a chair essay for class 1

A Chair - Short Essays for Kids primary level

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10 Lines on Chair for Students & Children

In this article, we are providing 10 lines on Chair in English Students & kids. In these lines, we have tried our best to provide A Chair Essay for classes 1,2,3,4,5,6,7,8.

10 Lines on Chair for Students & Children

( Set-1 ) Essay 10 Lines on Chair in English for kids

1. It is a chair.

2. It is made of wood.

3. It has four legs.

4. It has a back and two arms.

5. A carpenter made it.

6. Its seats are made of cane.

7. Its colour is brown.

8. I keep it on the table.

9. I sit in it and study.

10. It is a beautiful chair.

11. I feel pleasure in sitting in it.

12. It is wide and comfortable.

10 Lines on My Classroom

( Set-2 ) 10 Lines on Chair for students

1 A chair is a piece of furniture which is designed for sitting.

2 The craftsperson design chairs in various shapes, style, sized, and different materials.

3 Most chairs are made from wood, metal, plastic, and upholstery along with table design.

4 Dining chairs are typically used around tables for meals.

5 Armchairs have supportive arms on either side for added comfort.

6 Office chairs are designed for comfortable desk work with features like swivel and adjustable height.

7 Rocking chairs have curved legs that allow a gentle rocking motion.

8 Folding chairs are portable and convenient for events or outdoor activities.

9 Lounge chairs are meant for relaxation and often have a reclining feature.

10 Chairs can have cushions or padding for added comfort.

( Set-3 ) Some Lines on Chair in English

1 Antique chairs may have intricate designs and craftsmanship.

2 High chairs are designed for infants and toddlers during meals.

3 Bean bag chairs are soft, flexible, and take the shape of the user.

4 Bar stools are tall chairs used at bars or kitchen counters.

5 Adirondack chairs are iconic outdoor chairs with a slanted back and wide arms.

6 Chairs can be a decorative element in a room, contributing to its aesthetics.

7 Chairs are often arranged in sets for functional and aesthetic purposes.

8 Wheelchairs provide mobility assistance for individuals with mobility challenges.

9 Some chairs, like lounge chairs, may come with matching ottomans for added comfort.

10 Chairs have been an integral part of human history, evolving in design and functionality over the years.

10 Lines On Chair

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10 Lines On Chair For Class 1

10 lines on chair for class 2, 10 lines on chair for class 3, 10 lines on chair for class 4, 10 lines on chair for class 5, 10 lines on chair for class 6, product recommendations, frequently asked questions (faqs).

Welcome to Playway Teacher, where we make learning fun and easy! Today, we’re exploring 10 lines on a chair – a simple topic for young minds in classes 1 to 6. Whether you’re a student, parent, or teacher looking for straightforward information, this post is here to help you.

Chairs are a common part of our daily lives, and simply understanding them can make learning enjoyable. So, let’s dive into 10 lines on Chair in English that will be useful for your homework, classwork, or projects. These few lines on Chair are crafted to provide basic insights without overwhelming you.

In these easy 10 lines on Chair in English , we aim to make the information accessible to everyone. Parents can use this as a quick resource for their children’s assignments, teachers can incorporate it into their lessons, and students can grasp the essence of the topic effortlessly. We believe that education should be engaging and straightforward, and that’s exactly what we offer at Playway Teacher.

So, join us as we unravel the simplicity of a chair through some lines on Chair that cater specifically to the learning needs of young kids and students. At Playway Teacher, we’re committed to providing content that not only meets educational standards but also adds a touch of excitement to the learning journey. Explore these sentences on Chair with us, and let the adventure of knowledge unfold in a way that’s both enjoyable and enriching.

A chair is something to sit on.
It has four legs.
People use chairs at home and school.
Chairs can be made of wood or plastic.
We sit on chairs to rest.
Chairs are different colors.
We use chairs at the dinner table.
Some chairs have cushions.
Chairs help us be comfortable.
Chairs are all around us.
Chairs are things we sit on.
They have four legs to stand on.
We use chairs at home, school, and in the park.
Chairs can be made from different materials like wood, plastic, or metal.
Some chairs have armrests for added comfort.
People also use chairs in offices.
You can find chairs in various colors and designs.
Chairs come in different shapes and sizes.
We need chairs to relax and work comfortably.
Chairs are essential furniture in our lives.
Chairs are a type of furniture designed for sitting.
They typically consist of a seat, a backrest, and four legs.
Chairs can be made from various materials, such as wood, plastic, or metal.
Some chairs are cushioned for added comfort, while others have ergonomic designs.
People use chairs at home, in classrooms, offices, and even in outdoor settings.
Chairs come in diverse styles and can be traditional, modern, or antique.
They play a crucial role in providing support and comfort during activities.
Chairs are essential for maintaining good posture and reducing strain on the body.
Specialized chairs like rocking chairs or recliners offer unique functions.
Chairs have been a part of human life for centuries, evolving in design and purpose.

