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Online Framework Offers Teacher Com
Online Framework Offers Teacher Competencies Assessment
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
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Online Framework Offers Teacher Competencies Assessment
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
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Online Framework Offers Teacher Competencies Assessment
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
A new framework has been created allowing K-12 teachers to assess their competencies in online and blended environments.
Created by the International Association for K-12 Online Learning (iNACOL) and the non-profit Learning Accelerator, whose goal is the implementation of blended learning in schools across the country, the new framework discusses 12 specific competencies and effective practices across four domains that will aid in making new instructional methods more beneficial.
The authors of the framework reviewed existing practices in order to develop their new list of competencies. This list went through a “field test” with a committee of 36 educators and researchers in order to develop the final, official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain. The competency is defined by five standards: teachers should embrace change and model it; change should be initiated in response to each students’ needs; uncertainty should be accepted as a part of improving teaching skills; students should be encouraged to become independent and self-learners; and a professional responsibility to contribute should be demonstrated throughout the school and community.
“The key foundation to these competencies was the working group’s collective belief that teachers can be and are agents of learning and innovation in their communities,” said author Katherine Kennedy. “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice. We hope that it will be helpful for a variety of actors to develop and organize resources that will help teachers learn and grow as blended educators.”
In a separate study, iNACOL found Course Access programs, which allow students to participate in online learning on a part-time basis, to be “a mechanism by which students can gain equitable access to a variety of courses in a programmatic effort to increase access, quality and equity in public education.”
The iNACOL policy brief, Course Access: Equitable Opportunities for College and Career Ready Students, found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
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กรอบข้อเสนอออนไลน์สมรรถภาพการประเมิน
กรอบใหม่ได้ถูกสร้างขึ้นให้ครูภาคบังคับเพื่อประเมินความรู้ความสามารถในสภาพแวดล้อมออนไลน์และผสม
สร้างโดยสมาคมนานาชาติเพื่อการเรียนรู้ออนไลน์ภาคบังคับ ( inacol ) และไม่เร่งเรียน ซึ่งมีเป้าหมายคือการผสมผสานการเรียนรู้ ในโรงเรียนทั่วประเทศกรอบใหม่ถึง 12 ความสามารถเฉพาะทาง และมีประสิทธิภาพการปฏิบัติใน 4 โดเมนที่จะช่วยในการสร้างวิธีการสอนใหม่ที่เป็นประโยชน์เพิ่มเติม .
เขียนของกรอบการตรวจสอบที่มีอยู่เพื่อพัฒนารายการใหม่ของสมรรถนะ . รายการนี้ต้องผ่านการ " ทดสอบ " ฟิลด์กับคณะกรรมการของ 36 นักการศึกษาและนักวิจัยเพื่อพัฒนาขั้นสุดท้าย official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain.ความสามารถจะถูกกำหนดโดยมาตรฐานนี้ ครูควรยอมรับการเปลี่ยนแปลงและรูปแบบ ; การเปลี่ยนแปลงที่ควรจะเริ่มต้นในการตอบสนองต่อความต้องการนักเรียน ' ; ไม่ควรได้รับการยอมรับเป็นส่วนหนึ่งของการพัฒนาทักษะการสอน นักเรียน ควรส่งเสริมให้กลายเป็นอิสระและตนเอง ผู้เรียนเป็นมืออาชีพและรับผิดชอบมีส่วนร่วมควรจะแสดงให้เห็นตลอดทั้งโรงเรียนและชุมชน .
