- •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 the text and say how Oedipus complex manifests itself. Oedipus Complex
In the Oedipus complex, a boy is fixated on his mother and competes with his father for maternal attention. The opposite, the attraction of a girl to her father and rivalry with her mother, is sometimes called the Electra complex.
Sexual Awakening
At some point, the child realizes that there is a difference between their mother and their father. Around the same time they realize that they are more alike to one than the other. Thus the child acquires gender. The child may also form some kind of erotic attachment to the parent of the opposite sex.
Jealousies
The primitive desire for the one parent may also awaken in the child a jealous motivation to exclude the other parent. Transferring of affections may also occur as the child seeks to become independent and escape a perceived 'engulfing mother'. A critical point of awakening is where the child realizes that the mother has affections for others besides him. Note that opposition to parents may not necessarily be sexually based – this can also be part of the struggle to assert one's identity and rebellion against parental control.
Transitioning
The mother becomes a separate object, removed from the son’s ideal self. Thus she can be the subject of object love. This separation and externalization of love allows a transition away from narcissism of earlier stages. The father's role in this is much debated. In a number of accounts children transition their attentions from mother to father. The father effectively says 'You must be like me – you may not be like the mother – you must wait to love her, as I do.' The child thus also learns to wait and share attention.
Separation
The boy returns to the mother as a separate individual. That separation may be emphasized with scorn and a sense of mastery over women that can also be seen in the long separation of boys and girls in play and social relationships. This is a source of male denigration of women. Women become separated reminders of lost and forbidden unity. Women become thus both desired and feared. Separation leads to unavailability and hence the scarcity principle takes effect, increasing desire. Excessive separation leads to a sense of helplessness that can in turn lead to patterns of idealized control and self-sufficiency. Whilst the boy becomes separated from the mother, it is a long time before he can be independent of her and hence must develop a working relationship that may reflect the tension of love and difference he feels. The relationship thus may return to a closer mother-son tie, where the point of healthy distance is a dynamically negotiated position, such that comforting is available but is required only upon occasion.
Freud links the Oedipus complex with development of the superego, which uses guilt to prevent the continuation of incestuously oriented relationships. Failure to get past this trigger point and into the symbolic order is considered to be a classic cause of lasting neurosis.
2. Take part in the competition of speakers. Prepare reports on inferiority complex, emotional detachment, narcissistic personality disorder, neurosis. Present them. Make the reports sound scientific.
3. Conduct a group therapy aimed at eliminating complexes : the group meeting is run by a psychologist, the group members are 10-17 year-old children suffering from different complexes. Together, the psychologist and the group members are discussing the complexes and working out the ways how to get rid of them.
LANGUAGE FOCUS