Contemporary issues of science and education (Современные проблемы науки и образования). Учебное пособие
.pdf
Topic 17. Foreign Language Teacher’s Multilingualism and Curriculum…
4.How can the foreign language teacher motivate students by personal example?
5.What is immersive learning in foreign language teaching?
6.What is cultural integration in learning foreign languages?
7.What should be the feedback and adjustments when using multilingualism in foreign language classes?
8.What does the teacher's development of the curriculum include?
9.Why is the curriculum of key importance for the foreign language teacher?
10.What should be considered authentic materials for teaching foreign languages?
Task 4. Express your point of view on the following issue: Do you think it is necessary for a foreign language teacher to speak several languages, or is it enough to know only English, except for his native language? And why do you think that?
71
Topic 17. Foreign Language Teacher’s Multilingualism and Curriculum…
Topic 18
FOREIGN LANGUAGE TEACHER’S
CLASSROOM MANAGEMENT AND CULTURAL
SENSITIVITY SKILLS
Classroom management. Classroom management for a foreign language teacher involves organizing and controlling the classroom environment, activities, and interactions to create an effective, supportive learning space that enhances students' language acquisition and engagement.
Why it's important. Classroom management is crucial for a foreign language teacher as it establishes a conducive learning environment, maximizes student engagement, and facilitates effective instruction, allowing students to effectively acquire and practice new language skills.
How to improve classroom management skills. Improving classroom management, especially for a foreign language teacher, involves creating a structured, engaging, and inclusive environment that facilitates language learning.
Here are concise strategies:
1.Establish clear expectations: Begin by setting clear, consistent rules and procedures that are communicated from the first day. Use visual aids and translations to ensure understanding.
2.Engage students with interactive activities: Incorporate games, group work, and multimedia resources to make learning more interactive and fun. This approach keeps students engaged and motivated.
3.Use positive reinforcement: Encourage positive behavior and language use with verbal praise, rewards, or a points system. This approach helps in building a positive learning environment.
4.Incorporate technology: Utilize language learning apps and online resources to enhance learning and provide students with self-paced practice opportunities.
5.Adapt to diverse learning styles: Recognize and accommodate various learning styles by using a mix of visual, auditory, and kinesthetic activities. This ensures all students can engage with the material in a way that suits them best
72
Topic 18. Foreign Language Teacher’s Classroom Management and Cultural…
6. Foster a supportive classroom environment: Create a safe space for language practice, encouraging students to speak without fear of mistakes. Promote respect, tolerance, and support among students
By implementing these strategies, foreign language teachers can improve classroom management, thereby enhancing students' language learning experiences.
Cultural sensitivity. Cultural sensitivity in the context of a foreign language teacher involves understanding, respecting, and appropriately responding to the cultural backgrounds and norms of their students, ensuring an inclusive and respectful learning environment that enhances language acquisition.
Why it's important. Cultural sensitivity is crucial for a foreign language teacher as it fosters a respectful and inclusive classroom environment, enhances understanding and appreciation of diverse cultural perspectives, and improves teaching effectiveness by acknowledging and integrating students' cultural backgrounds into language instruction.
How to improve cultural sensitivity skills. Improving cultural sensitivity, especially for a foreign language teacher, involves understanding, respecting, and effectively responding to the diverse cultural backgrounds and perspectives within the classroom. Here’s a brief guide:
1.Educate yourself: Continuously learn about the cultures of the students you teach. This can be through books, movies, online courses, and cultural events.
2.Listen and learn from your students: Encourage students to share their cultural perspectives and experiences. This not only enriches the classroom but also shows respect for their backgrounds.
3.Reflect on your own biases: We all have biases. Recognizing and reflecting on them can improve your interactions with students.
4.Incorporate cultural diversity in teaching materials: Ensure your teaching materials reflect a variety of cultures and perspectives.
5.Adopt culturally responsive teaching practices: Adapt your teaching methods to accommodate the diverse learning styles and cultural backgrounds in your classroom.
6.Seek feedback and act on it: Regularly ask for feedback from your students about your teaching approach and how it respects their cultural backgrounds. Be open to making changes based on this feedback.
73
Topic 18. Foreign Language Teacher’s Classroom Management and Cultural…
7. Engage in professional development: Participate in workshops and seminars on cultural competency and sensitivity. Organizations like Intercultural Development Research Association offer professional development opportunities for educators.
By actively engaging in these practices, foreign language teachers can create an inclusive and culturally sensitive learning environment that respects and celebrates diversity.
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: an effective and supportive learning space, positive reinforcement, learning styles, cultural sensitivity, a teaching approach, cultural backgrounds, professional development.
Task 2. Read the article again and complete the sentences with information from the text.
1.Classroom management in foreign language classes is necessary to create
_______________________________________________________________.
2.The favorable learning environment in foreign language classes promotes effective learning and allows students to _______________________________.
