- •Read the tips how to get the students’ attention in class. Give examples of their application in educational practice.
- •2. Read the tips how to strengthen teacher's relationships with the students and answer the questions that follow.
- •Questions
- •Give some tips (which have not been mentioned) how to get the students’ attention in the classroom and strengthen the teacher's relationships with them.
- •Skim the text and fill in the gaps with the words which you think may suit. Preventing Conflicts in the Classroom
- •Complete the sentences with the appropriate derivatives of the following words: impress, argue, practice, confident, notice. How to Prevent Collisions During the Lesson
- •Find the mistakes in the text and correct them. How to End the Lesson Calmly
- •1. Read the text and analyze the ways of pedagogical communication organization.
- •2. Think of the pedagogical recommendations you could give in relation to the verbal and non-verbal behavior of the teacher.
- •How does non-verbal communication differ from verbal communication?
- •The Basic Form of Communication
- •1. Read the information on what teachers should wear and express your point of view whether the teacher's dress code should exist. How What You Wear Affects What You Accomplish as a Teacher
- •2. Make up a list of do’s and don’ts that the teacher should follow while dressing for class.
- •3. Think of wear clichés which are typical of different teachers. Describe the style of dressing one would see in the class of a) Maths; b) Russian; c) p. T.; d) Drawing; e) Singing; f) English.
- •1. Skim the text and fill in the gaps with the words which you think may suit.
- •2. Complete the sentences with the appropriate derivatives of the following words : refer, psychology, prefer, motive, initiative, punishment.
- •Verbal Immediacy
- •3. Expand the text by adding some sentences which would contain relevant information.
- •Questions
- •Is teacher gender a factor in pedagogical communication?
- •Male Versus Female Teachers
- •Read the text and answer the questions that follow.
- •Questions
- •Agree or disagree, motivate your point of view.
- •Conduct an Oxford debate “Male Teachers versus Female Teachers.”
- •Skim the text and fill in the gaps with the words which you think may suit. Gender Gap (Part I)
- •Complete the sentences with the appropriate derivatives of the following words : effect, social, care, imply, differ, assess. Gender Gap (Part II)
- •Translate the text into English. Атмосфера психологического комфорта
- •Read the text and prove that the teacher is a man.
- •Give the same sequence of career events, pedagogical impressions and personal emotions from the female standpoint.
- •What difference do styles of teaching and stereotypes make?
- •Communication Styles
- •Indirect Communicators
- •1. Read different descriptions of communication styles. Define which descriptions agree with a particular communication style.
- •Choose some teaching style / styles that you will be comfortable with when you plan, prepare and deliver your classes. Explain your choice.
- •Make up your own classification of communication styles.
- •1. Insert the suitable prepositions (if necessary). Effective Communication Strategies
- •Skim the text and fill in the gaps with the words which you think may suit.
- •Is Your Teaching Method Bad?
- •Translate the text into Russian.
- •Read the text and sum up the stereotypes of teachers existing in the media. Stereotypes of Teachers in the Media
- •Make up a top ten list of stereotypes relating to teachers and teaching.
- •What are pedagogical taboos?
- •The Characteristics of Taboos
- •Read the tips for travelling teachers and comment on taboos existing in different countries. Helpful Notes for Travelling Teachers
- •Sum up the pedagogical taboos existing in Belarus.
- •Since pedagogical taboos are historically exposed to changes think of the pedagogical taboos of the year 3000.
- •1. Insert the suitable prepositions (if necessary). Discussing Embarrassing Topics
- •Replace the words in bold type with their synonyms. Discussing Embarrassing Topics
- •3. Fill in the gaps with the suitable expressions : visit and revisit; condemn and feticide; racist, sexist and homophobic; trial and error. Discussing Embarrassing Topics
- •1. Read the text and say which taboos were broken by the teacher.
- •2. Answer the questions.
- •3. Write the analysis of the teacher’s class, dwell upon the contents of pedagogical communication.
- •How different is the child from others?
- •Children’s Problems
- •1. Read the information on children’s fears and answer the questions that follow. Children’s Fears
- •Questions
- •2. Make a scientific report on children’s complexes.
- •Remember which fears you had when a child and how you managed to overcome them. Share this information with your group-mates.
- •1. Insert the suitable prepositions (if necessary). Helping Children Overcome Fears : Be a Role Model, Open and Validate
- •2. Correct the mistakes. Helping Children Overcome Fears : Encourage and Control
- •3. Replace the words in bold type with their synonyms. Helping Children Overcome Fears : Routines, Opportunities, Exercise
- •1. Read the text and say what problems the teacher had to deal with in his class and after it.