Some More Topics

Chairs are a fundamental piece of furniture used for seating.
They typically feature a seat, backrest, legs, and, in some cases, armrests.
Chair materials vary, including wood, plastic, metal, and upholstered options.
Ergonomic chairs are designed with the human body’s comfort and posture in mind.
Chairs have diverse applications, from dining to relaxation and work.
The history of chairs dates back to ancient civilizations, showcasing their evolution.
Specialized chairs like wheelchairs, gaming chairs, and barstools serve unique purposes.
Designers often experiment with shapes, colors, and materials to create unique chair styles.
The importance of proper chair selection for specific tasks, such as studying or working, cannot be overstated.
Chairs are an integral part of interior design, contributing to both functionality and aesthetics in various settings.
Chairs, a common piece of furniture, come in an array of styles and functions.
They typically consist of a framework that includes a seat, backrest, and legs.
Chair materials can range from traditional wood and metal to modern plastics and innovative composites.
Ergonomic chairs are engineered to support the body’s natural posture and reduce strain.
Chairs are versatile and used in homes, offices, restaurants, and outdoor spaces.
The evolution of chair design showcases the influence of culture and technology.
Specialized chairs like massage chairs, dental chairs, and pilot seats cater to specific needs.
Interior designers often consider chairs as focal points, blending aesthetics with practicality.
The study of ergonomics emphasizes the importance of proper chair selection for health and productivity.
Chairs symbolize human ingenuity, adapting over centuries to suit ever-changing lifestyles.
Chairs, an indispensable element of furniture design, have undergone a rich evolutionary journey.
Comprising a seat, backrest, legs, and often armrests, chairs vary in design and purpose.
The choice of chair materials, from natural wood to high-tech polymers, affects both aesthetics and performance.
Ergonomic chairs incorporate advanced engineering principles to enhance comfort and support.
The ubiquity of chairs spans domestic, corporate, and public spaces, with diverse styles for each.
Historical chairs reflect the cultural and technological contexts of their respective eras.
Specialized chairs address specific requirements, from mobility (wheelchairs) to leisure (recliners).
Interior designers leverage chairs as focal points, combining form and function to define spaces.
Ergonomics underscores the role of chairs in promoting health, productivity, and well-being.
The chair, as an emblem of human creativity and utility, continues to shape our living environments and influence design philosophies.

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Why is a chair important for learning?

Chairs provide a comfortable and supportive seating arrangement, promoting focus and concentration during study sessions.

What types of chairs are suitable for classrooms?

Classroom chairs should be ergonomic, sturdy, and easily adjustable to accommodate students of various sizes comfortably.

Can you recommend a good study chair for my child?

Look for study chairs with proper lumbar support and adjustable features, ensuring a healthy and comfortable study environment.

How can I make my classroom chairs more engaging for students?

Consider adding colorful cushions or incorporating seating arrangements that encourage collaboration and interaction among students.

Are there specific chairs designed for teachers?

Yes, teacher chairs should prioritize comfort and mobility, allowing educators to navigate the classroom seamlessly.

What materials are best for chairs in a home setting?

Chairs made from materials like wood or comfortable upholstery strike a balance between durability and aesthetics for home use.

Are bean bags suitable for learning spaces?

While bean bags offer a relaxed seating option, they are best used in casual reading corners or collaborative spaces rather than for prolonged study sessions.

How can I create an inclusive seating arrangement in my classroom?

Arrange chairs in a way that accommodates different learning styles and ensures equal visibility and participation for all students.

Are rocking chairs good for studying?

Rocking chairs can provide a soothing motion, but for studying, it’s recommended to choose a chair that offers stable support to maintain focus.

Can you share tips for maintaining and cleaning chairs?

Regularly clean chairs based on their materials, and for longevity, address any wear and tear promptly. Follow manufacturer guidelines for maintenance.

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10 Lines on Chair

Essay for Class 1 Kids | Most Common Essay Writing Topics & Ideas for Class 1

Creative Essay writing is one of the most efficient ways for Kids these days to help them grow overall. Thus, we advise you to encourage your kids to learn how to write Essays On Different Topics. To help you we have come up with Essay for Class 1 Kids on Frequently Asked Topics. You can access any of the Essay Topics for Class 1 and read it to write Essays of your own. We have provided a list of Simple Essays in English for 1st Grade Kids all in one place.

List of Essay Writing Topics for Class 1

Grade 1 Essays for the most common topics are provided in a simple and easy language by subject experts. Writing an Essay will engage students in activity and inspires them to use their imagination. It is necessary to encourage students to learn Essay Writing Skills which contributes to their overall personality development at an early age. Simply tap on the respective topic you want to have an idea and know different categories of essays.

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FAQs on Essay for Class 1

1. How do you write an attractive Essay?

Powerful Introduction and Conclusion are necessary for an Attractive Essay. Grab the user’s attention with a nice opening statement and finish it with a thesis statement. A Closing Statement is also mandatory for an attractive essay.

2. Where do I get Important Essays for Class 1?

You can find Important Essays for Class 1 on our page via the quick links. Tap on the respective topic you want to learn and read it.

3. Where can I learn and Practice Writing Essays?

You can learn and practice writing essays at Worksheetsbuddy.com a trusted and reliable portal for any kind of Essay.

We as a team believed that the information shared regarding Essays for Class 1 has helped you with enough essay writing ideas. If you want any topic to be added to the list of essays in English feel free to ask us and we are open taking your suggestions. Stay connected to avail latest updates on Essays of Most Common Topics for students.

Kindergarten Worksheets

10 Lines on ‘A Chair’ English Short Essay, Paragraph for Students and Children class 7, 8, 9, 10.

10 Lines on ‘A Chair’

I love my own chair to sit in. It is very beautiful.
Some chairs are made of cane and iron.
But it is made of wood. It is very comfortable. It is well-polished and shining.
My father bought it from a furniture shop.
He gave it to me as a birthday gift. Its price is Rs. 450. It is dark brown in colour. The carpenter made it.
There are many kinds of chairs. Such chairs are very costly. Lawyers, Doctors, or Officers use them.
I always sit in my chair for study. It is in my study room.
It has four legs, one seat and two arms. It has a long back also.
It is very comfortable to sit on.
I sit on this chair to do my school homework. It is very useful to me. I like it very much.

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Essay on Autobiography of Chair for Students of All Ages

Find an extraordinary essay on the autobiography of a chair. In this essay, you will experience a chair like never before, as it shares its story and emotions with you.

As you read the essay, you will feel like you are in a conversation with a real living thing, as the chair tells you about its journey from the moment it was created to its current state. You will discover the stories and experiences of the chair that have made it the unique piece of furniture it is today.

The chair will share with you its emotions and feelings, from the joy of being used for the first time to the sadness of being forgotten and unused. You will gain a new perspective on the life of a chair and understand the impact that humans have on the furniture that surrounds them.

