THIS IS

HOW I
WRITE
MY
• In the traditional way, researching teachers’ personality only focuses on their thought,
culture, and teaching ability, but it does not refer to students’ development affected by
humanities of teachers, and it ignores teachers’ aesthetic characteristics and basic sense
(US-China Education Review B, 2015).

• Teachers' personalities have traditionally been studied solely in terms of their way of
thinking, culture, and teaching abilities. However, it does not address how teachers'
humanities affect children's development, ignoring teachers' aesthetic traits and basic
sensibility (US-China Education Review B, 2015).
• Aesthetic dimension should be developed in order to explore inner nature and external
features of teachers’ aesthetic characteristics, and teachers’ aesthetic cultivation should
be set up by figuring aesthetic structure perfectly (Yuan, 2001).

• Instructors' aesthetic behavior should be investigated by carefully determining their

aesthetic structure, and an aesthetic dimension should be constructed to research the
inner nature and exterior characteristics of teachers' aesthetic qualities (Yuan, 2001).
• In the past decade, national school reform efforts based on educational research,
public/private partnerships between schools and cultural institutions, and new national
standards in the arts have fueled a significant increase in the arts as part of in-service
professional development programs for classroom and academic subject-area teachers
(Oreck, 2004).

• With regards to that, Oreck (2004) stated that national school reform efforts based on
educational research, public/private collaborations between schools and cultural
organizations, and new national arts standards have fueled a considerable expansion in
the arts as part of in-service professional development programs for teachers in the last
decade.
 Dimensions Of Teacher Aesthetic Behavior: An Exploratory Factor
Analysis

The aesthetic behavior of teachers is an important part of their professional development as well as their
natural human impulses. Teachers' personalities have traditionally been studied solely in terms of their way of
thinking, culture, and teaching abilities. However, it does not address how teachers' humanities affect
children's development, ignoring teachers' aesthetic traits and basic sensibility (US-China Education Review
B, 2015). Instructors' aesthetic behavior should be investigated by carefully determining their aesthetic
structure, and an aesthetic dimension should be constructed to research the inner nature and exterior
characteristics of teachers' aesthetic qualities (Yuan, 2001). With regards to that, Oreck (2004) stated that
national school reform efforts based on educational research, public/private collaborations between schools
and cultural organizations, and new national arts standards have fueled a considerable expansion in the arts
as part of in-service professional development programs for teachers in the last decade. Therefore, teachers'
aesthetic behavior became vital in the teaching profession.
Clear focus or clarity is one of the characteristics of academic writing. Many
students employ lengthy, unique phrases just because they appear to be more
eloquent. Eliminate as many participles, passive verbs, adjectives, and terms
you just looked up in the dictionary as possible. Use simple words if they
effectively communicate your points. Another quality of effective academic
writing is that it is laser-focused on the question. This is a sign of excellent
writing, but it is crucial for academic writing since it is more purposeful than
discursive. The reader does not need to "read between the lines" to infer what
you are saying since the message of what you desire to express is crystal
apparent. It is therefore composed with a specific objective in mind rather than to
amuse.
THAT IS
HOW I
WRITE
MY