Essentials of pedagogical profession. Учебное пособие

5.Read the following words and phrases and give the Russian equivalents to them:

teaching methods, the aims of education, goals may be achieved, the subject matter, instructional media, the broad headings of languages, immediate and remote connections, the field relies heavily on, induction from experience, deductive processes, homogeneous groups, vociferous condemnation, the school community, youth subculture

6.Complete the table with nouns. Translate the words into Russian, then choose five of the words and make your own sentences with them.

achieve

consider

attain

modify

require

observe

organize

express

develop

examine

produce

deduce

evaluate

7. Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion. Choose one of the questions and write an essay.

1)What are the functions of the teacher and the learner?

2)Who is more important and play larger part in the process of teaching/learning – a teacher or a pupil?

3)What is an ideal teacher? What is an ideal pupil?

4)What youth organizations and youth subcultures do you know? What are the advantages and drawbacks of youth organizations and subculture?

5)Do you think pupils should learn different subjects at school or only those subjects that are important for their future profession?

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Unit 2.

General objectives of teaching

1. Study the following words and phrases:

«General objectives of teaching include the promotion of a wellintegrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights (cognition), the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values (affective learning).

Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With that acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.

In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Instruction begins with the acts of handwriting and plastic art play, characteristic of earlier years of schooling. It includes painting, games, workshop skills, and practical science.

The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self-conscious and self-critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life. The acquisition and application of values and attitudes are most marked

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by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, ethical, and sometimes religious values pervade the school curriculum. Literature, art, the humanities, and sometimes religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.

An individual’s emotional structure is the pattern of personal values and attitudes. Under the influence of instruction and experience, that structure shows three kinds of change. First, pupils learn to select those situations and problems to which they will make appropriate emotional responses. Second, in general, an increasing range of situations includes happenings more remote from the learner. At first, emotions are aroused by situations directly affecting the child. As children become more mature, they are increasingly involved in affairs and causes far removed from their own personal lives. Third, their repertoire of emotional responses gradually becomes less immediate, expressive, and linked with physical activity.

The complete act of teaching involves more than the presentation and development of lesson material. Teachers must be reasonably clear about two things: (1) the capabilities, achievements, strengths and weaknesses, background, and interests of their learners; and (2) the shortand long-term objectives they hope to achieve in a lesson and series of lessons.

Educational psychologists give much attention to diagnosing pre-instructional achievements, particularly in the basic subjects of language and number, and to measuring intellectual ability in the form of reasoning power. There has been special emphasis on the idea of the student’s readiness at various ages to grasp concepts of concrete and formal thought.» [12]

(provided by https://www.britannica.com/)

2.Give detailed answers the questions:

1)Who is a well-integrated person?

2)When does cognitive growth begin and then continue?

3)What can a socially active person achieve?

4)What does cognitive training produce?

5)What is the teacher concerned with in the development of psychomotor learning?

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6)What elements does the instruction include?

7)What dominates the general life of the young individual?

8)What values penetrate the school curricular?

9)What can produce a positive perception of cognitive and theoretical values?

10)What three kinds of change does an individual`s emotional structure show?

11)What two things should a teacher take into consideration when preparing to a lesson?

3.Match the words on the left with their definitions on the right.

4. Read the definitions given below and find the words for them in the text. Translate the definitions and the words into Russian.

1)g ______ to use a particular set of facts or ideas in order to form an opinion that is considered relevant to a different situation

2)a ______ to remove something from somewhere

3)i ______ to reach an opinion or decide that something is true on the basis of information that is available

4)i ______ to explain the meaning of something

5)e ______ to tell somebody about something in a way that makes it easy to understand

6)a ______ address oneself for information, help, a service or to request something in writing; make or submit an application

7)c ______ to make something happen or exist

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8)s ______ to choose somebody/something from a group of people or things, usually according to a system

5.Make complete sentences using the following words. Translate the acquired sentences into Russian.

general responsible cognitive secondary higher intellectual

prestige obvious deliberate remote mature

1)I don’t think he has the _____ skills necessary to study at this

level.

2)Both parents are equally _____ for raising the children.

3)The area is _____, mountainous, and roadless.

4)The _____ opinion is that the conference was a success.

5)She spoke in a slow and _____ way.

6)They are studying the links between _____ and linguistic development in young children.

7)The system of _____ education in the USA combines the European and British models.

8)She taught History at _____ school number 25.

9)Wearing designer clothes is a matter of personal _____ for many teenagers.

10)She tries to look _____ and sophisticated.

11)I know you don’t like her but try not to make it so _____.

6.Define what part of speech the words in bold are.

7.Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion. Choose one of the questions and write an essay.

1)What are three objectives of a typical lesson?

2)What group of skills is the most important? Why?

3)What will happen if we don`t develop any group of skills and abilities?

4)What makes children mature?

5)What values do you think should be taught at school?

6)What are the main objectives of teaching?

Unit 3.

The teaching-learning situation

1. Study the following words and phrases:

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«In the actual instruction, a single lesson is usually a part of a longer sequence covering months or more. Each lesson, however, stands to some extent as a self-contained unit within a sequence. In addition, each lesson itself is a complex of smaller teaching- learning-thinking elements. The progress of a lesson may consist of a cycle of smaller units of shorter duration, each consisting of instruction by the teacher and construction by the learner – that is, alternating phases in which first the activity of the teacher and then that of the learner predominates.

