lan- guage experiences. Another strategy was the use of graphic organizers such as Venn diagrams, series of events chains, compare and contrast matrices, and T-charts to rein- force the language (Weisman, E.M. & Hansen, L.E.,2007). An example of peer collaboration in social studies classrooms to include ELLs

was to make charts to compare and con- trast geographic regions throughout the United States. Further, students may work in small groups for rich discussion, and then write graphic organizers to summa- rize main points to reduce language (Weisman, E.M. & Hansen, L.E., 2007).