- •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
2. Read the poem by Keith r. Williams and say what personal catastrophe is described by the child. Punishment Poem (From The Cheat)
Tis a lie to pretend that I read the text.
'Tis a lie as well for which I'm hexed.
For I do NOT know the sea for land,
I'd still be lost with a map in hand.
For I did not cram
For this exam.
You bet I regret not doing the work.
And now I fell like a total jerk.
But that's not punishment enough!
It must be meaner! Must be rough!
Unless I rat, I'll roast. Tattle
Or I'm freaking toast!
But though you burn me as a witch,
You got to know: I ain't no Snitch!
I spent the evening overeating.
That was my way of retreating.
I knew that this was self-defeating.
But the guilt was only fleeting.
Then there came a stranger's greeting
And an accidental meeting leading to a last-ditch cheating
For which I now receive this beating.
And who is it that's beating me:
My teacher or my family?
Who punishes my villainy?
And remedies this tragedy?
Just me AND my own gluttony,
My personal catastrophe.
There's none to thank and none to spank.
There's no one here but ME.
3. Write an Essay “Children’s Personal Catastrophes : Reasons and Ways Out.”
UNIT 8
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.
1) Критика и самокритика с целью исправить упущения, помочь делу необходимы. Но низкий уровень культуры критикующих приводит к тому, что, критикуя воспитанника или товарища, они без нужды повышают голос, допускают бестактность, грубость, провоцируют конфликт. Конфликт – дефект общения. Культура спора требует умения всегда внимательно прислушиваться к доводам собеседника и быть готовым, подавляя самолюбие, признать свою ошибку, если она имела место.
2) Каждое десятилетие объем информации удваивается, а каждые 7 лет обновляется на 50%, поэтому категория «объем знаний» перестает играть ведущую роль. Вопрос «что учить?» закономерно заменяется вопросом «как учить?». В современном мире все выучить невозможно. У ребенка есть ограничения, связанные и со здоровьем, и с возрастом, а мы, к сожалению, это не учитываем. Здоровье – это естественное состояние организма, которое является выражением его совершенной саморегуляции гармонического взаимодействия всех его органов и систем и проявляется в состоянии комфортного самочувствия.
3) Огромна роль слова, поэтому первые фразы могут звучать по-разному, но всегда доброжелательно. Например: «Здравствуйте, мои дорогие, я рада вас видеть. Усаживайтесь поудобнее, мне поскорее хочется вас научить...», «Сегодня замечательное утро, какие добрые у вас лица и умные глаза, приступим к делу», «Добрый день всем! Надеюсь, вы все здоровы и дома у вас все в порядке. Сегодня у нас на уроке будет много интересного», «Ребята! Согласна, произошли неприятности, но поверьте, все пройдет.»
4) Большое количество комнатных цветов благотворно влияет не только на органы дыхания, но и на цветовосприятие. Цвет необходимо учитывать и в дизайне кабинета. Цвет стен, парт, подставок, штор на окнах целесообразно подбирать с учетом комфортного созерцания. Таблицы и схемы лучше оформлять в разных цветах, так как красный и оранжевый цвета действуют на организм возбуждающе; жёлтый – цвет хорошего настроения; зелёный – помогает сконцентрироваться, сохраняет зрение, дает ощущение покоя, надежды, новизны, свежести.
5) «Сиди и не вертись!» – кому не знакома эта фраза? Сорок лет наблюдений американского физиолога Лоуренса Морхауса подвигли его сделать вывод, что во время сидения не только можно, но и нужно ерзать и вертеться, а, встав, переминаться с ноги на ногу. Движения обеспечивают лучшее кровоснабжение, питание мозга кислородом. Этот пример подтверждает исключительную значимость физминуток, которые обеспечивают продолжительную концентрацию внимания, работоспособность, не допускают утомления и усталости.