- •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
Give the same sequence of career events, pedagogical impressions and personal emotions from the female standpoint.
UNIT 4
What difference do styles of teaching and stereotypes make?
THEORETICAL PRELIMINARIES
Communication Styles
According to types of individuals scientists distinguish open, reserved, indirect and direct communicators.
Open Communicators
People who are receptive express their emotions and feelings in a free manner. They prefer to have an informal conversation before getting into actual business activities. This includes getting to know business partners and important corporate personnel in the practice, or frequently having personal souvenirs or pictures on display. Hence, thrusting ahead into the workplace and anticipating rapid indecisive answers and responses is not appropriate.
Reserved Communicators
These types of communicators do not like to let other people know about their personal life. They are very reserved, and do not prefer to share personal information and what they think about things. Such people are usually busy doing work and do not participate in workplace communication activities.
Indirect Communicators
The talk of these individuals is very slow and intentional. They do not like loud, fast, and excessively aggressive talk. In addition, they concentrate more on the facts and figures, rather than just assumptions. If you are in conversation with an indirect communicator, you need to understand that you should have proof for backing up your suggestions, answers, and views.
Direct Communicators
Individuals who are direct talk more clamorously and rapidly than indirect communicators. They take risks easily, are aggressively self-assured, and are related to 'type A' personalities. If you are in conversation with a direct communicator, just ensure that you get to the point straightaway, be confident about what you say, provide solid instances of your achievements, and be alert when you talk.
Other Types of Pedagogical Communication
A. Grasha (1996) identified five potential approaches for classroom teachers : expert, formal authority, personal model, facilitator, and delegator. L. S. Behar-Horenstein (2006) and many other scientists distinguish between teacher-centered and student-centered teaching.
M. Moston and S. Ashworth (1986) define a list of teaching styles.
Command – the teacher makes all decisions. Practice – students carry out teacher-prescribed tasks. Reciprocal – students work in pairs : one performs, the other provides feedback. Self-check – students assess their own performance according to certain criteria. Guided Discovery – students solve problems with the help of the teacher. Divergent – students solve problems without the teacher’s assistance. Individual – the teacher determines the content. Students plan the programme. Learner Initiated – students plan the programme. The teacher is an advisor. Self-Teaching – students take full responsibility for the learning process.
Top Ten Teacher Stereotypes
Jennifer Mathieu distinguishes the following teacher stereotypes from kindergarten through college presented as the top ten list.
Number 10 : Robin Williams From Dead Poets’ Society.
The one who thinks he's going to change your life by reading you poetry and quoting Walt Whitman or Bob Dylan. He is sure he can touch your soul and change your life if only you stare at him with rapt attention and begin to nod and smile when you realize what he is saying is the truth.
Number 9 : The Drunk / Addict.
Shows up late for class, disheveled and unkempt. Takes frequent bathroom breaks and sweats for no apparent reason. Seems too friendly with the dealers on campus. Will either be completely useless or totally brilliant.
Number 8 : The Flirt.
Usually a male high school gym teacher, but with recent headlines trumpeting the dalliances between female teachers and their male students, perhaps this stereotype is changing. The flirt has a tendency to hold his favorite students after the bell and speak vaguely of “extra credit” while winking and grinning.
Number 7 : Mister Fun!
Hey, kids! Let's have class outside! Let's watch a movie today! Let's just sit and get totally off-topic and talk about last night's game! We can just have a free day today because you guys have been so good! Mister fun is fun until about December when you realize that instead of getting smarter, you are now more stupid than you were in August.
Number 6 : The One Who Hasn't Changed In Thirty Years.
This dead-eyed teacher still insists on using the mimeograph machine, she's been around so long. Same lesson plans, same routine, same seating arrangements, same dusty old posters on the wall. She is so out of touch with the times she continues to teach that Pluto is a planet and Germany is made up of two countries (if she's a social studies teacher). Hates her job, so she went on autopilot sometime in the late '80s and never went off.Useless.
Number 5 : Little Miss No Control.
Even as a kid you almost feel sorry for this one. Fresh out of college, she tries desperately to get the class in order by pleading, “Class! Class!” and clapping her hands, flicking the lights on and off, and screaming at the top other lungs. Little Miss No Control either gives up and quits / sits at her desk reading while the class goofs off, or transforms into an army sergeant by Christmas.
Number 4 : Army Sergeant.
Can I go to the restroom? No. Can I run to my locker to get my missing homework? No. Can I make up this test because my mom died yesterday? No, no, and no. Army sergeant has no mercy for your behind, and no excuse is ever good enough. Army sergeant rarely has to yell, and can buckle you into submission with one icy stare. Scary.
Number 3 : The Kindergarten Teacher On Meds.
I'm talking about the ones with the jumpers in different primary colors with the big pockets, and the wooden jewelry shaped like apples and school buses, and the scarred childhood that is desperately trying to be repaired via teaching kindergarten. Circle time, my children! Let's all clap and hug! Let's sing the sharing song! I am in awe of kindergarten teachers, but 1 still think a large percentage of them have gotta be on meds.
Number 2 : The Nutty Radical With An Agenda.
Usually a high school government teacher or a professor of sociology, the radical with an agenda has deeply-held, bizarre beliefs based on years of research, and he or she tries to work these beliefs into every lecture possible. Our electoral college exists because southern democrats cared too deeply about cotton production? Men and women can't communicate effectively because society has created a woman-oriented “talking sphere”? Sure! Students, I tell you this is true!
Number1 : The Legend.
The legend is either incredible or evil, and students either pray they get her (if she's incredible) or pray they don't (if he's evil / mind-numbingly boring). The legend is famous for throwing the textbook in the garbage (sometimes literally) and teaching via fantastical, bizarre methods that may or may not be legal but are insanely fun and interesting. But if the legend lives on the dark side, he's infamous for less appealing reasons.
READING AND DISCUSSING