- •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
1. Read different descriptions of communication styles. Define which descriptions agree with a particular communication style.
Aggressive Communication
Passive-Aggressive Communication
Passive Communication
Assertive Communication
Friendly Communication
❖ You choose and make decisions for others.
❖ You are brutally honest.
❖ You are kind and sincere.
❖ You are self-enhancing and derogatory.
❖ You'll participate in a win-lose situation only if you win.
❖ You demand your own way.
❖ You feel righteous, superior, controlling, later possibly feeling guilt.
❖ Others feel humiliated, defensive, resentful and hurt around you.
❖ Others are not afraid of speaking up their minds.
❖ Your goal is achieved at the expense of others.
❖ Your underlying belief system is that you have to put others down to protect yourself.
❖ You protect others.
❖ You allow others to choose and make decisions for you.
❖ You are emotionally dishonest.
❖ You are indirect and self-denying.
❖ You are inhibited.
❖ If you get your own way, it is by chance.
❖ You feel anxious, ignored, helpless, manipulated.
❖ Your underlying belief is that you should never make someone uncomfortable or displeased except yourself.
❖ You manipulate others to choose your way.
❖ You appear honest but underlying comments confuse.
❖ You tend towards indirectness with the air of being direct.
❖ You are self-enhancing but not straight forward about it.
❖ In win-lose situations you will make the opponent look bad or manipulate it so you win.
❖ If you don't get your way you'll make snide comments or pout and be the victim.
❖ You feel confused, unclear on how to feel, you're angry but not sure why. Later you feel guilty.
❖ Others feel confused, frustrated.
❖ Your underlying belief is that you need to fight to be heard and respected. If that means you need to manipulate, be passive or aggressive.
❖ You choose and make decisions for you.
❖ You are sensitive and caring.
❖ You are direct.
❖ You are self-respecting, self-expressive and straight forward.
❖ You convert win-lose situations to win-win ones.
❖ You are willing to compromise and negotiate.
❖ Others view you with respect, trust and understand where you stand.
❖ The outcome is determined by above-board negotiation. Your rights and others are respected.
❖ Your underlying belief is that you have a responsibility to protect your own rights. You respect others but not necessarily their behavior.
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.
LANGUAGE FOCUS
1. Insert the suitable prepositions (if necessary). Effective Communication Strategies
… every lesson, it is advisable … you to give a recap or to ask a student to give one. Deemed an effective communication strategy … teachers, doing recaps helps the students consolidate everything they have learned … the past hour or more … their heads. Before they leave the classroom, you'll have ingrained the lesson … their heads.
These effective communication strategies for teachers can also work outside … the four walls … the classroom. After all, learning never stops. You might be surprised … different times these techniques might come … your rescue!