- •Describe your actions in the situation mentioned above.
- •Conduct an Oxford debate “Mr. McCourt’s Behaviours are Pedagogically Adequate versus Mr. McCourt’s Behaviours are Not Pedagogically Adequate.”
- •Where do children’s complexes come from?
- •Complex as a Phenomenon
- •Inferiority Complex
- •1. Read the text and say how Oedipus complex manifests itself. Oedipus Complex
- •Skim the text and fill in the gaps with the words which you think may suit.
- •Idiomatic Usage
- •Complete the sentences with the appropriate derivatives of the following words : suit, symbol, refer, contradict, luck, like. Superstitions
- •Translate the text into Russian. Biological Origin
- •2. Read the poem by Keith r. Williams and say what personal catastrophe is described by the child. Punishment Poem (From The Cheat)
- •3. Write an Essay “Children’s Personal Catastrophes : Reasons and Ways Out.”
- •Practicals the culture of pedagogical communication
- •1. Translate the texts into English and make your own endings adhering to the style and contents of the texts. Give a title to each text.
- •2. Read the stories and say what pedagogical wisdoms each story contains.
- •1) A Coffee Quote
- •2) The Shout
- •3. Read the stories and say how they can be used in the class of English for the purpose of educating / developing / bringing up children.
- •1) Love, Wealth and Success
- •2) Wish
- •4. Read the text and answer the questions that follow.
- •Questions
Questions
Why do children have fears?
When do fears usually disappear?
Which fears are stronger and more dangerous for children’s health?
What pedagogical actions can prevent fears progress?
What pedagogical actions cause fears progress?
Do teenagers have any fears? Why?
Do grown-ups have fears? What are they?
What are the curative and destructive functions of TV? Which function is most manifested?
Why are older children more reluctant to share their feelings?
Is it possible for a person not to have any fears?
What are the pros and cons of fears?
Is a fear the beginning of human weakness or inner strength?
2. Make a scientific report on children’s complexes.
Remember which fears you had when a child and how you managed to overcome them. Share this information with your group-mates.
LANGUAGE FOCUS
1. Insert the suitable prepositions (if necessary). Helping Children Overcome Fears : Be a Role Model, Open and Validate
Give children information about their fears. Answer their questions … things like wars, death, hospitals, disease, etc. Knowing about things helps to make children less fearful (but not too much detail for young children).
This means listening to, understanding and not making fun of your child's fears. Respond … your children's fear or cries by reassuring your children that they are safe, and cuddling or patting them until they calm down. However, while you show your child that you understand that her fears are real, it is important not to let her think that you are also afraid (unless it is genuine) because it will make her more fearful.
Children learn most … copying important adults in their lives (using you as a model to copy …). Show that you are calm and confident … the situation which is frightening to your child. Remember that children can learn fears … parents, and if you show anxiety in a situation your child may pick it … .
2. Correct the mistakes. Helping Children Overcome Fears : Encourage and Control
Praise and reward your child when he does a step towards fight or confronting his fear, e.g. getting closer to dog weather he is frightened of dogs. Help your child work out small steps he can take to overcome his fear, e.g. first just look at pictures of dogs, then get near to a gentle puppy, etc. Don't force your child to fully confront his fear, but take it a small step at time and let him know you are proud of him when he does.
Having some control of the situation often helps with fears. Make sure your child has his own comforters, e.g. dummy, blanket, night light, etc. If your child is old enough, ask him what he thinks would help him, or make some offers and let him to choose. For example, if the child is afraid of burglars, he will check that the room or house is safe.
3. Replace the words in bold type with their synonyms. Helping Children Overcome Fears : Routines, Opportunities, Exercise
Routines help children know what to expect and make children feel more secure and confident. Bedtime routines can help a child with fear of the dark. Prepare children in advance if there is to be a change of routine.
Provide opportunities for your child to develop skills and gain confidence in her own ability. Confidence can't be developed on praise alone. It is success and being able to do things that build up a child's confidence. Let your child try things that she can do, and then give her lots of support and approval. Read children's stories dealing with fearful events that children have to overcome. Provide times for fantasy play, dress-ups, drawings, etc., where children can express their fears and take control of them. Lots of physical activity helps reduce stress and sleep well. Relaxation exercises and stories can also be helpful to use at bedtime or in times of extreme anxiety.
ADDITIONAL READING