" รากฐานสำคัญความสามารถเหล่านี้เป็นคณะทำงานร่วม ความเชื่อว่า ครูสามารถ และเป็นตัวแทนของการเรียนรู้และนวัตกรรมในชุมชนของพวกเขา , " กล่าวว่า ผู้เขียน แคทเธอรีน เคนเนดี้ “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice.เราหวังว่าจะเป็นประโยชน์สำหรับความหลากหลายของนักแสดง เพื่อการพัฒนา และจัดการทรัพยากรที่จะช่วยให้ครูได้เรียนรู้และเติบโตเป็นผสมนักการศึกษา "
ในการศึกษาแยก inacol พบโปรแกรมการเข้าถึงหลักสูตรที่ช่วยให้นักเรียนได้มีส่วนร่วมในการเรียนรู้ออนไลน์บนพื้นฐานชั่วคราวเป็น " กลไกที่นักเรียนสามารถได้รับเท่าเทียมกันเข้าถึงความหลากหลายของหลักสูตรในความพยายามในการเขียนโปรแกรมเพื่อเพิ่มการเข้าถึงที่มีคุณภาพและความเสมอภาคทางการศึกษาสาธารณะ . "
inacol นโยบายโดยย่อ , หลักสูตรการเข้าถึงโอกาสเท่าเทียมกันสำหรับวิทยาลัยและอาชีพนักเรียนพร้อม found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
กรอบใหม่ได้ถูกสร้างขึ้นให้ครูภาคบังคับเพื่อประเมินความรู้ความสามารถในสภาพแวดล้อมออนไลน์และผสม
สร้างโดยสมาคมนานาชาติเพื่อการเรียนรู้ออนไลน์ภาคบังคับ ( inacol ) และไม่เร่งเรียน ซึ่งมีเป้าหมายคือการผสมผสานการเรียนรู้ ในโรงเรียนทั่วประเทศกรอบใหม่ถึง 12 ความสามารถเฉพาะทาง และมีประสิทธิภาพการปฏิบัติใน 4 โดเมนที่จะช่วยในการสร้างวิธีการสอนใหม่ที่เป็นประโยชน์เพิ่มเติม .
เขียนของกรอบการตรวจสอบที่มีอยู่เพื่อพัฒนารายการใหม่ของสมรรถนะ . รายการนี้ต้องผ่านการ " ทดสอบ " ฟิลด์กับคณะกรรมการของ 36 นักการศึกษาและนักวิจัยเพื่อพัฒนาขั้นสุดท้าย official list.
The four domains include mindsets, qualities, adaptive skills and technical skills. The 12 competencies are located within these four domains, and each includes two or more standards by which success can be measured.
For example, the competency “Blended teachers should (have an) orientation toward change and improvement” is located in the mindset domain.ความสามารถจะถูกกำหนดโดยมาตรฐานนี้ ครูควรยอมรับการเปลี่ยนแปลงและรูปแบบ ; การเปลี่ยนแปลงที่ควรจะเริ่มต้นในการตอบสนองต่อความต้องการนักเรียน ' ; ไม่ควรได้รับการยอมรับเป็นส่วนหนึ่งของการพัฒนาทักษะการสอน นักเรียน ควรส่งเสริมให้กลายเป็นอิสระและตนเอง ผู้เรียนเป็นมืออาชีพและรับผิดชอบมีส่วนร่วมควรจะแสดงให้เห็นตลอดทั้งโรงเรียนและชุมชน .
" รากฐานสำคัญความสามารถเหล่านี้เป็นคณะทำงานร่วม ความเชื่อว่า ครูสามารถ และเป็นตัวแทนของการเรียนรู้และนวัตกรรมในชุมชนของพวกเขา , " กล่าวว่า ผู้เขียน แคทเธอรีน เคนเนดี้ “These competencies draw directly from promising practices and resources from our expert committee members and their organizations who are on the ground doing the work within the community.”
Co-author Beth Rabbitt added, “We believe this framework offers a clear but flexible starting point for the field in understanding evolving educator roles and practice.เราหวังว่าจะเป็นประโยชน์สำหรับความหลากหลายของนักแสดง เพื่อการพัฒนา และจัดการทรัพยากรที่จะช่วยให้ครูได้เรียนรู้และเติบโตเป็นผสมนักการศึกษา "
ในการศึกษาแยก inacol พบโปรแกรมการเข้าถึงหลักสูตรที่ช่วยให้นักเรียนได้มีส่วนร่วมในการเรียนรู้ออนไลน์บนพื้นฐานชั่วคราวเป็น " กลไกที่นักเรียนสามารถได้รับเท่าเทียมกันเข้าถึงความหลากหลายของหลักสูตรในความพยายามในการเขียนโปรแกรมเพื่อเพิ่มการเข้าถึงที่มีคุณภาพและความเสมอภาคทางการศึกษาสาธารณะ . "
inacol นโยบายโดยย่อ , หลักสูตรการเข้าถึงโอกาสเท่าเทียมกันสำหรับวิทยาลัยและอาชีพนักเรียนพร้อม found the program to be a solution for closing the achievement gap in K-12 education by offering affordable access to quality college and career preparation to all high school students. For example, Course Access provides all 32 Advanced Placement courses at a low cost, allowing schools to offer what it once could not afford to do.