You will be amazed at the complexity of the chair’s life journey, from the excitement of being placed in a room to the weariness of being moved around repeatedly. The essay is a powerful reminder that every object has a story to tell, and every piece of furniture has a life journey of its own.

The essay is a heartfelt and emotional portrayal of the life of a chair, and you will feel deeply connected to the chair as it shares its story. So, if you want to experience the world from the perspective of a chair and gain a new appreciation for the objects that surround us, join us and read the autobiography of a chair.

Autobiography of Chair

I am the Chair, a timeless piece of furniture that has been an integral part of homes and offices for centuries. I am a simple object, but I have a rich and varied history, serving as a seat for countless individuals and bearing witness to the events of the world.

I was born in a workshop, crafted from the finest materials and designed to provide comfort and support. My maker imbued me with strength and durability, and I was given an elegant and timeless design that would stand the test of time.

From the moment I was born, I was destined for greatness. I was placed in homes, offices, and public spaces, serving as a place of rest and relaxation for those who sought respite from the world. I was the center of attention, surrounded by tables, desks, and other furniture, and serving as the focal point of the room.

I have been a witness to history, bearing the weight of important decisions and playing host to countless discussions and debates. I have been a source of comfort, offering a soft and supportive surface to those who sought refuge and peace. I have been a haven for those seeking to escape the chaos of the world, and I have been a symbol of home and security.

I have been a source of inspiration, serving as a platform for artists and writers, and providing a surface for creative expression. I have been a source of support, offering a stable and sturdy surface for those who seek to explore new ideas and pursue their passions.

I have lived through times of great change, as the world has evolved and technology has advanced. But I have remained steadfast, providing a reliable and constant presence in an ever-changing world.

Despite the many challenges I have faced, I have never lost my passion for what I do. I am proud of my role in shaping the world and providing a place of comfort and relaxation for those I serve, and I am committed to continuing this important work for many years to come.

So I stand tall, providing a soft and supportive surface for those who seek respite from the world. I am the Chair, a simple and humble piece of furniture with a rich and varied history. And I will continue to serve as a place of rest and relaxation for generations to come.

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Myself Essay For Class 1

Writing an essay about yourself is a wonderful opportunity for people who want to express their feelings and emotions about their interactions with other people and their surroundings. In this article, we bring forth “Myself Essay for Class 1” so that kids can check this essay and use it as a reference while drafting their own essay. We hope this essay will help your little one to compose a few lines on themselves for Class 1 and express their feelings and emotions about themselves in the right way.

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My name is Anjali Sharma.
I am 6 years old and I live in New Delhi..
I have two elder brothers and I’m the youngest member of my family.
My father is a doctor and my mother is a school teacher. They love all of us dearly.
I study in Class 1 at St. Teresa Convent. I love going to school every day.
I respect all my teachers and I have many friends at school.
I love to play with dolls and toys with my friends.
I love eating chips and ice cream. My parents take us for a picnic once every month.
My hobbies are watching cartoons and listening to music once I return from school every day.
I enjoy watching the stars in the night sky.

If children get an opportunity to express themselves in the form of essay writing, they tend to convey their innate feelings in the most straightforward manner. For parents and teachers, it’s a delightful experience to read “Myself essay for Class 1” written by a young kid. It highlights to them the thinking capacity and the English writing skills of the particular child.

The above sample “Myself essay for Class 1” is a humble attempt from our end to help young learners to be thoughtful in expressing their views and develop a liking for writing English essays. Do you want to explore more about other essay topics ? Now you can download India’s best kids learning app – Disney BYJU’S Early Learn and make learning a fun experience for your child.

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How to Write a Student Council Speech

Last Updated: September 6, 2024 Approved

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. wikiHow marks an article as reader-approved once it receives enough positive feedback. This article has 127 testimonials from our readers, earning it our reader-approved status. This article has been viewed 2,118,752 times.

Being a member of the student council can help you help your school. However, it takes hard work to get into the student council . You need to craft a good speech that gives your classmates incentives to vote for you.

Your Student Council Speech

Use a strong, attention-grabbing opening. Discuss your qualifications briefly, then move on. Focus your speech on your passion and present a blueprint to achieve your goals. Close with a strong summary and call to vote for you.

Sample Speeches

Writing the Introduction

Step 1 Find an attention-grabbing opening statement.

Do not merely start by saying, "My name is ___ and I'm running for student council." Your classmates will already know as much and this is not really a unique statement. There will be time to state the basic information after you've got the class's attention. [1] X Research source
You can open with a question. Something like, "If there was one thing you could change about this school, what would it be?" Or a question that adds some humor , like, "I know what you're thinking. Why should I listen to this person?" and then proceed to lay out your credentials. Quotes on leadership, power, and guidance would also make good openings. However, make sure to double-check your sources and especially if you're finding quotes online. Many online quote databases, like Quote Garden or Brainy Quote, sometimes attribute quotes to the wrong sources. [2] X Research source
If you're stuck, look up and read famous speeches. You can find many speeches from presidents, world leaders, civil rights activists, and others online. Pay attention to how they opened their speeches and ask yourself, "Was this interesting? Do I want to keep reading/listening? Why?" [3] X Research source

State your name and grade in school. This may feel somewhat unnecessary if you go to a small school, but it's considered a formality. If you're missing this part of the speech, you may end up looking sloppy in comparison to other students. [5] X Research source
State what you want. That is, what you're running for. Do you want to be the president , vice president , treasurer, secretary? Even if you think most students are aware of what position you're running for, make sure you state it here to remind them. [6] X Research source
Try to keep this section brief as it's not as important as your qualifications and plans to improve the school . Even one sentence would suffice. For example, "My name is Ramona Hart, I'm in the 11th grade, and I'm running for treasurer of the student council."

