How to Say Thank You? 26 Phrases for Saying Thank You

Posted on August 22, 2013 by George in English Vocabulary, English Writing Skills, Infographics.

How to say thank you? This is a very popular question as you can express your thanks in several ways. Let’s have a look at thank you phrases. You will find more ideas below the illustration. Feel free to use them wherever you want.

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Primary Teaching

Primary Teaching

A primary teacher with her students in the class room

 

 

Teaching primary

Primary teachers work with children between the ages of three and eleven and teach all of the subjects in the national curriculum.

Primary school teachers are expected to demonstrate a sound, basic knowledge of all the subjects in the curriculum for key stages 1 and 2. A degree is required, though not in a specialised subject.

Teacher

A teacher is showing a map to her students in the class

 A teacher (or, in the US, educator) is a person who provides education for pupils (children) and students (adults). The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.
A teacher who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess.
In some countries, formal education can take place through home schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role, such as a family member, or by anyone with knowledge or skills in the wider community setting.
Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.

Teaching Resources

Things used by Teachers or Trainers are called Teaching resources.

Anything used by teachers and trainers to develop into their own materials to use when delivering, lesson such as books, journals, Websites, bibliographies, databases, equipment, etc.

Training Definitions

Assessment

The trainer’s — and sometimes the participants’ judgement of individual existing knowledge and progress of those participating in the course.

Brainstorming

Group exercise where participants call out ideas to solve a specific problem or plan a particular project and the ideas are listed on a flip chart or whiteboard. Suggestions can be called out in any order; no explanations, justifications or comments are needed.

Break-out groups

Small groups which work on the same problem or different aspects of the same problem at the same time. On completion of the task each group reports back to the class so they can compare other groups’ ideas with their own and the trainer can give feedback.

Break-out rooms

Rooms where smaller groups of the class can work without disturbing or being disturbed by others.

Buzz groups

Informal short sessions where the students talk to the people next to them about a given topic. Usually used to break up a lecture or presentation.

Case study

Description of a real-life experience related to the field of study or training, used to make points, raise issues or otherwise enhance the participants’ understanding and learning experience. These are particularly useful when no practical experience is possible within the course.

certificate

A piece of paper or light card which documents that a student has attended a training course and/or records achievements in a course.

class activities

Activities where the students actively participate to solve a problem, plan a project, etc. Serves to establish the students’ level of knowledge or reinforce learning.

course

A series of lectures, training sessions or days that comprise a discrete learning package.

coursework

A piece of work set for participants to be completed during the time the training takes place.

delivery

The act of transferring the whole of the training to the participants — this covers the time in the classroom, not the design and preparation of the course.

distance learning

Learning where the trainer and the students are separated by distance and interact primarily by post, computer (e-mail, bulletin boards, Websites, Usenet groups, etc.), phone or a combination of these and other communication methods.

education

A systematic kind of instruction or intellectual and moral training designed to give participants a broad and/or deep understanding of the topics covered. Usually associated with children and young people.

evaluation

The participants’ — and sometimes trainers’ — assessment of the training course covering all aspects from catering and accommodation to course content and performance of the trainers.

experience

Knowledge or skill resulting from actual observation or practice of event or technique.

expertise

Expert opinion, skill or knowledge in the field.

facilitated learning

Training characterized by students having a high degree of involvement in all aspects of their learning. The teacher’s role is facilitator and organiser providing resources and support. Participants learn with and from each other and set their own objectives.

facilitator

Person who facilitates or eases and enables discussions, groupwork, projects etc. May chair or choreograph entire training course or programme.

handout

A hard copy text which supports, expands on, organises or otherwise provides follow up to a presentation or course.

individual learning

Where learners plan and organise their own learning path, may be a mixture of attending classes and studying alone.

knowledge

Theoretical or practical understanding of a subject or profession: an individual’s range of information on a topic

learners

People who place themselves in a position to learn from any form of training or education.

learning outcomes

Set of stated objectives that should be achieved as an outcome of the training.

lectures

Presentation delivered to a large number of learners by a teacher, usually 50–55 minutes of uninterrupted discourse from the teacher with no discussion, the only learner activity being listening and note-taking.

on-the-job training

Very practical training designed to give working participants either the necessary skills to carry out their job or to enhance their skills and knowledge to enable them to advance in their careers.

participant

Student, learner or other attendee of a training course.

practitioner

Person who is actively practising their profession.

presentation

A focused talk, using visual aids, on a given subject to inform, instruct or persuade the audience.

 

profiling participants/learners

The act of researching and assessing the constituency of possible learners for training or education.

sessions

Discrete portion of a training programme dedicated to a delineated topic: can be a lecture, exercise or any other type of delivery.

skills

Practiced ability or facility in doing something.

small group work

Tasks set by the trainer to be undertaken by the class divided into small groups. They may all be given the same or different tasks to do.

speakers

People who train or teach by delivering lectures or presentations.

students

Learners, but more often associated with those attending university or a longer course of study.

study

To investigate or acquire knowledge of a subject in depth.

SWOT analysis

Exercise to assess strengths, weaknesses, opportunities and threats offered by a situation or object.

syndicates

See break-out groups

teach

To transfer knowledge in a theoretical way, usually in a formal environment such as school or university.

teaching aids

Items used in the classroom to aid teaching and training. May be visual aids or interactive tools.

teaching resources

Anything used by teachers and trainers to develop into their own materials to use when delivering training, such as books, journals, Websites, bibliographies, databases, equipment, etc.

techniques

Technical skills and methods to achieve a practical task.

theory

System of ideas and principles used to explain a practical occurrence or methodology.

train

To transfer knowledge and skills that enable participants to carry out their work; tends to focus on job skills and awareness-raising.

training aids

See teaching aids

training materials

Lecture notes, exercises, lesson plans, etc. used by the trainer interacting with the learner.

visual aids

Visual representations which support presentations in the form of words, cartoons, graphs, illustrations, photographs. These can be OHP transparencies, computer-generated projected images, handouts, flipcharts, posters, objects, etc.

