TEACHING AS 5 COMMANDMENTS | Dr Daniela Bacova | TEDxUniversityofBolton

so there I was in 2003 as you can see me

so there I was in 2003 as you can see me in the picture in the middle of my

in the picture in the middle of my

in the picture in the middle of my workshop on teaching English who drama

workshop on teaching English who drama

workshop on teaching English who drama education and as you can see I was full

education and as you can see I was full

education and as you can see I was full of energy and enthusiasm and passion for

of energy and enthusiasm and passion for

of energy and enthusiasm and passion for my subject I’m sorry don’t notice the

my subject I’m sorry don’t notice the

my subject I’m sorry don’t notice the guy is standing next to me I know he

guy is standing next to me I know he

guy is standing next to me I know he looks very skeptic about all this but

looks very skeptic about all this but

looks very skeptic about all this but what I wanted to do is look at the young

what I wanted to do is look at the young

what I wanted to do is look at the young man standing behind him can you see that

man standing behind him can you see that

man standing behind him can you see that I think he is my evidence that all that

I think he is my evidence that all that

I think he is my evidence that all that work and dedication to my to my job

work and dedication to my to my job

work and dedication to my to my job we’re worthwhile as you can see he’s

we’re worthwhile as you can see he’s

we’re worthwhile as you can see he’s still rehearsing his lines for his

still rehearsing his lines for his

still rehearsing his lines for his English improvisation with his own group

English improvisation with his own group

English improvisation with his own group and that’s what kept me going witnessing

and that’s what kept me going witnessing

and that’s what kept me going witnessing the students to embrace English not as a

the students to embrace English not as a

the students to embrace English not as a subject which is compulsory and which is

subject which is compulsory and which is

subject which is compulsory and which is done for an exam but something as a tool

done for an exam but something as a tool

done for an exam but something as a tool that helps them to connect with the

that helps them to connect with the

that helps them to connect with the global community with people from

global community with people from

global community with people from various races nations cultures or

various races nations cultures or

various races nations cultures or genders so that’s that ability to

genders so that’s that ability to

genders so that’s that ability to witness to see my students progress

witness to see my students progress

witness to see my students progress emotionally cognitively socially helped

emotionally cognitively socially helped

emotionally cognitively socially helped me to stay in my profession for over a

me to stay in my profession for over a

me to stay in my profession for over a quarter of a century

quarter of a century

quarter of a century how long have all died some in this

how long have all died some in this

how long have all died some in this moment so I came here to argue for my

moment so I came here to argue for my

moment so I came here to argue for my for my profession I still believe that

for my profession I still believe that

for my profession I still believe that teaching is a unique profession I would

teaching is a unique profession I would

teaching is a unique profession I would say that its uniqueness is in its

say that its uniqueness is in its

say that its uniqueness is in its familiarity to all of us we’ve all been

familiarity to all of us we’ve all been

familiarity to all of us we’ve all been involved in various acts of teaching be

involved in various acts of teaching be

involved in various acts of teaching be it parents friends siblings or just

it parents friends siblings or just

it parents friends siblings or just colleagues in in our workplace no wonder

colleagues in in our workplace no wonder

colleagues in in our workplace no wonder there are so many names for our

there are so many names for our

there are so many names for our profession we are teachers lecturers

profession we are teachers lecturers

profession we are teachers lecturers mentors supervisors coaches

mentors supervisors coaches

mentors supervisors coaches trainers facilitators name it but most

trainers facilitators name it but most

trainers facilitators name it but most mostly we are inspirational leaders I

mostly we are inspirational leaders I

mostly we are inspirational leaders I also come to say that teaching is a

also come to say that teaching is a

also come to say that teaching is a unique profession from the from the

unique profession from the from the

unique profession from the from the aspect that what is granted in it for it

aspect that what is granted in it for it

aspect that what is granted in it for it for example in no other profession there