Any accomplishments relevant to the position warrant mentioning here. If you're running for secretary, for example, talk about your summer job filing papers in your uncle's law firm. If you're running for student council president, talk about your leadership experience being captain of the swim team. [7] X Research source
While this section is important, try to keep it minimal. A couple of sentences laying out your qualifications is enough as the body of your speech is where you should spend the most time. For example, let's go back to the above example. From there, we could say, "I am currently enrolled in advanced placement algebra and I have been an honor roll student for three years. This knowledge of numbers and diligence qualifies me to have responsibility for finances for our student council." [8] X Research source

Writing the Body of the Speech

Step 1 State your main ideas on how to improve the school.

You should list your ideas and then expand on them later in the body. It might take a bit of research to figure out what you want to change. Ask around the school, talking to students and teachers, and see where there's room for improvement. What are the concerns of the students? What are people happy with regarding the school? What would they like to see change? Asking these questions can help you get a sense of your audience and community.
Remember, you should not make promises you cannot keep. Do not say anything just to get elected. While many students might want gum-chewing policies eliminated or for the lunch period to run twice as long, this is probably not necessary or possible. Try to focus on areas that seem important to keep your school running safely and efficiently. Concerns about things like bullying , academic standards, and extracurricular activities should be your concern over fun and games. [10] X Research source
A good opening statement for your body would state the causes important to you and what you plan to do about them. For example, if you were running for president, you could say something like, "I understand we need to improve how we handle bullying, increase interest in extracurricular activities, and expand access to AP courses throughout the school. As your president, I would work to bring in speakers to talk about sensitivity in the classroom, increase advertising for basketball games and quiz bowl tournaments, and start a tutoring program to help students struggling with certain subjects." [11] X Research source

Using the school library or computers, figure out the best means to tackle certain problems many schools face. How have other schools dealt with bullying? Poor test scores? Low interest in extracurricular activities? What can you reasonably do as a student council member to address these problems? [12] X Research source
You do not have to have a point-by-point plan laid out, but a few sentences on some preliminary ideas can help you stand out from your peers. People are more inclined to vote for someone who's thought about how to solve problems in addition to identifying problems. [13] X Research source

Step 3 Keep your ideas short but very strongly worded.

Ending with a Strong Conclusion

Step 1 Reiterate your main points briefly.

Do summarize, briefly, your qualifications but do not put the main focus on them. This is where you should sincerely state your passion. Students should not just vote for you because you'd do a good job but because you genuinely care about the school. State your passion for your community and how much you want to see other students succeed. Lots of students have high qualifications. You can set yourself apart by being a candidate who really cares. [16] X Research source

Research what other student council speeches are like on video websites. This could help give you ideas.

Expert Q&A

Only promise to do things that you really can do. Thanks Helpful 6 Not Helpful 1
Practice reading your speech a few times, as you'll likely be nervous before giving it. Thanks Helpful 7 Not Helpful 0

Even if you write a great speech, understand you may lose. Be prepared to lose graciously and sincerely congratulate the winning candidate. Thanks Helpful 121 Not Helpful 19
Unlike in a governmental election, student council candidates should not attack each other, previous leaders, or other students. Otherwise, you could get into trouble and leave a bad impression on voters. Thanks Helpful 94 Not Helpful 16

↑ http://www.studentcouncilpro.com/student-council-speeches.html
↑ http://www.write-out-loud.com/student-council-speeches.html
↑ Patrick Muñoz. Voice & Speech Coach. Expert Interview. 12 November 2019.

About This Article

To write a student council speech, start with an attention-grabbing statement such as a question or a powerful quote about leadership. Next, briefly explain who you are, what position you are running for, and why you are running. Then list any relevant qualifications, such as a summer job. In the body of the speech, discuss at least 3 ways to improve the school. For this section, make sure not to make any promises you can’t keep. Finally, end by briefly reiterating your main points and asking for the students’ vote. To learn more about how to support your ideas and research for your speech, keep reading! Did this summary help you? Yes No

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NCERT Solutions for Class 6, 7, 8, 9, 10, 11 and 12

The Chair Class 6 Summary in English and Hindi

August 5, 2024 by Bhagya

There is a wise saying: “A friend in need is a friend indeed.” It means that a friend is someone who helps you in your need or whenever you needed him the most. We may boast of having many friends in our life but we don’t know who are our true friends and who are just companions or partners. The chapter is about a boy and his finding of true friends. The boy’s grandpa helps him to identify his real friends with the help of a trick. He finally succeeds to identify his real friends. He also realises that one who takes joy in your bad luck cannot be your friend because a friend is always there to be with you in adverse conditions.

The Chair Summary in English

I. The story is about a boy named Mario who boasts about having many friends. His grandfather challenged him to determine who his true friends were.

II. He gave Mario an invisible chair that could reveal true friends when sat upon successfully. Mario took it to school and tried to sit on it, facing ridicule until he finally succeeded. When few of his true friends hold him up so that he would not fall. He discovered that only a few friends (Guneet, Asma, and Deepa) supported him, while others laughed at his failures. Mario learned that true friends care and do not mock. He celebrated fruit chat with his loyal friends and grandfather, realizing the importance of genuine friendship.

