- •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
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.”
UNIT 7
Where do children’s complexes come from?
THEORETICAL PRELIMINARIES
Complex as a Phenomenon
The word “complex” is used to identify a variety of situations. Psychological complexes are clusters of related thoughts, feelings, memories and impulses; many of them have been “repressed” – pushed out of consciousness. These complexes put false ideas into one’s heads – about oneself, other persons and situations. There are a great number of different complexes. Indeed, the contents of complexes are as varied as human experiences. People can have complexes about love, status, intelligence, competition winning, being recognized, money, food, addictions, honor, and etc. The causes of complexes: any physical defect of the child, favoritism by parents of some children in the family and neglecting others. It is the neglected child who develops inferiority complex, bad economic conditions, unhealthy social environment may also harm the mental health of a child.
Tackling Complexes:
Encourage the child to take part in various social activities of the school. These will keep his mental disorders away.
Locate some specific talent of the child.
Various types of extra-mural activities should be organized in the school. Let there be one activity for every child.
Encourage a backward child. Locate his causes of backwardness and try to remove them.
Socially useful productive work will mostly suit handicapped child. Such children expect our love and simply sympathy.
Complexes are powerful. We do not have them; they have us.
Unattractiveness
Almost every teenager finds a flaw in their appearance, causing psychological distress. Any part of body can cause serious experiences.
To help the child overcome the complex of unattractiveness, you need patience and constant attention to his appearance. If the “inconvenient” part of body really needs correction, tell a teenager how to better cope with it, nor in any way making fun of excessive attention to this matter. But, as practice shows, the most dissatisfaction with appearance at puberty is the nature of nit-picking and driven by the desire to look more attractive. Then you have every day, choosing the words, repeating a child that he is really beautiful.
Inferiority Complex
Students of vocational schools, the best students, children with braces on his teeth, beautiful women with long legs, pathological losers in love affairs, Don Juans with a triple-digit “track record” suffer from inferiority complex. Try to protect the child from the most common complex. Praise him. Do not indulge the child. Do not “advertise” your child to his relatives and friends, if your child is sensitive and unassuming. It is not worth conducting unnecessary tests, requesting to read poetry, sing a song.
“Mama's Son” or “Mother's Daughter”
Excessive love of a mother when an adult male does not take a single step without the consent of the parent, or a girl is afraid to do something contrary to the mother's decision, saying “Mom will get angry…” – this behavior has its origins in childhood. For a person suffering from such a complex, Mom is the only reference point, a unique person who counts.
It is difficult to envisage how parents’ behaviour and words will tell upon children. But one thing is for sure: love your children.
“Black Sheep”
In the English language, black sheep is an idiom used to describe an odd or disreputable member of a group, especially within one's familly. The term has typically been given negative implications, implying waywardness. The black sheep is a member of a social group or family who is regarded as a disgrace and an embarrassment to the rest of the group. The phrase became popular during the 18th century and is associated with the proverb, “There's a black sheep in every flock.” For some people, this sense of not belonging runs more deeply and spans a period of many years. It is possible to feel like the black sheep in your family and peer groups that are supportive, as well as in those that are not.
If you believe that your nature sets you apart from your relatives and peers, consider that you chose long ago to be raised by a specific family constellation and to come together with specific people so that you could have these experiences that would contribute to your on-going evolution. You may be more sensitive, artistic, aware, spiritual, or imaginative, than the people around you. The disparate temperament of your values and those of your family or peers need not be a catalyst for interpersonal conflict. Learn to embrace their differences and be thankful for those aspects of their individuality that set them apart from you. You cannot expect your relatives or peers to choose to embrace your values, insights and awareness and offer you the precise form of support you need. You can learn from them as well.
READING AND DISCUSSING