for example in no other profession there

for example in no other profession there in teaching you’re expected to stand

in teaching you’re expected to stand

in teaching you’re expected to stand confidently in front of a group of

confidently in front of a group of

confidently in front of a group of complete strangers and learn their names

complete strangers and learn their names

complete strangers and learn their names in no time

in no time

in no time in no other profession than in teaching

in no other profession than in teaching

in no other profession than in teaching you are expected to catch capture their

you are expected to catch capture their

you are expected to catch capture their attention within the first three minutes

attention within the first three minutes

attention within the first three minutes of the lesson and keep them engaged with

of the lesson and keep them engaged with

of the lesson and keep them engaged with their in the activities which they don’t

their in the activities which they don’t

their in the activities which they don’t consider very interesting at that time

consider very interesting at that time

consider very interesting at that time of their lives in no other profession

of their lives in no other profession

of their lives in no other profession you are expected to raise their

you are expected to raise their

you are expected to raise their confidence levels while your confidence

confidence levels while your confidence

confidence levels while your confidence hasn’t hasn’t grown yet and in no other

hasn’t hasn’t grown yet and in no other

hasn’t hasn’t grown yet and in no other profession you are asked to measure

profession you are asked to measure

profession you are asked to measure promptly reliably objectively and

promptly reliably objectively and

promptly reliably objectively and accurately a phenomenon so elusive as

accurately a phenomenon so elusive as

accurately a phenomenon so elusive as learning is and I must say that those

learning is and I must say that those

learning is and I must say that those challenges don’t go away with the years

challenges don’t go away with the years

challenges don’t go away with the years of experience and that I can relieve

of experience and that I can relieve

of experience and that I can relieve those anxieties with every new group or

those anxieties with every new group or

those anxieties with every new group or semester or a course so you may ask me

semester or a course so you may ask me

semester or a course so you may ask me why did you choose this this profession

why did you choose this this profession

why did you choose this this profession what helped you to stay in this

what helped you to stay in this

what helped you to stay in this profession despite its insecurities and

profession despite its insecurities and

profession despite its insecurities and anxieties and I would say well teaching

anxieties and I would say well teaching

anxieties and I would say well teaching more than any other job has managed to

more than any other job has managed to

more than any other job has managed to to bring such a strong sense of self

to bring such a strong sense of self

to bring such a strong sense of self fulfillment and self-worth when I

fulfillment and self-worth when I

fulfillment and self-worth when I witnessed those precious moments of

witnessed those precious moments of

witnessed those precious moments of making connections which I call learning

making connections which I call learning

making connections which I call learning though lightbulb moments when something

though lightbulb moments when something

though lightbulb moments when something new is learn acknowledged or appreciated

new is learn acknowledged or appreciated

new is learn acknowledged or appreciated so in order to stay in this profession

so in order to stay in this profession

so in order to stay in this profession and seeing learning through those making

and seeing learning through those making

and seeing learning through those making connections

connections

connections I created a kind of a personal theory of

I created a kind of a personal theory of

I created a kind of a personal theory of go teaching which I’m going to share

go teaching which I’m going to share

go teaching which I’m going to share with you and I call it five commandments

with you and I call it five commandments

with you and I call it five commandments of God teaching so the first commandment