Zero tolerance

Zero tolerance

Why Punishing Your Kids Can Be Dangerous

 

How a parent corrects a child’s behavior is always a hotly contested topic. From punishment to timeout, to taking privileges and things away, to using timeout as a calming place, every family does it differently.

There is no “one way” to correct behavior. Parents need the freedom to learn about themselves and their children through the correction choices they make. My question to you is, do you have all the facts? Have you considered the emotional ramifications of your correction methods? Have you factored in how your methods may impact your parent/child relationship, now and in the future?

When Timeouts and Punishments Backfire

I will never forget the pain on one dad’s face as he stood up during a parenting seminar I was giving and said, “My father recently passed away and I’m mad. Not because he passed away, I’m mad because I didn’t get the chance to tell him how much I hated being sending me to timeout for everything! I must have been sent to timeout fifteen times a day; it was like being in jail! The more I was sent to timeout, the more resolved I became not to change my behavior!”

Many parents like the idea of timeout till they use it, then they become frustrated by the results. They see no changes in behavior, just more battles. Circle of Moms member Stacy R. has that dilemma. “Every time I have to put my daughter in timeout it’s a battle… I mean a big battle. She hits, kicks, pinches…”

There is a reason why children react the way they do when being punished or sent to timeout to correct their behavior. Psychotherapist Lisa M. of Gems of Delight says it perfectly: “…using isolation, fear, and punishment doesn’t work for nurturing our children to be compassionate, empathetic and confident kiddos…”

In order for a child to learn how to change his behavior, you, the parent, have to first take an honest look at what you're bringing to the method you're using to correct the behavior.

• If you’re angry and yell as you send your child to timeout, he’ll react instead of listen.
• Threatening a child is useless. Because there’s no follow through, he learns to tolerate the threats and just keeps misbehaving.
• Correcting or punishing a child for crying or a tantrum doesn’t make her feel safe or heard, so she just continues crying or tantruming.

A Better Approach

Many parents realize that what they’re doing to correct behavior isn’t working, but keep doing it because they don’t know what else to do.
So what else can you try? It’s been proven over and over again that the key to helping a child learn about herself and the world around her, is to use boundaries. Boundaries are the touchstone that helps bring a child through an experience. Boundaries help children understand what they are supposed to do, instead of what they’ve done. Here are two methods that use boundaries to help kids learn better behavior.

Method #1: Making Amends

Young children learn best by seeing the correlation between a mistake and fixing the mistake. They learn they’re responsible for their actions and have to make amends, even when they don’t want to. (For details, see How to Teach Kids to Learn From Their Mistakes.)

Taking privileges or things away usually causes a big reaction and causes a child to promise the parent anything in order to get a game back. No discovery, understanding or learning has really taken place. (One exception, if taking things away is working for your child, then keep doing that.)

Method #2: Time, NOT Timeout

Daily life can sometimes get in the way of teaching a child about behavior. Things like being busy with another child, being too angry at the moment, or having no idea how you want to handle things. When that happens, let time, not timeout, work for you.

Have your child go sit in his room. Not for timeout, but so you know where he is when you’ve calmed down and are ready to talk to him.

While he’s in his room, have him think or write down his version of what happened, what he should have done instead and how he plans to repair things. When you’re ready, go in and talk. If you don’t agree with his plan, make him aware of the impact his actions have had on others and work together to make a new plan. There’s no need to mad or ignore him. Stay connected; give hugs, even offer to sit beside him if he needs it.




By Sharon Silver
Sharon Silver is the author of Stop Reacting and Start Responding and the Parenting Skills e-class. Go to proactiveparenting.net to download two free chapters from her book and learn about the Proactive Parenting flagship big-picture program. Find Sharon on Twitter and Facebook.

Do Kids Need a Summer Vacation?

Though summer has arrived, many school buildings are still abuzz with activity. And that's the way it needs to be. Yes, school in the summer is a fundamental shift from the traditional three-month escape. For many, this change is hard to imagine. Students calculate with concern the number of vacation days that they could lose. Parents worry about denying their kids family vacations or the extracurricular fun afforded by summer camps, Little League and other activities. Administrators worry about teacher burnout, and teachers themselves wonder how they will manage without a summer respite.
But the rationale for change is far more powerful than any of these overwrought reservations. The conventional 180-day school year was designed for an agrarian calendar, so that children could help their families farm during the prime summer months. Nearly a century later, our schools remain aligned with these now obsolete agricultural timetables.
Today, there is reason to believe all the time off is bad for kids, parents or society. Research supports the "forgetting" theory—that, during the long breaks, elementary school students regress in mathematics and reading. This matters most for lower-income children who do not have the advantages of enriching trips and costly summer camps.
Instead, these students typically spend much of the summer playing video games and watching television. Their peers who sit in classrooms over the summer may complain about school, but they are also likely to say that they prefer new short stories to old sitcom reruns.
Critics of summertime schooling should take note that year-round school calendars often offer just as much vacation; the breaks are simply spread out throughout the year to reduce gaps in learning. The average annual two-week beach vacation for families will not be disrupted. Maybe they can take one in October too.
Summertime schooling does not mean the end of all fun. It simply signals a refreshing willingness to put education first.



This article appeared in the New York Daily News along with an op-ed by Clara Hemphill, project director of Insideschools.org, arguing summer vacation is essential to childhood development.

Originally appeared in the New York Daily News