INTRODUCTION 1 Passion about a topic and equally

INTRODUCTION 1. Passion: about a topic and equally passionate about communicating that topic to others especially to students. 2. Communication: conveying subject in such a way that it will be understood and that it is thought provoking, which leads to implementation into one’s basic life on the social construction of reality. 3. Fairness: understanding what students are going through as individuals and as students. v Students will be treated with an impartial attitude, but not an uncaring attitude.

INTRODUCTION 4. Learning: True learning involves active participatory thinking. 5. Challenging: v Teachers should be challenged to try to deliver course materials in different ways and from different sociological, cultural, Ethnic, Religious, and Gender perspectives. v Students should be challenged by the teacher and the course materials in the most and the best teaching and learning environment.

INTRODUCTION 6. 7. 8. Fun: not mean necessarily frivolous, but fun. It seems a tried and true method of learning that is sometimes forgotten: the best learning often occurs during 'play' or play-like situations. Socializing one’s intelligence is a product of social construction of reality. Humor: Stand-up comedy is not necessary, but laughter goes a long way in showing the students that the teacher/the professor is just a person, like themselves. Caring: In every community, a social prospect for learning is for each of the recipient of the learning institution to view one another as instrument of their collective survival. v The professor must care for the students and the students must care for the professor.

INTRODUCTION 9. Individuality: Teachers will recognize individuality in their students. Every student has a life, a story, thoughts, and feelings that they bring with them to the classroom and the learning process. Those collective attributes in the students will be recognized positively and receptively. 9. Questioning: v Students will be encouraged to question course material, to turn it over in their minds and question its validity. v Students regard instructors and the material they present as the final authority on any and all lecture material and information. . Science is all about questioning, and no progress was ever made without it. v Natural questions are not stupid questions. Therefore, no question is stupid.

INTRODUCTION 11. Flexibility: Instructor will adapt to the student interests and concerns. Class discussions are sometimes difficult enough to engender without squashing them because of adherence to a schedule. I am subject to student-public scrutiny based on my syllabus and my input and output. 12. Applied learning: Throughout much of my undergraduate and graduate research and teaching career, the courses I learned the most from and remember to this day were the courses that enabled me to take concepts and apply them to something concrete. v I have always attempted to utilize this in my own teaching, arranging as many 'hands on' experiences for my students as possible.

INTRODUCTION 13. Real world: Occasionally, students find it difficult to attach concepts AS IT RELATES TO THEIR SOCIAL CONSTRUCTION OF REALITY to their own lives in the class room learning materials. v This is sociological perspective as a product of social construction of reality. 14. I am urging all of us as professors, teachers, staffs, parents, family, students, politicians, government officials, the clergy, and our elders and mothers and fathers, to open our minds and hearts so that we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions of our human and technological relationships.

COURSE PHILOSOPHY v No Cell phones, Eating, and other distractions in our academic learning environment; v No disrespects from professor, from students and to students. v All students have rights to articulate any subject related academic concerns in and out off class without interruptions; and v Help me as your professor to help you by providing an enabling and conducive atmosphere for comprehensive Socio-cultural, Multi-cultural, and Cultural diversity learning environment for an academic liberty.

Moving from the Subjunctive to the Declarative A. The Subjunctive is used to emphasize urgency or importance. It is used after certain expressions (see below). Examples: v I suggest that he study. (Subject is some times a noun or pronoun that does the action) v Is it essential that we be there? Don recommended that you join the committee. NOTICE: The Subjunctive is only noticeable in certain forms and tenses. In the examples below, the Subjunctive is noticeable in the-form of the verb, but it is noticeable in the -form of the verb.

Moving from the Subjunctive to the Declarative: Moving from the Subjunctive to the Declarative Examples: v You try to study often. YOU-FORM OF "TRY" v It is important that you try to study often. v SUBJUNCTIVE FORM OF "TRY" LOOKS THE SAME. v He tries to study often. HE-FORM OF "TRY" v It is important that he tries to study often. SUBJUNCTIVE FORM OF "TRY" IS NOTICEABLE HERE.

Moving from the Subjunctive to the Declarative: Moving from the Subjunctive to the Declarative v v v v Verbs Followed by the Subjunctive The Subjunctive is used after the following verbs: To advise (that) to ask (that) to command (that) to desire (that) to insist (that) to propose (that) to recommend (that) to request (that) to suggest (that) to urge (that)

Moving from the Subjunctive to the Declarative Examples: v. Dr. Sirleaf asked that Mark submit his research paper before the end of the month. v. Donna requested Frank come to the party. v. Dr. Sirleaf insists that his students be on time. v. He insists that no cell phones be used in class. v. He insists that no smoking in class v. He insists that no smoking in Public Buildings

Moving from the Subjunctive to the Declarative Expressions Followed by the Subjunctive The Subjunctive is used after the following: expressions: v v v v v It is best (that) It is crucial (that) It is desirable (that) It is essential (that) It is imperative (that) It is important (that) It is recommended (that) It is urgent (that) It is vital (that)

Moving from the Subjunctive to the Declarative It is a good idea (that) It is a bad idea (that) Examples: v It is crucial that you be there before Tom arrives. v It is important she attend the meeting. v It is recommended that he take a gallon of water with him if he wants to hike to the bottom of the Grand Canyon.

Declarative: DECLARATIVE SENTENSE Definition: v The declarative sentence or declaration is the most important type. You can, and often will write entire essays or reports using only declarative sentences, and you should always use them far more often than the other four types of sentences (declarative, interrogative, imperative, and exclamatory). v A declarative sentence simply states a fact or argument, states an idea, without requiring either an answer or action from the reader, it does not give a command or request, nor does it ask a question

Declarative: DECLARATIVE SENTENSE Definition: Formation: subject + predicate Declarative sentences consist of a subject and a predicate. The subject may be a simple subject or a compound subject. For example: v His name is John. In this sentence, the subject is "his name" and the predicate is "is John".

Declarative: DECLARATIVE SENTENSE Examples: v. Mario plays the piano. v. I hope you can come tomorrow. v. We've forgotten the sugar. v. Ottawa is the capital of Canada. A declarative sentence states an idea. It does not give a command or request, nor does it ask a question. A declarative sentence usually ends in a period, though it may end in an exclamation point. Thanks.