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654 © 2012 ACADEMY PUBLISHER TABLE 4. SUMMARY OF PARTICIPANT RESPONSES IN WAIVE FACULTY DEVELOPMENT EXPERIENCES THEORY AND PRACTICE IN LANGUAGE STUDIES
THEORY AND PRACTICE IN LANGUAGE STUDIES © 2012 ACADEMY PUBLISHER TABLE 5. SUMMARY OF PARTICIPANT RESPONSES IN WAIVE FACULTY DEVELOPMENT EXPERIENCES VII. CONCLUSION When one waives some personal right, one voluntarily relinquishes something that was held. Teachers who step into cross cultural situations with a desire to make the most of the time, to positively equip as many other teachers as possible, and to learn more about the culture need to waive rights and expectations based on their own cultures. The imperative of relinquishing ideas of one model and one culture’s practices for education will expand possibilities for learning. An open examination of a locale’s customs helps one present a welcoming attitude, sincere and spontaneous. Accommodating faculty engaged in professional development requires less pressured presentations, lots of practice, varied pacing, diverse activities, and planning for flexibility in components of the training. Invigorating classroom strategies depends on connections, primarily human, with concern for student comfort, stress levels, comprehension, and communication skills. Teachers and students build lifelong and widely applicable language skills through conversations and stories increasing their appreciation for learning. Evaluation of teacher training, new methods in the classroom, and student progress, should connect to as many life skills as possible. The attitude of openness to shared learning, mutual appreciation for ideas, traditions, customs, and communication leads to a vibrant educational environment in cross cultural faculty development. REFERENCES [1] Amity Foundation. (2011). Summer English Program. Amityfoundation.org Retrieved from http://www.amityfoundation.org/wordpress/resources/ [2] Bang, H., & Montgomery, D. (2010). Exploring Korean and American Teachers' Preferred Emotional Types. Roeper Review, 32(3), 176. DOI: 10.1080/02783193.2010.485305 [3] Banister, S. (2010). Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers In The Schools, 27(2), 121- 131. doi:10.1080/07380561003801590 [4] Can, Ş. (2010). Attitudes of pre-service teachers from the Department of Elementary Education towards the effects of materials use on learning. Turkish Online Journal of Educational Technology, 9(2), 46-54. [5] Coles, R. (2010). Handing one another along: Literature and social reflection. NYC,NY: Random House. 655
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