The Chair Class 6 Summary in English and Hindi 1

The Chair Summary in Hindi

I. कहानी मारियो के बारे में है जो अपने कई दोस्तों के बारे में बड़ी-बड़ाई करता था। उसके दादाजी ने उसे चुनौती दी कि वह अपने सच्चे दोस्तों को कैसे पहचान सकता है। उन्होंने मारियो को एक अदृश्य कुर्सी दी, जो सच्चे दोस्तों को पहचानने में मदद कर सकती थी।

II. मारियो ने इसे स्कूल ले जाकर इस पर बैठने की कोशिश की, लेकिन उसे कई बार गिरना पड़ा। अंत में वह उस पर सफलतापूर्वक बैठ लिया और पाया कि कुछ दोस्तों ने जैसे गुनीत, असमा और दीपा ने बैठने में उसका साथ दिया, जबकि दूसरे हंसी मजाक उड़ा रहे थे। मारियो ने सीखा कि सच्चे दोस्त हमारी देखभाल करते हैं और हमारी गलती का मजाक नहीं उड़ाते। उसने अपने निष्ठावान दोस्तों और दादाजी के साथ फ्रूट चाट खाकर जश्न मनाया और स्वीकार किया कि असली मित्रता का मूल्य समझना कितना महत्वपूर्ण है।

The Chair Class 6 Summary in English and Hindi 2

The Chair Word Meanings in English and Hindi

Word castle

showed off – boasted
readily – without any problem
invisible – impossible to see
amazing – very surprising
accepted – agreed to
attic – a storage space in a house just under the roof
determined – firm in decision
experienced – felt

Pages 60-61

Show-Off – Talked with Excessive Pride and Self-satisfaction about One’s Achievements, Possessions, or Abilities – डींग मारना / शेखी
Bet – Invited Someone to Engage in a Contest, Argument, or Discussion – चुनौती देना
Companion – A Person Who Shares One’s Activities or is a Fellow Member of an Organization – साथी / संगी
Grandpa – Informal Term for Grandfather – दादाजी
Invisible – Unable to be Seen – अदृश्य / अनदेखा
Magic – The Power of Apparently Influencing Events by using Mysterious or Supernatural Forces – जादू / माया

Class 6 English The Chair

I. There was a boy called Mario who loved to have lots of friends. He showed of a lot, always talking about how many friends he had at school, and how he was so friendly with everyone. One day his grandfather said to him, “Mario, I bet you a fruit chaat. You don’t have as many friends as you think you have. I’m sure many of them are nothing more than companions or partners.”

Mario accepted the bet readily. However, he wasn’t sure how he could test whether his schoolmates were real friends or not. So, he asked his grandpa for help. He suggested, “I have exactly what you need. It’s in the attic. Wait here a minute.” Grandpa left, soon returning as though carrying something in his hand, but Mario could see nothing there. “Take it. It’s a very special chair. As it’s invisible, it’s rather tricky to sit on it. But if you take it to school and manage to sit on it, then the magic will work and you’ll be able to tell who your real friends are.”

The Chair Class 6 Summary in English and Hindi 3

II. Mario, brave and determined, took the strange invisible chair and set off for school. At break time, he asked everyone to form a circle. He put himself in the middle, with his chair. “Nobody moves. You’re about to see something amazing.” Mario tried sitting on the chair. Having difficulty seeing it, he missed and fell straight onto his backside. His classmates had a pretty good laugh. “Wait, wait, just a slight technical problem,” he said, trying again. But again, he missed the seat, causing more surprised looks and laughter. Mario wouldn’t give up. He kept trying to sit on the magic chair and kept falling to the ground until, suddenly, he tried again and didn’t fall. This time he sat, hanging in mid-air.

Then he finally experienced the magic that his grandfather had been talking about. Looking around, Mario saw Guneet, Asma, and Deepa–three of his buddies-holding him up, so he wouldn’t fall. Meanwhile, many others he’d thought of as friends had done nothing but make fun of him, enjoying every fall. Leaving with his three friends, he explained to them how his grandfather had so cleverly thought of a way to show him that true friends are those who care for us. A friend wouldn’t be someone who takes joy in our bad luck. That evening the four children went to see Mario’s grandpa as he had won the bet. They had a great time listening to stories and eating a lot of fruit chaat. From then on, they used the magic chair test on many occasions and whoever passed became friends for life.

Class 6 English Notes

Free resources.

NCERT Solutions

Quick Resources

Join us every second Tuesday of the month for a dose of optimism with thought-provoking guests who are revolutionizing their fields. Innovators will lead virtual workshops for an hour of discovery, inspiration, and community. Led by editor in chief, Avinash Rajagopal, these workshops will be guided by our audience, where questions are not only welcome but encouraged.

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METROPOLIS Introduces Natural Habitat, a Sustainable Homes Video Series

The series debuts with a tour of a tranquil upstate New York retreat designed with Passive House principles.

February 3, 2015

The “Essay”: A Chair For Students, By a Student

A furniture company collaborates with design students at Purdue University for its latest chair collection.

By: Avinash Rajagopal

The Essay seating collection is suited to a wide array of learning environments, not just classrooms. The stool version, shown here, is designed for administrative or corporate spaces as well.

All photos courtesy national office.

Who better to design a student chair than a student designer? Last year, furniture manufacturer National Office turned to industrial design students from Purdue University in a unique experiment to answer just that question. The students responded to the challenge with concepts that reflected the ways that their own generation wanted to learn in the new millennium. One concept, by Sasha Mahan-Rudolph, was so insightful that made it past the challenge, and all the way through the exacting processes of the contract furniture industry, and took final form as the Essay collection , which was released last week.

“Being a student herself, Sasha could rely on first-hand experience, and also gather feedback from her peers,” says Lisa Schmidt, National Office’s Segment & Sustainability Marketing Manager. Several of these ideas are reflected in the final design, including the distinctive chevron shape in the back of the chairs. “Sasha wanted this form to be a very important element,” says Derek Schweikarth, an industrial designer at National Office. “You can hang a book bag on it, or pull personal items closer.”

Another important detail was the base. It is accepted knowledge within the furniture industry that students need some place to put their stuff, and most student chairs offer some kind of storage below the seat. But Mahan-Rudolph discovered that most students didn’t actually use that space, choosing instead to prop their belongings against the chair. So the chevron is carried into the shape of the tray at the base, creating a little niche so that, even if you dump them on the floor, your belongings are in your personal space. These pragmatic details—and others like the swiveling writing surface that fits all users, or a cup holder—mark the Essay collection as “designed for students by a student,” in Schweikarth’s words.

More from Metropolis

The chairs group together for more collaborative formats. The writing surface, which can be used by left-handed and right-handed students, has enough space for a laptop and a notebook.