3.Improving classroom management for a foreign language teacher involves __________________________________________________________.
4.Articulating clear expectations involves _________________________.
5.The use of visual aids and translation is necessary to ensure ___________.
6.Involving students in interactive activities implies __________________.
7.Cultural sensitivity in the context of teaching a foreign language involves
_______________________________________________________________.
8.Cultural sensitivity in foreign language classes provides an inclusive and respectful learning environment that promotes ___________________________.
9.Cultural sensitivity contributes to creating a respectful and inclusive classroom environment, as well as ____________________________________.
10.Increasing sensitivity to culture involves understanding, respecting, and responding effectively to ___________________________________________.
11.The teacher can study student culture with ________________________.
74
Topic 18. Foreign Language Teacher’s Classroom Management and Cultural…
12. Being aware of your own biases will help improve the teacher's interaction with ________________________________________________________.
Task 3. Answer the questions about the content of the article.
1.What does classroom management include for the foreign language teacher?
2.Why is it necessary to create an effective supportive learning space in foreign language classes?
3.How can the foreign language teacher create a structured, engaging and inclusive environment that promotes language learning?
4.Why does the teacher need to use visual aids and translation in foreign language classes?
5.What forms of interactive activities can you name?
6.What is positive reinforcement and why use it in foreign language classes?
7.What does the cultural sensitivity of the foreign language teacher suggest?
8.How can the foreign language teacher create an inclusive and respectful learning environment conducive to language acquisition?
9.How can the foreign language teacher adapt his teaching methods to different learning styles and cultural traditions?
10.How can the foreign language teacher receive feedback on taking cultural identity into account in their classes?
Task 4. Express your point of view on the following issue: What is cultural sensitivity and why does it need to be developed in foreign language classes in groups where representatives of different cultures study?
75
Topic 18. Foreign Language Teacher’s Classroom Management and Cultural…
Topic 19
PEDAGOGICAL DIAGNOSTICS:
GOALS AND OBJECTIVES
Pedagogical diagnostics is an obligatory component of the educational and upbringing process. It allows teachers to determine the level of achievement of the goals set by teachers. It is difficult to talk about effective management of the didactic process without such studies.
Features of the term. Diagnostics of pedagogical work is a special type of activity, which is the management and analysis of signs that analyze the state and results of the learning process. It makes it possible, on the basis of the data obtained, to make forecasts of permissible deviations, to identify ways to prevent them, to correct the process of education and training, and to improve their quality.
The essence of the concept. Pedagogical diagnostics is not limited to checking the universal learning skills of students. The study involves control, evaluation, verification, accumulation of statistical information, study of results, identification of the dynamics of the didactic process, and so on.
Pedagogical diagnostics at educational institution allows teachers to create feedback in pedagogical activity.
Purpose. In science, there are several functions of diagnostics carried out in educational institutions:
1.Control and correction part is to receive and correct the educational process;
2.Prognostic role involves prediction of changes in the development of students;
3.Educational function is the socialization of students, the formation of an active citizenship in them.
Pedagogical diagnostics concerns three areas:
1.Academic achievements of students;
2.Social, moral, emotional qualities of the individual and educational
teams;
3.The results of the pedagogical process in the form of neoplasms and psychological qualities of students.
76
Topic 19. Pedagogical Diagnostics: Goals and Objectives
The degree of social development, the level of universal learning skills is subject to periodic research, analysis.
The tasks of pedagogical diagnostics include the collection of information about the family, physical health, features of thinking, memory, imagination, attention of the student. During the survey, the psychologist reveals the emotional and volitional qualities of each student, his motivational needs, relationships with other members of the educational team.
Different types of pedagogical diagnostics (questionnaires, conversations, analysis of documents, observation) allow teachers to create a single picture about the student, create an individual educational development trajectory.
Conducting pedagogical diagnostics is associated with the use of a system of operations and actions to assess the assimilation of skills, knowledge, and practical skills by students. Control guarantees the establishment of feedback in the learning process, its result is the receipt of information about the effectiveness of learning.
The teacher finds out the level and amount of knowledge acquired by the student, his readiness for independent activity.
Without periodic verification of the formation of universal learning skills, the educational process will not be effective and efficient.
Pedagogical diagnostics involves several control options:
1.periodic;
2.current;
3.final;
4.thematic;
5.preliminary;
6.delayed.
Let's analyze the distinctive features of each of them. Preliminary control is carried out in order to identify the initial skills, abilities, knowledge of students. A similar check is carried out at the beginning of the academic year or before the start of studying a new topic within a certain academic discipline.
The pedagogical process involves ongoing checks that allow teachers to identify the level of universal learning skills formation, their completeness and quality. It consists in the systematic observation of the teacher over the activities of the students at all stages of the educational process.
