- •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
Read the tips for travelling teachers and comment on taboos existing in different countries. Helpful Notes for Travelling Teachers
China
Students may not maintain steady eye contact with you when you are talking to them. Try to be respectful of the culture by not holding eye contact with a single student for too long.
Make sure to begin and end your classes on time, even if there are students looking for help with homework.
Try to avoid putting your hand near your mouth or biting your fingernails. This is considered rude.
Never wave someone over with your finger. Wave them over with a hand and fingers pointed down.
If your students give you gifts, know that it is customary not to open it in front of them.
The student / teacher relationship is generally formal in nature. You may think that your Chinese students are unhappy or disliking your class because they don't smile as much as other students.
France
Avoid discussions of jobs, and financial success or wealth. This is often considered the greatest taboo in France.
Avoid talking about immigration.
The American sign for OK (making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly means “nothing” in France.
Maintaining eye contact is not customary between strangers. If you hold eye contact with someone on the street or in a store you are suggesting you want a relationship with them. Refusing eye contact, however, suggests that you think you are of a higher status than the other person.
Students will cover their mouth with their hands to gesture that they have made a mistake.
Germany
It is considered very rude to be even a few minutes late.
Never chew gum in public or in class.
The American sign for OK (making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly refers to female private body parts in Germany.
Avoid discussing how much money people earn. If you are dining out with others, it is considered rude to start your meal before everyone has received theirs.
It is considered bad luck to wish a German person a Happy Birthday before the actual date.
Japan
Teachers should not touch their students (e.g. hand on shoulder, high five).
Take steps not to say or do something that would cause a single student to feel embarrassed. Japanese people are more likely to feel ashamed and insulted rather than innocently embarrassed.
The American sign for OK, which teachers often use to show that a student has done something correctly or perfectly means “money” in Japan.
Be discrete about blowing your nose in the classroom.
Avoid discussing World War II.
Mexico
Avoid discussing pollution.
Avoid discussing illegal immigration.
Avoid discussing religion.
Don't make comparisons between Mexico and the U.S.
Avoid discussing sexuality.
It is considered very rude to take the Lord's name in vain in Mexico. If you are the type of person to use a form of the phrase, “Oh my God,” in your everyday conversation, you may want to practise eliminating it from your vocabulary.
It is considered rude for men to keep their hands in their pocket.
It is helpful to be aware of the taboo in Mexico for young people to live alone or with a girlfriend / boyfriend before getting married.
Mexican people tend to stand very close to one another when engaged in a conversation. It is considered rude to move further away.