Иностранный язык (английский).

МИНИСТЕРСТВО ОБРАЗОВАНИЯ РЕСПУБЛИКИ БЕЛАРУСЬ

УЧРЕЖДЕНИЕ ОБРАЗОВАНИЯ

«БАРАНОВИЧСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»

Н. А. ЕГОРОВА

ОРГАНИЗАЦИЯ ПЕДАГОГИЧЕСКОГО

ОБЩЕНИЯ В ШКОЛЕ

ORGANISING PEDAGOGICAL

COMMUNICATION AT SCHOOL

Методические рекомендации

для студентов специальности

Иностранный язык (английский).

Дополнительная специальность

Иностранный язык (английский). Информатика

Барановичи

РИО БарГУ

 

 

 

UNIT 1

WHAT MAKES PEDAGOGICAL COMMUNICATION EFFECTIVE?

THEORETICAL PRELIMINARIES

Pedagogical Communication

What is communication? According to the Concise Oxford Dictionary the word means 'the act of imparting, especially news', or 'the science and practice of transmitting information'. These definitions clearly show the link between 'teaching' and 'communication': teachers are constantly imparting new knowledge, or transmitting information. Communication is a complex process. At any stage of this process things may go wrong, making the communication less effective. To be effective, teachers have to try to minimise these barriers to communication.

Communication does not only take place by means of words; non-verbal communication (or body language) is equally important. We are all familiar with the kinds of non-verbal communication. A communication situation corresponds to an archetypal discourse manifestation that can at least be identified and described by the following three general properties:

1. Thematic: defining specific themes and contents, each interaction scene or site;

2. Formal: setting various discursive or semiotic markers; i.e. specific ways of using certain meaningful units;

3. Relational: establishing relationship and expressing it through formal communication structures.

Person-to-Person Communication: Presentation Skills

Some teachers like to talk, and expect the students to write down what they say and to learn it (this style encourages superficial learning and rapid forgetting).Other teachers see their role as one of helping the students to learn at a deeper level – to understand new ideas and concepts so well that they can apply them in a work situation. Either way, these teachers will do a better job if they communicate well with their students.

Written Communication: Handouts

Teachers communicate not only by speaking, but also by writing. What is a handout? It is not a photocopy of a journal article, or of some pages out of a textbook. Rather, it is a document which the teacher writes him / herself. It may be a summary of important points to be learnt; or a guide to students on work they have to do, or references they have to look up. Teachers may use handouts for students to refer to during a lesson, and students will definitely use them in their self-study time. Because handouts are such an important way of communicating with students, they must communicate effectively.

Do Create a Partnership with Parents

A partnership implies that all parties work together – as equals – with specific rights and responsibilities toward a common goal. Each party contributes his own specific skills and knowledge toward meeting the objectives. Unfortunately, much home / school communication is one-sided and school-directed. Information is shared... but power is not shared. This approach is not conducive to creating a genuine partnership. The great majority of home / school crises (and lawsuits!) are a direct result of poor communication.

Do Be Positive

In most families, a phone call or note from a teacher automatically indicates bad news related to the child's behavior or performance. You can prevent this from occurring by making “sunshine calls” on occasion. Simply drop the parent a note or give them a call when a child pleases (or surprises!) you with positive behavior or progress. Always begin and end your communiqué (verbal or written) in a positive way. The problem or difficulty should be covered in the middle.

Do Remember...

Before they care how much you know, they got to know how much you care! Parents want to feel that you know their child and enjoy his company. Every parent has attended the never-ending, tedious classroom meeting with a teacher who drones on about the curriculum expectations and the educational objectives but says nothing that indicates any knowledge of (or interest in) the child as an individual.

READING AND DISCUSSING

 

Questions

 

1) How can a teacher enhance classroom control and encourage students to think for themselves?

2) How can a teacher help students achieve their future dreams and goals?

3) How should a teacher respond to students who call out?

4) Why is touching a tricky subject?

5) What are higher-level questioning techniques?

6) How can crossing the arms be regarded in the classroom?

7) How should a teacher respond to students’ “yes” or “no” answers?

8) What is the positive reinforcement?

9) How can a teacher make use of group or unison responses, response costs?

10) What is the most powerful method of non-verbal communication between a teacher and students?

11) What are the possible ways of communicating the phrase “What are you doing?” to students?

12) Why is scanning the classroom of importance? When should the teacher do the scanning?

 

3. 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.

LANGUAGE FOCUS

 

1. Skim the text and fill in the gaps with the words which you think may suit.

 

Preventing Conflicts in the Classroom

 

A dispute between a teacher and a student quickly can turn classroom management into …. Diminish conflict situations with these ….

Students will try to challenge their teacher and provoke a …, even if it's just to divert the attention away from the …. It is important to remain calm and … but firm. Anticipation, preparation, and organization together with clear and fair rules diminish conflict situations.

The first important moment is the encounter in the hallway. Pack a few dozen children together in a narrow space and this will quickly turn into …, pushing and fighting. A teacher intervention at this time will turn the first contact with the pupils into a … confrontation. The … the students enter the classroom, the better. Stand at the … so that both the hallway and the classroom can be supervised.

Then, before the students enter the classroom, write a … on the blackboard. This will engage them … into working quietly. When extra material (books, worksheets, pencils, scissors, etc) needs to be provided, display the items on a … in the classroom so that pupils can take them upon entering. By not distributing the …, time will be gained and chances that pupils are disturbing the class will be decreased.