“We have a long relationship with Purdue University, some of us in the [National Office] design team are alumni,” says Schweikarth, who mentored Mahan-Rudolph through the process. That the relationship should result in a full collection of furniture is remarkable, so Mahan-Rudolph’s early success in designing for her peers should ensure this student designer’s bright future in the industry.

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The Chair's Bookshelf

The chair's role in enhancing teaching: a review essay, richard c. gebhardt.

“There seems to be an implicit understanding in most colleges and universities that instructional quality is primarily the responsibility of the individual instructor,” writes Howard Altman, director of faculty development at the University of Louisville. “The course instructor chooses the texts, designs the syllabus, prepares the handouts, composes assignments, writes and decides how to score all tests, and… is free to choose whatever course format… and—within reason—course content he or she wishes to use” (1). The department chair, of course, is part of this picture, too—advising new teachers, setting up faculty-development seminars, recommending faculty members for promotion or merit-pay increases or university teaching awards, and dealing with student complaints about incompetent teaching or arbitrary grading. But “given the importance of the chair in maintaining instructional quality in departmental offerings,” Altman writes, “it is paradoxical that… reference works on chairing departments fail to discuss this topic” (2).

The problem Howard Altman raises isn't a lack of useful reference works for chairs concerned about teaching and learning in their departments. (Indeed, in Key Resources on Teaching, Learning, Curriculum, and Faculty Development , Robert Menges and Claude Mathes annotate six hundred books, articles, and databases.) But many sources on teaching improvement stress general, “faculty-development” concerns rather than the specific role of the chair in fostering instructional quality; for instance, the preface of Maryellen Weimer's Improving College Teaching says that the book “is for anyone responsible for or concerned about instructional quality within a postsecondary situation” (xv; emphasis added). Also, most works on the chair's role in teaching improvement (for example, Ann Lucas's Department Chairperson's Role in Enhancing College Teaching ) have a broad “higher education” perspective rather than a discipline-specific point of view on learning, teaching, and administration. Then, too, many useful resources on teaching and learning (articles in the journal College Teaching , among them) are written for teachers , not for chairs.

English department chairs building reference collections to help them enhance teaching should be aware of these limitations in teaching-improvement materials, for, as the first sentences of this article suggest, teacher and chair play different roles within a department's instructional program. Teachers (including, of course, chairs, in their own courses) select materials and approaches, help students learn, evaluate student performance, and so on; chairs (except in their own classes) work behind the scenes and may be largely invisible to students. If, as Kenneth Eble puts it in The Craft of Teaching , “teaching is a presence of mind and person and body in relation to another mind and person and body, a complex array of mental, spiritual, and physical acts affecting others” (10), then the teacher's mind and person and body relate to the minds, persons, and bodies of students, while the chair's major and direct relationships are with teachers. This means that the most valuable resources on the chair's role in enhancing teaching would focus on the relationship of chair and faculty member; on the indirect effects chairs have on teaching as recruiters, mentors, and evaluators of teachers; on the impact chairs have on instruction as organizers and managers of committees, budgets, and schedules; and on the chair's role as leader or supporter of teaching-enhancement efforts.

Beginning a Teaching-Enhancement Program

Maryellen Weimer's Improving College Teaching has much to offer English department chairs, even though it is not written specifically or primarily for us. Several of its chapters—“What Makes the Improvement of College Teaching Difficult,” “Overcoming Faculty Resistance and Encouraging Participation,” “Improving Teaching: A Five-Step Process,” “A Flexible Mix of Improvement Activities,” and “Supportive Academic Leaders”—are essential reading for any chair thinking of setting up a departmental teaching-improvement program or of appointing others to start one. The first chapter deals with the climate of American higher education and assumptions faculty members have about teaching and learning—sources of resistance to teaching-improvement efforts. The rest of those chapters, and most of the book, for that matter, suggest attitudes and approaches to help overcome that resistance and help professors develop as teachers.

Some of the approaches are quite specific. For instance, Weimer, director of instructional development at Pennsylvania State University, offers several pages of background, cautions, and suggestions about distributing handouts on teaching (849); information and recommendations about the use of formal workshops, less formal discussion groups, and private conversations on teaching improvement (93102); and discussion of why typical teaching-evaluation procedures may impair teaching effectiveness rather than enhance it (5358). Weimer also touches frequently on intangible but important matters of attitude. The climate needed for instructional improvement is the central focus of the chapter “Supportive Academic Leaders”; the final section of this chapter touches on the chair's role in developing a productive climate. Toward the end of the text, Weimer offers this note “to deans, department heads, and other academic leaders”:

To you belongs the responsibility for creating the climate conducive to instructional excellence. Granted the responsibilities are not yours alone, but you are in the positions to provide the leadership. Value teaching; in deed more importantly than in the word. Recognize instructional excellence. Recognize as well continuing and concerted commitment to growth as a teaching professional. Understand the ongoing nature of instructional improvement. Expect it of all faculty. (204)

Attitudes and Teaching Improvement

Because attitudes and motivation are central to the enhancement of teaching, they often are at the heart of books about teaching improvement. For instance, Kenneth Eble, professor of English at the University of Utah, offers a good deal of practical, how-to information in The Craft of Teaching . But he also includes chapters with such titles as “The Author's Stance,” “The Mythology of Teaching,” “Motivating Students and Faculty,” “Preparing College Teachers,” and “Being a Teacher”—all chapters that probe intangibles of attitude in departments and teaching. Attitude and values are also crucial to William Schaefer's Education without Compromise , and Schaefer, professor of English at the University of California, Los Angeles, and former executive director of the MLA, has ideas of special interest to chairs concerned about the effect of the teaching-and-research dichotomy in their departments. “Publishing, Perishing: They Also Serve Who Only Stand and Teach,” is an entertaining chapter pushing the idea that department and university reward systems should “attempt to take a serious look at the totality of the individual—not merely one's publications but the quality of one's teaching and one's mind—recognizing that they also serve who do not always or often have something worth saying in print” (106).