“The funding model should allow for progression and funding based on demonstrated competency, not seat time,” and according to the brief, “Courses should have clear, explicit, mastery-based learning outcomes, and the funding model should reward providers for student attainment of these outcomes.”
การแปล กรุณารอสักครู่..
ภาษาอื่น ๆ
การสนับสนุนเครื่องมือแปลภาษา: กรีก, กันนาดา, กาลิเชียน, คลิงออน, คอร์สิกา, คาซัค, คาตาลัน, คินยารวันดา, คีร์กิซ, คุชราต, จอร์เจีย, จีน, จีนดั้งเดิม, ชวา, ชิเชวา, ซามัว, ซีบัวโน, ซุนดา, ซูลู, ญี่ปุ่น, ดัตช์, ตรวจหาภาษา, ตุรกี, ทมิฬ, ทาจิก, ทาทาร์, นอร์เวย์, บอสเนีย, บัลแกเรีย, บาสก์, ปัญจาป, ฝรั่งเศส, พาชตู, ฟริเชียน, ฟินแลนด์, ฟิลิปปินส์, ภาษาอินโดนีเซี, มองโกเลีย, มัลทีส, มาซีโดเนีย, มาราฐี, มาลากาซี, มาลายาลัม, มาเลย์, ม้ง, ยิดดิช, ยูเครน, รัสเซีย, ละติน, ลักเซมเบิร์ก, ลัตเวีย, ลาว, ลิทัวเนีย, สวาฮิลี, สวีเดน, สิงหล, สินธี, สเปน, สโลวัก, สโลวีเนีย, อังกฤษ, อัมฮาริก, อาร์เซอร์ไบจัน, อาร์เมเนีย, อาหรับ, อิกโบ, อิตาลี, อุยกูร์, อุสเบกิสถาน, อูรดู, ฮังการี, ฮัวซา, ฮาวาย, ฮินดี, ฮีบรู, เกลิกสกอต, เกาหลี, เขมร, เคิร์ด, เช็ก, เซอร์เบียน, เซโซโท, เดนมาร์ก, เตลูกู, เติร์กเมน, เนปาล, เบงกอล, เบลารุส, เปอร์เซีย, เมารี, เมียนมา (พม่า), เยอรมัน, เวลส์, เวียดนาม, เอสเปอแรนโต, เอสโทเนีย, เฮติครีโอล, แอฟริกา, แอลเบเนีย, โคซา, โครเอเชีย, โชนา, โซมาลี, โปรตุเกส, โปแลนด์, โยรูบา, โรมาเนีย, โอเดีย (โอริยา), ไทย, ไอซ์แลนด์, ไอร์แลนด์, การแปลภาษา.
- ขอโทษ
- ผลไม้
- ชื่อจริง บุตรศรีภูมิ
- Grow a small earthen cistern Wong boon b
- A previous Draw call threw an unhandled
- วันนี้วันหยุด ตอนนี้ฉันอยู่บนเกาะ ฉันมาเ
- ที่ควรรักษาไว้
- Grow a small earthen cistern Wong boon b
- I guess my favorite food is the tasty an
- I mean about you with boyfriend.
- ที่นี่อากาศกำลังหนาว.ที่ประเทศคุณหนาวไหม
- ถ้าทำเหมือนคนปกติทั่วไป มันจะแย้งกับชื่อ
- ฉันมีค่าแค่ไหน
- ฝา
- ฉันขอให้คุณมีความสุขมากๆนะ เพื่อนรัก
- ฉันพูดจริง
- ฉันคบคนฉันคบที่ใจ ฉันรักใครฉันรักที่หัวใ
- occur naturally
- ตอนนี้ ฉันอยู่มัธยม
- disabled unemployed pregnant
- ตอนนี้ ฉันอยู่มัธยม
- ชื่อจริง บุตรศรีภูมิ
- สีสันของการแต่งกายต้องสุภาพ
- ไปซื้อที่7-ELEVEN