of God teaching so the first commandment

of God teaching so the first commandment I would like to say is called know

I would like to say is called know

I would like to say is called know thyself as you can see in this lovely

thyself as you can see in this lovely

thyself as you can see in this lovely little picture of my little nephew who

little picture of my little nephew who

little picture of my little nephew who is doing what you have to do as a

is doing what you have to do as a

is doing what you have to do as a teacher as the first thing he sees is

teacher as the first thing he sees is

teacher as the first thing he sees is trying to connect with your self-image

trying to connect with your self-image

trying to connect with your self-image while he is connected with his even

while he is connected with his even

while he is connected with his even mirror minute image and doesn’t care

mirror minute image and doesn’t care

mirror minute image and doesn’t care about it at that time of his life we do

about it at that time of his life we do

about it at that time of his life we do it’s that desire that we connect to our

it’s that desire that we connect to our

it’s that desire that we connect to our self-image to ourselves

self-image to ourselves

self-image to ourselves whatever this concept mean in our our

whatever this concept mean in our our

whatever this concept mean in our our mind because we have a desire to go and

mind because we have a desire to go and

mind because we have a desire to go and and reach that I’d yourself that desire

and reach that I’d yourself that desire

and reach that I’d yourself that desire to be a good teacher and bring some

to be a good teacher and bring some

to be a good teacher and bring some goodness and some stability into this

goodness and some stability into this

goodness and some stability into this unstable and insecure world as a teacher

unstable and insecure world as a teacher

unstable and insecure world as a teacher I must tell you that I feel this desire

I must tell you that I feel this desire

I must tell you that I feel this desire to reach that either self can be quite

to reach that either self can be quite

to reach that either self can be quite self-destructive I remember so many

self-destructive I remember so many

self-destructive I remember so many hours of of preparing for the lessons

hours of of preparing for the lessons

hours of of preparing for the lessons and then at the end it was all wrong and

and then at the end it was all wrong and

and then at the end it was all wrong and it took me a while to get over it and I

it took me a while to get over it and I

it took me a while to get over it and I must say it still it still hurts when I

must say it still it still hurts when I

must say it still it still hurts when I see my students disengaged or

see my students disengaged or

see my students disengaged or disinterested and I find it very

disinterested and I find it very

disinterested and I find it very difficult to forgive myself for the

difficult to forgive myself for the

difficult to forgive myself for the mistakes I make but on the other hand

mistakes I make but on the other hand

mistakes I make but on the other hand over the years I think I have grown

over the years I think I have grown

over the years I think I have grown quite comfortable with my public image

quite comfortable with my public image

quite comfortable with my public image because I know it’s only just one part

because I know it’s only just one part

because I know it’s only just one part of my personality that there are still

of my personality that there are still

of my personality that there are still what mr. Eason says so politically

what mr. Eason says so politically

what mr. Eason says so politically untapped reservoirs of my creativity

untapped reservoirs of my creativity

untapped reservoirs of my creativity some dream of sports that helped me to

some dream of sports that helped me to

some dream of sports that helped me to grow in my role I just

grow in my role I just

grow in my role I just I believe in this because I I treasure

I believe in this because I I treasure

I believe in this because I I treasure the moments when there is a sudden

the moments when there is a sudden

the moments when there is a sudden silence in my classroom when a story

silence in my classroom when a story

silence in my classroom when a story takes its place in the imagination of my

takes its place in the imagination of my

takes its place in the imagination of my students I remember it was in 1996 when

students I remember it was in 1996 when

students I remember it was in 1996 when I was teaching in a small suburban

I was teaching in a small suburban

I was teaching in a small suburban school in in Columbus Ohio and I was

school in in Columbus Ohio and I was

school in in Columbus Ohio and I was teaching English to a small group of

teaching English to a small group of

teaching English to a small group of refugee children and in order to help

refugee children and in order to help

refugee children and in order to help him to understand I was doing

him to understand I was doing

him to understand I was doing storytelling so one day I was telling a

storytelling so one day I was telling a