The lesson or syllabus proper is thus not to be narrowly conceived of as “chalk and talk” instruction. It is better seen as a succession of periods of varying length of instruction by the teacher and of discovery, construction, and problem solving by the pupil. Although the student’s own curiosity, experience, and observation are important, so is the cyclic activity of teacher and learner. The teacher selects, arranges, and partially predigests the material to be learned, and that is what is meant by guiding the learner’s discovery and construction activity. It is a role the teacher cannot abrogate, and, even in curricula revised to give learners greater opportunity to discover for themselves, there is concealed a large degree of selecting and decision making by the teacher. That is what teaching is about.

Teachers must face the problem of how to maintain curiosity and interest as the chief motivative forces behind the learning. Sustained interest leads students to set themselves realistic standards of achievement. Vital intrinsic motivation may sometimes be supplemented by extrinsic rewards and standards originating from sources other than the students themselves, such as examinations and outside incentives, but those latter are better regarded

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as props to support the attention of learners and to augment their interest in the subject matter.» [12]

(provided by https://www.britannica.com/)

2.Give detailed answers to the questions:

1)What is a lesson?

2)What parts can a lesson consist of?

3)What is an ideal lesson or syllabus?

4)What is important for a good lesson?

5)What does a teacher do to guide the learner`s discovery?

6)What is teaching about?

7)What problem does a teacher face?

8)What is vital motivation supplemented by?

3.Match the words on the left with their definitions on the right.

4. Complete the sentences with the following words.

discovery succession curiosity duration source standard

1)The school was used as a hospital for the _____ of the war.

2)The gunman fired three times in rapid _____.

3)The tiny window was the only _____ of light.

4)The _____ of oil on their land made the family rich.

5)The work has been done to a professional _____.

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6)Sophie’s _____ was aroused by the mysterious phone call.

5.Study the following exceptions – nouns of Latin or Greek origin, translate the words into Russian using a dictionary. Then choose three of the words and make your own sentences.

6. Match the words in column A with their synonyms in column B. Translate the pairs of words into Russian. Choose five of the words and make your own sentences with them.

7. Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion. Choose one of the questions and write an essay.

1)Can you make a plan of a lesson on History?

2)What ways of motivating pupils to study do you know?

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3)Who is the main person in the teaching-learning situation – a teacher or a student? Give your reasons.

4)What does the term “chalk and talk” mean?

5)What does an ideal lesson look like?

Unit 4.

The organization of instruction

1. Study the following words and phrases:

«Educational organization rests to some extent on psychological views about learning, but explicitly it is concerned with the grouping of pupils for educational experience and instruction.

Pupils in general are organized by age into what are usually termed grades, classes, or forms. Each school is also usually either comprehensive (containing students pursuing various academic, commercial, and vocational curricula) or based on the so-called dual plan (containing only students pursuing a particular curriculum). In some countries there may be three schools system: schools for classical academic study, schools for technical or vocational study, and schools for more generalized, “modern,” diversified study. Whether comprehensive or dual-plan, schools frequently have some kind of streaming or multi-tracking whereby students are grouped according to ability so that there are separate classes for the less able and the more able.

The modern interest in resources for learning has led to the concepts of general-purpose classrooms, open-plan teaching, and team teaching. The idea of general-purpose classrooms starts from the assumption that the school curriculum can be divided into a few large areas of allied intellectual interests, such as the humanities, languages, and sciences. The total resources available for teaching in each of those areas, including teachers, are then made available in one common teaching space, and ordinary classroom and lessonperiod divisions disappear, to be replaced by a real mobility between

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teachers and learners as they make use of the different resources available, including library and laboratory facilities and various educational aids. In the infant and primary schools, similar ideas are introduced in the open-plan system.

Team teaching represents an attempt to make better use of every teacher’s potential in any subject area, to create a flexible learning situation, and to make non-streaming more effective. For example, the normal class of 30 pupils with an individual subject teacher is replaced by a larger group of pupils and a team of teachers, who pool their efforts. The team plan generally consists of the following elements: (1) large-group instruction, in which the total complement of some 50 to 150 students in the program is periodically taught by one teacher (either the same teacher or several teachers in rotation) in a lecture hall; (2) small-group instruction, which alternates with large-group instruction so as to allow small numbers of students and a member of the teaching team to discuss, report, and exchange ideas; (3) independent study, whereby students are given individual projects or library work; and (4) team planning sessions, in which, daily or weekly, the teachers plan, coordinate, report on, and evaluate their programs. The presumed benefits of team teaching are that it makes better use of each teacher’s individual interests and strengths; that it avoids unnecessary replication, particularly in such basic subjects as native literature, in which ordinarily several classes led by different teachers cover the same ground; and that teaching in front of one’s colleagues is a beneficial practice providing some evaluative feedback. Also, it is said that the less able children do not feel as segregated as in ordinary streamed classes. In any event, the most obvious advantage of team teaching is its flexibility; it affords a great variety of possible combinations of student groupings and of educational resources. The major problem is that team teaching cannot be used in all subject areas. Although it may be useful in such areas as the humanities and the social sciences, it does not aid the teaching of such subjects as mathematics, in which there are too many individual differences in ability.

The grouping of children by ability, though still practiced, remains a problem. Formal tests are used to separate students according to their ability, and many people feel that separations by such means are neither reliable nor socially desirable. » [12]

(Abridged from the original text provided by https://www.britannica.com/)

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