The chair's role in shaping departmental attitudes gets fairly specific treatment in several articles in Ann Lucas's collection The Department Chairperson's Role in Enhancing College Teaching . In the opening chapter, “Motivating Faculty to Improve the Quality of Teaching,” Lucas deals both with the chair's role as a motivator and with the way the grind of the job can interfere with that role:

Departmental leadership is an essential determinant of faculty morale, which is the greatest single factor affecting the quality of students' undergraduate experience. At the same time, chairpersons are overworked and often find themselves bogged down in a numbing routine of paperwork and managerial activities. (56)

Lucas distinguishes between chair as manager of the status quo and as leader who “inspires others to a shared vision, thus empowering them so that extraordinary things can be achieved …. A leader is a role model who shows what can be done by example, an individual who recognizes individual contributions and celebrates accomplishments” (6).

Motivation is the key Lucas sees to such leadership, and she examines it in brief sections on the sources of the chair's power, techniques for improving teaching, motivating tenured faculty members, orienting new teachers, and working with burned-out teachers. Motivation also is important for Kerry A. Trask, whose chapter in the Lucas work, “The Chairperson and Teaching,” presents openness and shared information as major elements in teaching improvement. In college departments, Trask says, “we are likely already to possess much of what we need to know about good teaching” even though the knowledge may be “fragmented and locked in the isolated experiences of individual faculty members, unshared among colleagues who separately go about their common business” (101). Trask briefly suggests several methods chairs might use to “take the lead in bringing department members together in ways that enable them to comfortably discuss their own experiences and insights as teachers” (10102) for instance, discussions of teaching at department meetings, positive and constructive approaches in explaining merit-pay decisions, and department determination of what it means to be an excellent teacher. Similarly, Joseph Katz's chapter, “Helping Faculty to Help Their Students Learn,” stresses the chair's ability to improve the instructional climate by “establishing a context for talking about teaching” and making it possible for colleagues to experiment and take risks in their teaching (84).

Resources for Teaching Improvement

Intangibles of attitude and climate are critical to any teaching-improvement program, and so is information about teaching, learning, and personal and institutional sources of resistance to change. Instructors can benefit just from reading informative and “inspirational” materials about teaching if they are brief and relevant (see Weimer 8489); they can benefit more when they discuss the materials with their colleagues. Chairs also need information, to guide their priorities and efforts in teaching improvement. While an explicit English chair's point of view is rare in faculty-development materials (so that we often have to read aggressively and imaginatively), it is easy to build a fairly large collection of helpful books, journal articles, and newsletters. I've suggested a number of titles already; I'll conclude, here, with a short list of resources keyed to several useful topics.

Peer evaluation of teaching . Maryellen Weimer's chapter “Colleagues Assisting Colleagues” (11129) and her appendix “Guidelines for Classroom Observation” (20913) could productively shape department efforts at peer involvement in evaluation—and in teaching improvement. Observing another teacher's class is a good way to discover new approaches, while follow-up discussions give both the visitor and the teacher being observed a chance to explore and articulate their techniques and goals.

Serving the special needs of adult students . Laurent Daloz's Elective Teaching and Mentoring ; Stephen Brookfield's Developing Critical Thinkers , and Robert Sommer's Teaching Writing to Adults offer different perspectives on a topic of growing importance for most departments. Faculty members reviewing the department's curriculum in the light of Daloz and other sources would discover a great deal about learning and teaching.

Training teaching assistants . Kenneth Eble's chapter “Preparing College Teachers” (197213), Marilla D. Svinici's “Development of TAs” (Lucas 7188), and Jody Nyquist, Robert Abbott, and Donald Wulff's Teaching Assistant Training in the 1990s could guide efforts to plan or revise TA training programs. Such planning or revising, of course, would be a significant faculty-development activity for those involved.

Faculty tension, stress, and burnout . Ann Austin and Mary Pilat's “Tension, Stress, and the Tapestry of Faculty Lives” and Carolyn Mooney's “Feeling Disillusioned? Unappreciated?” offer, in a few pages, good insights that could trigger private insights and informal discussion among faculty members. Peter Seldin's Coping with Faculty Stress is much more comprehensive. In The Department Chairperson's Role in Enhancing College Teaching , both Ann Lucas (1114) and Joseph Katz (8688) suggest ways for chairs to work with undermotivated or burned-out teachers.

Mentoring and the minority professor . This is the title of a thematic cluster in the SeptemberOctober 1989 issue of Academe—four articles, beginning with James Blackwell's “Mentoring: An Action Strategy for Increasing Minority Faculty,” which could promote productive discussion and maybe attitudinal change in the department. The other three articles are Michael Blakey's “Professional Caucus,” Joyce Payne's “Hidden Messages in the Pursuit of Equality,” and Edgar Epps's “Academic Culture and the Minority Professor.”

Teaching and publishing—a productive balance . William Schaefer's chapter “Publishing, Perishing” (96109), Lewis Miller's “Bold, Imaginative Steps Are Needed to Link Teaching with Research,” the Teaching Professor interview “Rethinking What It Means to Be a Scholar,” and Ernest Boyer and Eugene Rice's New American Scholar argue for the centrality of teaching to the professor's job. Maxine Hairston's “When Writing Teachers Don't Write,” Robert Boice's “Chairs as Facilitators of Scholarly Writing,” Richard Gebhardt's “Writing Articles about College English Teaching,” and Susan McLeod and Laura Emery's “When Faculty Write” may help in assisting faculty members with weak publishing records.

“How-to” guides for new teachers . Wilbert McKeachie's Teaching Tips is wide-ranging and reliable, and its short chapters facilitate quick reference by harried teachers. Rose Neff and Maryellen Weimer's Teaching College collects many sharply focused articles, quite a few reprinted from College Teaching . That journal is, itself, a good resource for teachers, as is the newsletter Teaching Professor (Magma Publications, 2718 Dryden Dr., Madison, WI 53704).