storytelling so one day I was telling a story about trolls and in order to help

story about trolls and in order to help

story about trolls and in order to help them to visualize the characters

them to visualize the characters

them to visualize the characters I brought some props so I brought a pair

I brought some props so I brought a pair

I brought some props so I brought a pair of black grouse

of black grouse

of black grouse I brought knitting needles and I

I brought knitting needles and I

I brought knitting needles and I remember I brought a hat and there I was

remember I brought a hat and there I was

remember I brought a hat and there I was studying the story when suddenly I

studying the story when suddenly I

studying the story when suddenly I noticed that that that little Nigerian

noticed that that that little Nigerian

noticed that that that little Nigerian girl who would never sit in the

girl who would never sit in the

girl who would never sit in the classroom she had a special rubber ball

classroom she had a special rubber ball

classroom she had a special rubber ball so she could jump around there she was

so she could jump around there she was

so she could jump around there she was sitting next to me and looking at those

sitting next to me and looking at those

sitting next to me and looking at those old black balls with absolute

old black balls with absolute

old black balls with absolute fascination and I could see yes this is

fascination and I could see yes this is

fascination and I could see yes this is that precious moment when I made the

that precious moment when I made the

that precious moment when I made the connection with that fantastic

connection with that fantastic

connection with that fantastic imaginative world of hers this is the

imaginative world of hers this is the

imaginative world of hers this is the moment when I as a teacher kept in those

moment when I as a teacher kept in those

moment when I as a teacher kept in those reservoirs of my creativity where my

reservoirs of my creativity where my

reservoirs of my creativity where my dream of sports could come to light so

dream of sports could come to light so

dream of sports could come to light so Thank You mr. Eason for such a poetry

Thank You mr. Eason for such a poetry

Thank You mr. Eason for such a poetry the second commandment I would say to

the second commandment I would say to

the second commandment I would say to become a good teacher is know of eye

become a good teacher is know of eye

become a good teacher is know of eye learners or know thy students at the

learners or know thy students at the

learners or know thy students at the beginning of every course I asked myself

beginning of every course I asked myself

beginning of every course I asked myself who are my learners what kind of life

who are my learners what kind of life

who are my learners what kind of life and educational experiences are they

and educational experiences are they

and educational experiences are they bringing into my class how will they

bringing into my class how will they

bringing into my class how will they work with me and how will they work with

work with me and how will they work with

work with me and how will they work with each other how can I meet their needs I

each other how can I meet their needs I

each other how can I meet their needs I still believe that it’s very very

still believe that it’s very very

still believe that it’s very very important in the lesson that you value

important in the lesson that you value

important in the lesson that you value moments when you’re

moments when you’re

moments when you’re students tell you something about their

students tell you something about their

students tell you something about their lives when they reveal their dreams and

lives when they reveal their dreams and

lives when they reveal their dreams and aspirations because that’s your moment

aspirations because that’s your moment

aspirations because that’s your moment that’s when you can take those and link

that’s when you can take those and link

that’s when you can take those and link them to your lesson to discussions to

them to your lesson to discussions to

them to your lesson to discussions to your course I believe that knowing my

your course I believe that knowing my

your course I believe that knowing my learners I can aspire them to become

learners I can aspire them to become

learners I can aspire them to become independent learners I remember coming

independent learners I remember coming

independent learners I remember coming here I’ve brought a lot of assumptions

here I’ve brought a lot of assumptions

here I’ve brought a lot of assumptions and values with myself as a European

and values with myself as a European

and values with myself as a European teacher knowing my learner’s means that

teacher knowing my learner’s means that

teacher knowing my learner’s means that I had to learn that not all my learners

I had to learn that not all my learners

I had to learn that not all my learners can read and write in in their native

can read and write in in their native

can read and write in in their native language I had to learn that not all of

language I had to learn that not all of

language I had to learn that not all of them have had a chance to have any

