"To generous souls every task is noble."
Euripides
– Generosity is the ability to share what we have and what we are.
– Generosity gives us happiness because we feel good by helping others.
– Generosity is giving without expecting to receive something in return.
– We are generous when we share our toys, our food, and our time with our relatives.
– When we are generous, we share our feelings.
– We are generous when we show our kindness, our happiness, and the love we can give to others.
– We are generous when we help others.
– We are generous when we teach someone to do something we know how to do.
– It is good to be generous with our family, our friends, and with other people that needs us.
– Our teachers are generous because they share their knowledge. And our family because they take care of us and help us.
– We should always be thankful when we receive a present, an advice, or a favor.
Generosity is a Value that can become a quality. It´s sharing what we have and what we are.
“Generosity is giving more than you can, and pride is taking less than you need.”
Gibran Khalil
“ Generosity is not giving me that which I need more than you do, but it is giving me that which you need more than I do”.
Gibran , Khalil
THE GENEROUS CUSTOMER
CHARACTERS:
BOY
WAITRESS
MANAGER
CUSTOMERS (NO DIALOGUES)
MAN (NO DIALOGUES)
SCRIPT:
ACT I – AT A SODA FOUNTAIN
(Some customers are in the soda counter sitting on stools. A young boy approaches and sits on a stool)
WAITRESS: Good afternoon. What would you like to eat?.
BOY: Hi. Mmm, I don’t know. May I please have the menu?.
WAITRESS: Sure!. (She gives him the menu) Take your time. I’ll come back in a few minutes.
BOY: Yeah, thanks. (The Waitress turns around. He looks at the menu, then he takes out some money from his pocket and counts the coins. He puts the money back in his pocket) Excuse me, miss (pointing at the menu) is this the price of a hamburger with fries?.
WAITRESS: Let me see (looking at the menu). Yes, it is. It’s two dollars and fifty cents.
(The Boy takes out the money from his pocket and counts it again. He puts the coins back in his pocket. The Waitress turns around and fills in glasses of water and gives them to the other customers)
BOY: Oh. (He keeps looking at the menu) And how much would it be if I only order a hamburger with no fries?.
WAITRESS: Two dollars.
(The Boy takes out the money from his pocket and counts it again. He puts the coins back in his pocket)
BOY: Very well. May I have a hamburger, please?.
WAITRESS: And what would you like to drink?.
BOY: Just a glass of water.
WAITRESS: Fine. I’ll bring your order in a few minutes. (The Boy gives her the two dollars. She leaves and comes back with the hamburger and the glass of water) Here it is. Enjoy it!.
BOY: Thanks. It looks delicious!.
(The Waitress talks to another customer. The Boy eats the hamburger, then he takes out the rest of the money from his pocket and leaves the coins on the counter. He stands up and starts to leave)
WAITRESS: Good-bye. Have a nice day and come back!.
BOY: Thanks, you too, and I will. Bye!.
(The Boy leaves. The Waitress picks up the boy’s dish, and she sees fifty cents on the counter. She takes the coins and smiles)
WAITRESS: Oh, now I understand.
(The Manager enters)
MANAGER: Is there something wrong?.
WAITRESS: No. Did you see that little boy?.
MANAGER: (looking at the door) Yes, I did. Why?. Was there a problem?.
WAITRESS: Oh no, not at all!. It’s just that he had enough money to eat his hamburger with fries.
MANAGER: So?.
WAITRESS: But he didn’t have enough money for the tip, so he just order a hamburger and gave me the rest of his money.
MANAGER: You provided a good service.
WAITRESS: It’s not that. He was generous!.
(A Man enters and sits on a stool)
MANAGER: (speaking in a low voice) Get back to work.
WAITRESS: Yes. (The Manager leaves. She takes the menu and gives it to the man) Good afternoon, sir. Would you like to try the specialty of the house?.
THE END
Author: Unknown
Adapted by: K I D S I N C O
Moral Value: Generosity
THE HONEST WOODCUTTER
CHARACTERS:
NARRATOR
WOODCUTTER
FAIRY
SCRIPT:
NARRATOR: Once upon a time in a forest there lived a poor woodcutter who worked hard to support his family.