77
Topic 19. Pedagogical Diagnostics: Goals and Objectives
Periodic control allows you to sum up the results for a specific time period, for example, for a quarter or half a year.
The development of pedagogical diagnostics is inextricably linked with thematic control. For example, after studying a section, a topic, the teacher offers his students various tasks. They allow teachers to determine the degree to which students have mastered a particular scientific material.
Final work covers the entire system of skills, abilities, knowledge of students.
Delayed control involves the identification of residual knowledge after some time after studying the course, section. After 3-6 months, the students are offered test tasks, the effectiveness of which is a direct confirmation of high-quality training.
Control Forms. Such methods of pedagogical diagnostics are divided into groups: 1. front; 2. group; 3. customized.
Control methods are methods by which the effectiveness of all types of student activities is determined, the level of teacher qualification is assessed.
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: universal learning skills, an active citizenship, emotional and volitional qualities, individual educational development trajectory, initial skills, preliminary control, teacher qualification.
Task 2. Read the article again and complete the sentences with information from the text.
1.Pedagogical diagnostics allows teachers to determine the effectiveness of
_______________________________________________________________.
2.The diagnosis of pedagogical work consists in management and analysis
_______________________________________________________________.
3.Pedagogical diagnostics makes it possible, based on the data obtained, to compile _________________________________________________________.
4.Pedagogical diagnostics involves monitoring, evaluation, and verification, ___________________________________________________________.
5.The control and correction function of pedagogical diagnostics is
_______________________________________________________________.
78
Topic 19. Pedagogical Diagnostics: Goals and Objectives
6.The educational function of pedagogical diagnostics involves the socialization of students and ______________________________________________.
7.Pedagogical diagnostics covers the academic achievements of students, the social, moral, emotional qualities of individuals and teaching staff and the results __________________________________________________________.
8.During the survey, the psychologist identifies the emotional and volitional qualities of each student _______________________________________.
9.The various types of pedagogical diagnostics include _______________.
10.The control guarantees the establishment of feedback in the learning process, its result is __________________________________________________.
11.Pedagogical diagnostics involves the following types of control:
_______________________________________________________________.
12.The preliminary control is carried out at the beginning of the school year or before ________________________________________________________.
Task 3. Answer the questions about the content of the article.
1.Why do teachers need to carry out pedagogical diagnostics?
2.What is pedagogical diagnostics?
3.Why does the teacher need data obtained through pedagogical diagnostics?
4.How does pedagogical diagnostics in an educational institution allow teachers to create feedback in teaching activities?
5.What are three main functions of pedagogical diagnostics?
6.What is the essence of the predictive function of pedagogical diagnostics?
7.What are three areas of research included in pedagogical diagnostics?
8.Which is the subject of periodic research in pedagogical diagnostics?
9.What tasks of pedagogical diagnostics can you name?
10.What data obtained with the help of pedagogical diagnostic methods allow teachers to form an individual educational development trajectory?
Task 4. Express your point of view on the following issue: Which methods of pedagogical diagnostics: frontal, group or individual are the most effective and why?
79
Topic 19. Pedagogical Diagnostics: Goals and Objectives
Topic 20
PEDAGOGICAL DIAGNOSTICS:
TYPES, METHODS
Methods of written, oral, machine, practical control and self-control are used in different combinations in the classroom.
Oral control helps to reveal the knowledge of students, helps the teacher to analyze the logic of presentation of educational material by students. In an oral response, the student's ability to apply theoretical knowledge to explain events and processes, prove their own point of view, and refute incorrect information is assessed.
Written control is associated with the performance of written tasks: essays, tests, exercises, creative reports. This method of control is aimed at simultaneously testing the knowledge of trainees. Among its shortcomings, we note the significant time spent by the teacher on checking work, compiling a complete report on the level of formation of educational skills among students.
Practical control. When performing laboratory experiments and practical tasks, the students use the theoretical base obtained during the lectures. The teacher analyzes the formation of skills and abilities, if necessary, corrects them.
Pedagogical testing differs from traditional control options in differentiation, efficiency, objectivity.
Types of diagnostics. Preliminary analysis is aimed at identifying the level of development, assessing the skills of students. Such diagnostics are carried out at the beginning of the academic year, aimed at identifying knowledge of the main elements of the course, which is relevant for newly created educational teams. Based on the results of the preliminary check, the teacher plans the upcoming work, selects teaching methods and techniques. The main functions of preliminary diagnostics are: control and correction.
The teacher carries out the current diagnostics in everyday educational work during classes. It allows you to assess the level of education, gives the teacher the opportunity to quickly respond to the current situation, select innovative forms of activity. Its main purpose is to stimulate the independent activity of students.
According to the number and nature of questions frontal, individual, combined, group diagnostics are distinguished. The frontal option involves the
80