them have had a chance to have any

them have had a chance to have any primary education or I had to learn and

primary education or I had to learn and

primary education or I had to learn and that all of them take it as a norm than

that all of them take it as a norm than

that all of them take it as a norm than men and women can work and study

men and women can work and study

men and women can work and study together but interestingly I’ve learned

together but interestingly I’ve learned

together but interestingly I’ve learned that the correct use of apostrophe is

that the correct use of apostrophe is

that the correct use of apostrophe is more of a problem to ladies because of

more of a problem to ladies because of

more of a problem to ladies because of English and non-native so I’m not

English and non-native so I’m not

English and non-native so I’m not surprised that some educational

surprised that some educational

surprised that some educational secretaries made it there as their

secretaries made it there as their

secretaries made it there as their political mission but I also learned to

political mission but I also learned to

political mission but I also learned to be fascinated by misconceptions and

be fascinated by misconceptions and

be fascinated by misconceptions and confusions of my students so I know now

confusions of my students so I know now

confusions of my students so I know now according to my students that the 5th of

according to my students that the 5th of

according to my students that the 5th of November is a special day here in

November is a special day here in

November is a special day here in England you the English are absolutely

England you the English are absolutely

England you the English are absolutely crazy about fire girls so you decided

crazy about fire girls so you decided

crazy about fire girls so you decided that you dedicate one day in the year to

that you dedicate one day in the year to

that you dedicate one day in the year to the display so you can enjoy them to

the display so you can enjoy them to

the display so you can enjoy them to your heart’s content the third

your heart’s content the third

your heart’s content the third commandment is let your students know

commandment is let your students know

commandment is let your students know each other it seems obvious but you know

each other it seems obvious but you know

each other it seems obvious but you know how difficult to get use to get you

how difficult to get use to get you

how difficult to get use to get you collaborate with each other it’s

collaborate with each other it’s

collaborate with each other it’s sometimes difficult to find out why

sometimes difficult to find out why

sometimes difficult to find out why students don’t want to work together but

students don’t want to work together but

students don’t want to work together but I believe if they know each other that

I believe if they know each other that

I believe if they know each other that might help them to overcome those

might help them to overcome those

might help them to overcome those but I also use in a very strong argument

but I also use in a very strong argument

but I also use in a very strong argument that we as human beings don’t choose who

that we as human beings don’t choose who

that we as human beings don’t choose who our tea makers will be or who our bosses

our tea makers will be or who our bosses

our tea makers will be or who our bosses are going to be we just need to work

are going to be we just need to work

are going to be we just need to work together letting my learners know each

together letting my learners know each

together letting my learners know each other means that I don’t have to be the

other means that I don’t have to be the

other means that I don’t have to be the only person who supports them guys them

only person who supports them guys them

only person who supports them guys them or judges they’re learning as a good

or judges they’re learning as a good

or judges they’re learning as a good teacher

teacher

teacher I should plan in my lessons special

I should plan in my lessons special

I should plan in my lessons special occasions that him that empowers

occasions that him that empowers

occasions that him that empowers students to become leaders of their own

students to become leaders of their own

students to become leaders of their own learning I remember a lesson in English

learning I remember a lesson in English

learning I remember a lesson in English when I I was I was supposed to teach

when I I was I was supposed to teach

when I I was I was supposed to teach about English adjectives and I thought

about English adjectives and I thought

about English adjectives and I thought how am I going to do it so I came within

how am I going to do it so I came within

how am I going to do it so I came within an idea of bringing music so I brought

an idea of bringing music so I brought

an idea of bringing music so I brought about three or four CDs to my classroom

about three or four CDs to my classroom

about three or four CDs to my classroom but in fact after because I thought well

but in fact after because I thought well

but in fact after because I thought well they’ll have a good discussion but after