WOODCUTTER: Thank God I am healthy, and I can work to earn money to buy food for my family.
NARRATOR: One day he was cutting trees when he felt tired and decided to rest for a while.
WOODCUTTER: I´ll sit on the ground to rest for a few minutes.
NARRATOR: But when he was about to leave his ax on the floor, he stumbled with a rock and the ax fell into the river.
WOODCUTTER: Oh no!. I lost my ax!. The river is so deep that I will not be able to get it!. What am I going to do?. How am I going to support my family?.
NARRATOR: Then he just stared helplessly into the water, when suddenly a beautiful lady emerged from the lake.
WOODCUTTER: Who are you?.
FAIRY: I am the fairy from the lake. I come out of the water when I hear a sad voice. What is wrong?.
WOODCUTTER: I lost my ax. It´s in the water.
FAIRY: I´ll get it for you.
NARRATOR: The fairy went inside the water and came out with a silver ax.
FAIRY: Is this your ax?.
NARRATOR: The woodcutter thought of all the things he could buy for his family if he sold that silver ax. But it didn´t belong to him.
WOODCUTTER: No, mine has a wooden handle.
FAIRY: Let me get it, then.
NARRATOR: The fairy went again inside the water and came out with another ax.
FAIRY: Is this yours?.
WOODCUTTER: No! That ax is made of gold. It´s worth more than mine.
FAIRY: I´ll leave it here, and let me go again inside the water.
NARRATOR: When the fairy came out of the water, she had the woodcutter´s ax.
WOODCUTTER: Ah, that is my ax!. Without any doubt, that is my old ax!.
FAIRY: This is your ax, but you can also have the other two. They are a gift from the river because you have told the truth.
WOODCUTTER: Oh, thank you!.
NARRATOR: And that night the woodcutter went home with his three axes.
WOODCUTTER: I am happy, now my family will have everything they need.
THE END
Author: Jean de La Fontaine (July 8, 1621 – April 13, 1695) He was the most famous French fabulist and one of the most widely read French poets of the 17th century.
Adapted by: K I D S I N C O
Moral Value: Honesty
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Prezi
If you are preparing a presentation or a scholar research paper, I will show you a trick that will help you a lot narrowing your topic into sections and subsections. The trick will help you discovering the elements or sub-topic you need to deal with. The trick is called PREZI.
Go to Google.com, type your topic followed by the word prezi
For example, type: Teaching English Approaches prezi
The result you will get shows you all the necessary questions and ideas to deal with that are related to this topic.
The following photos are a demonstration.
Try it. You will like it.
Learning Theories
No student is like another, and the way each person learns is different. Our brains are unique and all of our experiences contribute to our different learning methods. Psychologists have spent countless hours running tests to better understand how students learn. Teachers need to be trained to be ready to teach students every day, and an important part of teacher training is understanding the different ways of learning. There are many strong learning theories that teachers can learn from as they prepare to help students in the classroom. Those who understand learning theories can use different techniques in their classes to address different types of learning. This can help all students learn successfully. There are five main theories of educational learning that educators can use to improve their classrooms and improve the learning environment for all students.
Cognitive theory
Cognitive learning theory analyzes the way people think. Mental processes are an important part of understanding how we learn. Cognitive theory understands that students can be influenced by internal and external elements in how we think as humans. Many other researchers have delved into the idea of our thinking and initiated further research. Jean Piaget is a very important figure in the field of cognitive psychology and his work is focused on internal environments and processes. Structures and how they influence learning. Cognitive theory has evolved over time and broken down into sub-theories that focus on unique elements of learning and understanding. At its most basic level, cognitive theory suggests that internal thoughts and external forces are an important part of the cognitive process, and when students understand how their thinking affects their learning and behavior, we can have more control over them.Cognitive learning theory affects students because their understanding of their thought process can help them learn. Teachers can give students opportunities to ask questions, fail, and think out loud. These strategies can help students understand how your thinking process works and use that knowledge to build better learning opportunities.