“How-to” information for chairs . ADE Bulletin and WPA: Writing Program Administration are good sources of administrative information with an English department slant, as are the ADE Summer Seminars and the Council of Writing Program Administrators' summer workshops. AAHE Bulletin, Academe, Change , and Chronicle of Higher Education often include articles for or directly useful to department chairs. Several newsletters specialize in brief background and how-to pieces for chairs: Academic Leader (Magma Publications, 2718 Dryden Dr., Madison, WI 53704), Department Advisor (Higher Education Executive Publications, Box 12635, Denver, CO 80212), and Department Chair (Anker Publishing Company, Box 249, Bolton, MA 01740).

The author is Professor of English and Chair of the English Department at Bowling Green State University.

Works Cited

Altman, Howard B. “The Role of the Chair in the Maintenance of Instructional Quality.” Department Advisor 5.1 (1989): 13.

Austin, Ann E., and Mary Pilat. “Tension, Stress, and the Tapestry of Faculty Lives.” Academe 76 Jan.Feb. 1990): 3842.

Blackwell, James E. “Mentoring: An Action Strategy for Increasing Minority Faculty.” Academe 75 (Sept.Oct. 1989): 814.

Blakey, Michael. “The Professional Caucus: Place of Refuge, Source of Change.” Academe 75 (Sept.Oct. 1989): 1518.

Boice, Robert. “Chairs as Facilitators of Scholarly Writing.” Department Advisor 3.4 (1988): 15.

Boyer, Ernest, and Eugene Rice. The New American Scholar . Princeton: Carnegie Foundation for the Advancement of Teaching, 1990.

Brookfield, Stephen A. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting . San Francisco: Jossey-Bass, 1987.

Daloz, Laurent A. Effective Teaching and Mentoring: Realizing the Transformational Power of Adult Learning Experiences . San Francisco: Jossey-Bass, 1986.

Eble, Kenneth E. The Craft of Teaching . 2nd ed. San Francisco: Jossey-Bass, 1988.

Epps, Edgar. “Academic Culture and the Minority Professor.” Academe 75 (Sept.Oct. 1989): 2326.

Gebhardt, Richard C. “Writing Articles about College English Teaching.” Publishing in English Education . Ed. Stephen N. Judy. Monclair: Boynton/Cook, 1982.2439.

Hairston, Maxine. “When Writing Teachers Don't Write: Speculations about Probable Causes and Possible Cures.” Rhetoric Review 5 (1986): 6267.

Lucas, Ann F., ed. The Department Chairperson} Role in Enhancing College Teaching . New Directions for Teaching and Learning. San Francisco: Jossey-Bass, 1989.

McKeachie, Wilbert J. Teaching Tips: A Guidebook for the Beginning College Teacher . 8th ed. Lexington: Heath, 1988.

McLeod, Susan H., and Laura Emery. “When Faculty Write: A Workshop for Colleagues.” College Composition and Communication 39 (1988): 6567.

Menges, Robert J., and B. Claude Mathes. Key Resources on Teaching, Learning, Curriculum, and Faculty Development . San Francisco: Jossey-Bass, 1988.

Miller, Lewis H., Jr. “Bold, Imaginative Steps Are Needed to Link Teaching with Research.” Chronicle of Higher Education 13 Sept. 1989: A52.

Mooney, Carolyn J. “Feeling Disillusioned? Unappreciated?” Chronicle of Higher Education 1 Nov. 1989: A1314.

Neff, Rose Ann, and Maryellen Weimer. Teaching College: Collected Readings for the New Instructor . Madison: Magma, 1990.

Nyquist, Jody D., Robert D. Abbott, and Donald H. Wulff, eds. Teaching Assistant Training in the 1990s . New Directions for Teaching and Learning. San Francisco: Jossey-Bass, 1989.

Payne, N. Joyce. “Hidden Messages in the Pursuit of Equality.” Academe 75 (Sept.Oct. 1989): 1920.

“Rethinking What It Means to Be a Scholar.” Teaching Professor 4.4 (1990): 12.

Schaefer, William D. Education without Compromise: From Chaos to Coherence in Higher Education . San Francisco: Jossey-Bass, 1990.

Selden, Peter. Coping with Faculty Stress . San Francisco: Jossey-Bass, 1987.

Sommer, Robert F. Teaching Writing to Adults . San Francisco: Jossey-Bass, 1989.

Weimer, Maryellen. Improving College Teaching: Strategies for Developing Instructional Effectiveness . San Francisco: Jossey-Bass, 1990.

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Essay on “A Chair” Complete Essay for Class 10, Class 12 and Graduation and other classes.

I love my own chair to sit in. It is very beautiful. Some chairs are made of cane and iron. But it is made of wood. It is very comfortable. It is well polished and shining.

My father bought it from a furniture shop. He gave it to me as a birthday gift. Its price is Rs. 450. It is dark brown in colour. The carpenter made it.

There are many kinds of chairs. Such chairs are very costly. Lawyers, Doctors or Officers use them.

I always sit in my chair for study. It is in my study room. It has four legs, one seat and two arms. It has a long back also.

It is very comfortable to sit on. I sit on this chair to do my school home work. It is very useful to me. I like it very much.

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A Chair
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Essay on "A Chair" Complete Essay for Class 10, Class 12 and Graduation and other classes. A Chair. I love my own chair to sit in. It is very beautiful. Some chairs are made of cane and iron. But it is made of wood. It is very comfortable. It is well polished and shining. My father bought it from a furniture shop.

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10 Lines on ‘A Chair’ English Short Essay, Paragraph for Students and Children class 7, 8, 9, 10.

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The “Essay”: A Chair For Students, By a Student

The Essay seating collection is suited to a wide array of learning environments, not just classrooms. The stool version, shown here, is designed for administrative or corporate spaces as well.

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