they’ll have a good discussion but after

they’ll have a good discussion but after about two songs suddenly my students

about two songs suddenly my students

about two songs suddenly my students started to jump out of their seats their

started to jump out of their seats their

started to jump out of their seats their mobile phones in their hands and was

mobile phones in their hands and was

mobile phones in their hands and was saying Daniel Daniel listen to my music

saying Daniel Daniel listen to my music

saying Daniel Daniel listen to my music oh look at my music and then I realized

oh look at my music and then I realized

oh look at my music and then I realized oh yes music that’s a fantastic

oh yes music that’s a fantastic

oh yes music that’s a fantastic collection it’s a connection between and

collection it’s a connection between and

collection it’s a connection between and my students but also among my students

my students but also among my students

my students but also among my students of about of my own students so that was

of about of my own students so that was

of about of my own students so that was their lesson and they could present

their lesson and they could present

their lesson and they could present their own music explain why they like

their own music explain why they like

their own music explain why they like the music and why they value that music

the music and why they value that music

the music and why they value that music so I think in that moment I tapped to

so I think in that moment I tapped to

so I think in that moment I tapped to the reservoirs all my students

the reservoirs all my students

the reservoirs all my students imagination creativity and experience

imagination creativity and experience

imagination creativity and experience because that gives them that power of

because that gives them that power of

because that gives them that power of being pride proud of themselves the

being pride proud of themselves the

being pride proud of themselves the fourth commandment

fourth commandment

fourth commandment is the commandment about being able to

is the commandment about being able to

is the commandment about being able to be open to to new ideas

be open to to new ideas

be open to to new ideas I hope you like my picture is the time I

I hope you like my picture is the time I

I hope you like my picture is the time I come from when I share it to my students

come from when I share it to my students

come from when I share it to my students they say or what did you do why did you

they say or what did you do why did you

they say or what did you do why did you come to Bolton Daniel asked my husband

come to Bolton Daniel asked my husband

come to Bolton Daniel asked my husband these English people terrible so be open

these English people terrible so be open

these English people terrible so be open to ideas is all about acknowledging that

