- •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
Skim the text and fill in the gaps with the words which you think may suit.
Is Your Teaching Method Bad?
Have you ever wondered why your pupils look like they don't understand what you are … ? Did you think that your teaching method is bad? Well, this is not the case, as one of the modern teacher resources could help you. I am talking about some … teaching methods that could keep your class… .
You won't get any … with some bored kids watching the clock. Boredom is the most … enemy for a teacher. Always be sure to have … kinds of games prepared, whenever your kids are starting to get bored.
Translate the text into Russian.
Unusual Teaching Methods
The Lotus Technique
This is one of the teacher resources that use the group strategy. Draw a lotus on the table and ask one kid at a time to write his opinion about the theme on one petal. This is very useful as a lot of kids will say what they want to say and also could stimulate creativity.
The Star Explosion
Write the problem in the middle of a five cornered star. In every corner write: what? Who? Where? Why? When? Divide the class into five groups and ask every group to answer the question. It is very easy to apply, as you don't need a lot of teacher resources to make this work. It is a source of relaxation and you can get a lot of answers in a short period of time. Also helps the kids to make connections between several concepts.
The Delphi Method
It is a method that has been used as an evaluation test. Announce the theme to the class, and let them write everything about it. Ask some questions, present the theme rigorously, and then let the kids write their impressions again. This method is connected with the opinion feedback. Try this again after a few days. You will have a complete evaluation about the children's capacity of learning information. The pupils will also be conscious about their learning capacity.
ADDITIONAL READING
Read the text and sum up the stereotypes of teachers existing in the media. Stereotypes of Teachers in the Media
The image of teachers on TV has been pretty positive, we must admit. They are often portrayed as dedicated, intelligent, caring, and often attractive. The stereotype is accurate, of course. There was “Our Miss Brooks” and “Mr. Novack.” Pete Dixon in “Room 222”, Charlie Moore in “Head of the Class”, and Gabe Kotter in “Welcome Back Kotter” were all shown in a positive light. Young, hip, personable, interesting – you've got to admit that when it comes to TV stereotypes, teachers have made out pretty well. I mean, it's truthful and accurate, but it is nearly universally positive.
Just then Mr. Tony LaRosa walked by, and my mind switched to school principals. How have they been portrayed in the popular media culture? A moment's thought will reveal that school administrators are a much-maligned group. It's nearly enough to make you feel some sympathy for them. Miss Brooks had to deal with Osgood Conklin, a bumbling, blustering fool. Mr. Novack had Albert Vane, a kindly but often absent old man who just didn't seem to “get it.” Seymour Kaufman was the principal for Pete Dixon. And who can forget Kotter's Mr. Woodman? He was feared and hated by students and teachers alike. The man's principal joys (pun intended) came from inflicting senseless administrative and disciplinary terrors on Kotter and the Sweathogs. He not only didn't care about education, but he actively disliked both students and teachers.
Even Dr. Samuels in “Head of the Class” was either absent or ineffective, if not outright hostile to the kind of practical education Charlie Moore was trying to give his students. And on it goes. We watched a clip of “Picket Fences” in class where the principal was portrayed as silly and ineffective, concerned more about school department rules and regulations than the welfare or education of students.
Even in the film with Dean Vernon Wormer (the name says it all, doesn't it?) in “Animal House,” the principal in Nick Nolte's “Teachers,” from “Ferris Bueller's Day Off” to “Stand and Deliver,” school principals and administrators are almost universally portrayed as inane and ineffective, unconcerned about any but the most petty concerns, and often as outright evil or comic.
This is necessary for dramatic purposes, we all understand. After all, if the teacher and / or students are the heroes of the show, they need an antagonist, an enemy, someone or something to stand in their way, provide comic relief, and be a buffoon.
Whether the portrayal of school administrators does indeed reflect the cultural values in our society today is a topic that can be debated – I'm not going to delve into the realm of the public's perception of school principals here.
TV stereotypes can be destructive by their very nature by the very fact that certain groups of people are portrayed over and over again in a negative light. We have made a great deal of progress in recent years recognizing and attitudes. They affect us not just racially and globally, but can also touch us personally – in our own lives and in our own town.
As we watch TV, we need to keep asking ourselves if the program is stereotyping people. We need to compare the characters on the screen with the characters we know and ask if what and who we see on the screen is a reflection of real life or a misrepresentation. We need to decide whether fantasy or reality will shape our attitudes. Sometimes the TV world isn't just unrealistic; it's wrong.
Compare the ways teachers are shown in native films (books / newspaper articles) and foreign ones. Find some common features and the differences. Say how perceptions of teachers vary in different countries.