to ideas is all about acknowledging that

to ideas is all about acknowledging that all those years which I observed other

all those years which I observed other

all those years which I observed other teachers teaching have made a

teachers teaching have made a

teachers teaching have made a considerable impact on my own teaching

considerable impact on my own teaching

considerable impact on my own teaching on my own actions of my own judgments

on my own actions of my own judgments

on my own actions of my own judgments when I am in the classroom and in fact

when I am in the classroom and in fact

when I am in the classroom and in fact it is an idea that we all think what is

it is an idea that we all think what is

it is an idea that we all think what is good teaching or bad teaching even

good teaching or bad teaching even

good teaching or bad teaching even before we are we are doing our teacher

before we are we are doing our teacher

before we are we are doing our teacher training course so be open to new ideas

training course so be open to new ideas

training course so be open to new ideas means that I have to challenge my own

means that I have to challenge my own

means that I have to challenge my own convictions what it means to be a good

convictions what it means to be a good

convictions what it means to be a good teacher

teacher

teacher just because these strategies work for

just because these strategies work for

just because these strategies work for me as a student being open to new ideas

me as a student being open to new ideas

me as a student being open to new ideas also means that I have to be confident

also means that I have to be confident

also means that I have to be confident enough to take risks and trial new

enough to take risks and trial new

enough to take risks and trial new approaches I was in fact brought up in

approaches I was in fact brought up in

approaches I was in fact brought up in then Germany Czechoslovakia and the

then Germany Czechoslovakia and the

then Germany Czechoslovakia and the model I saw in front of me was a very

model I saw in front of me was a very

model I saw in front of me was a very authoritarian teacher so there were no

authoritarian teacher so there were no

authoritarian teacher so there were no occasions for any discussions and forget

occasions for any discussions and forget

occasions for any discussions and forget for the freedom of speech I was in fact

for the freedom of speech I was in fact

for the freedom of speech I was in fact always in trouble with teachers so when

always in trouble with teachers so when

always in trouble with teachers so when I became a teacher you can imagine how

I became a teacher you can imagine how

I became a teacher you can imagine how unhappy I was with that public display

unhappy I was with that public display

unhappy I was with that public display of my personality because I didn’t

of my personality because I didn’t

of my personality because I didn’t didn’t agree with that so I tapped into

didn’t agree with that so I tapped into

didn’t agree with that so I tapped into my passion into the into the theories of

my passion into the into the theories of

my passion into the into the theories of drama and education theatre and

drama and education theatre and

drama and education theatre and literature and brought dolls on stage

literature and brought dolls on stage

literature and brought dolls on stage into my into my classrooms and then

into my into my classrooms and then

into my into my classrooms and then but when I came here to the UK 12 years

but when I came here to the UK 12 years

but when I came here to the UK 12 years ago to my horror I found out that I am

ago to my horror I found out that I am

ago to my horror I found out that I am NOT a qualified teacher anymore that my

NOT a qualified teacher anymore that my

NOT a qualified teacher anymore that my subject English as a foreign language

subject English as a foreign language

subject English as a foreign language doesn’t exist outside the private sphere

doesn’t exist outside the private sphere

doesn’t exist outside the private sphere and that my love for Shakespeare came

and that my love for Shakespeare came

and that my love for Shakespeare came because considered as an elitist

because considered as an elitist

because considered as an elitist privilege though I I come from a very

privilege though I I come from a very

privilege though I I come from a very working-class family I couldn’t

working-class family I couldn’t

working-class family I couldn’t understand that but to be open to new

understand that but to be open to new

understand that but to be open to new ideas meant that I I learned how to how

ideas meant that I I learned how to how

ideas meant that I I learned how to how to teach different subjects so I started

to teach different subjects so I started

to teach different subjects so I started to support adults with literacy I

to support adults with literacy I

to support adults with literacy I started to help adults to learn how to

started to help adults to learn how to

started to help adults to learn how to study and become independent learners I

study and become independent learners I

study and become independent learners I also helped students to to identify some

also helped students to to identify some

also helped students to to identify some aspects of dyslexia when no one in my

aspects of dyslexia when no one in my

aspects of dyslexia when no one in my institution could do that for me so to

institution could do that for me so to

institution could do that for me so to be open to new ideas means that you grab

be open to new ideas means that you grab

be open to new ideas means that you grab those challenges and you take take leaps

those challenges and you take take leaps

those challenges and you take take leaps into darkness because you know that at

into darkness because you know that at

into darkness because you know that at the end that what makes you feel alive

the end that what makes you feel alive

the end that what makes you feel alive and curious in your job and my final

and curious in your job and my final

and curious in your job and my final commandment is the commandment about

commandment is the commandment about

commandment is the commandment about embracing the community of other

embracing the community of other

embracing the community of other professionals as you can see I don’t

professionals as you can see I don’t

professionals as you can see I don’t feel I don’t look very lonely there but

feel I don’t look very lonely there but

feel I don’t look very lonely there but I’m I would say that as a teacher there

I’m I would say that as a teacher there

I’m I would say that as a teacher there are moments in your life when you might

are moments in your life when you might

are moments in your life when you might feel very lonely especially if you’re a

feel very lonely especially if you’re a

feel very lonely especially if you’re a new teacher coming to a very busy

new teacher coming to a very busy

new teacher coming to a very busy college environment or if you are

college environment or if you are

college environment or if you are teaching in different community centers

teaching in different community centers

teaching in different community centers around the town and then there’s no one

around the town and then there’s no one

around the town and then there’s no one else except you I remember mornings when

else except you I remember mornings when

else except you I remember mornings when I was frozen to death waiting for a

I was frozen to death waiting for a

I was frozen to death waiting for a security guard or a cleaner to open the

security guard or a cleaner to open the

security guard or a cleaner to open the building for me but embracing the

building for me but embracing the

building for me but embracing the community of professionals means that I

community of professionals means that I

community of professionals means that I can find friends online

can find friends online

can find friends online I can go to workshops or conferences

I can go to workshops or conferences

I can go to workshops or conferences I can organize as you can see

I can organize as you can see

I can organize as you can see conferences for others and for their

conferences for others and for their

conferences for others and for their children for the students

children for the students

children for the students so today I came here to to share with

so today I came here to to share with

so today I came here to to share with you my personal theory of commandments

you my personal theory of commandments

you my personal theory of commandments of good teaching and I would like to

of good teaching and I would like to

of good teaching and I would like to leave you with a question what are your

leave you with a question what are your

leave you with a question what are your commandment

commandment

commandment [Applause]