FROM VERBAL COMMUNICATION?

 

 

THEORETICAL PRELIMINARIES

Non-verbal Communication as

READING AND DISCUSSING

 

LANGUAGE FOCUS

1. Skim the text and fill in the gaps with the words which you think may suit.

 

Non-verbal Immediacy

Non-verbal immediacy … behaviors which reduce physical or … distance between people. Early researchers conceptualized immediacy as those behaviors … enhance closeness to and non-verbal interaction with another. In the instructional context, non-verbally immediate teachers reduce physical or psychological distance when they … their students in order to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body … and gestures, touch students, assume a relaxed posture and communicating …, and are vocally expressive.

 

Verbal Immediacy

 

Verbal immediacy encompasses linguistic messages that convey interpersonal approach or liking, thus reducing the … distance between individuals. Students perceive as more immediate those teachers who use inclusive … such as “we” instead of “you,” expressions that minimize distance such as “this university” instead of “that university,” present tense instead of past tense, probability such as “will” instead of “may”. Also interpreted as verbally immediate behaviors are teachers' use of humor and self-disclosure in the classroom, calling students by name.

Immediacy research is grounded in approach-avoidance theory. Early conceptualizations of approach-avoidance observed that approach indicates …, positive evaluation, and liking, whereas avoidance indicates lack of preference, dislike, and, in extreme cases, fear. Thus, a person's affinity for or liking for another person may provide … to approach the other, to reduce the physical or psychological distance between them. The social impact of approach-avoidance behaviors may be further explained by theories of interpersonal attraction, i.e. affinity between persons and their propensity to interact in order to … or maintain a relationship. Among the many factors contributing to interpersonal attraction are proximity and reinforcement. Reinforcement suggests that “we like people who reward us and we dislike people who … us”. In anticipation of physical or psychological reward, then, one may employ immediate behaviors in order to approach another individual.

 

ADDITIONAL READING

 

1. Read the text and answer the questions that follow.

This was a melting-pot school: Jewish, Chinese, Puerto Rican, Greek, Dominican, Russian, and I had no preparation or training for teaching English as a Second Language. Kids want to be cool. Never mind what parents say, or adults in general. The bell rings and I'm hearing the Tower of Babel. My intention was to settle into a comfortable chair and read the papers, but after a day of five classes and 175 teenagers I was not inclined to prolong that day with their work. It could wait, damn it. I deserved a glass of wine or a cup of tea. I'd get to the papers later. Yes, a nice cup of tea and a read of the paper or a walk around the neighborhood or a few minutes with my little daughter when she told me about her school and the things she did with her friend Claire. Also, I ought to scan a newspaper in order to keep up with the world. An English teacher should know what's going on. You never knew when one of your students might bring up something about foreign policy or a new Off-Broadway play. You wouldn't want to be caught up there in front of the room with your mouth going and nothing coming out.

That's the life of the high school English teacher. They have ideas I want to dissipate, about the private lives of teachers. I tell them, “In your head choose one of your teachers. Don't tell anyone the name. Don't write it down. Now speculate, when that teacher leaves the school every day what does he or she do? Where does he go?”You know. After school, teacher goes directly home. Carries a bag filled with papers to be read and marked. Might have a cup oftea with spouse. Oh, no. Teacher would never have a glass of wine. That's not how teachers live. They don't go out. Maybe a movie on the weekend. They have dinner. They put their kids to bed. They watch the news before they settle in for the night to read those papers. At eleven it's time for another cup of tea or a glass of warm milk to help them sleep. Then they put on pajamas, kiss the spouse and drift off. Teachers' pajamas are always cotton. What would a teacher be doing in silk pajamas? And, no, they never sleep naked. If you suggest nudity students look shocked. Man, can you imagine some teachers in this school naked? That always triggers a big laugh and I wonder if they're sitting there imagining me naked.

What is the last thing teachers think about before sleeping?

Before they drift off, all those teachers, snug and warm in their cotton pajamas, think only of what they might teach tomorrow. Teachers are good, proper, professional, conscientious, and they'd never throw a leg over the other one in the bed. Below the belly button the teacher is dead.

(Teacher Man. Frank McCourt.)

Questions

1) What is a melting-pot school?

2) What is meant by the metaphor ‘the Tower of Babel’?

3) How did the teacher’s basic intention manifest itself in non-verbal behavior?

4) How do children usually manifest their verbal and non-verbal behavior?

5) What does a teacher need to keep up with the world?

6) What is the life of the high school English teacher like?

7) Why do the children expect their teacher to lead that mode of life?

8) How would the children react if the teacher attempted to disillusion them?

9) Can a teacher curse?

10) What is the last thing teachers think about before sleeping (according to the text / in your opinion)?

11) What teacher’s verbal and non-verbal behavior is inconceivable in schoolchildren’s opinion?

12) How do you understand the phrase “Below the belly button the teacher is dead”?

 

2. Describe the life of a) a school English teacher, a University English teacher, a Math teacher, a Russian Literature teacher; b) a young teacher, an experienced teacher; c) a married man (woman) teacher and a single man (woman) teacher.

Since the phrase “Teachers' pajamas are always cotton” can be regarded as a metaphor (a teacher is expected to behave naturally and modestly), think of similar metaphors using the words “silk”, “wool”, “viscose”, “nylon”, “elastic”, “acrylic”. Take part in the competition of orators choosing some of the metaphors as the core idea for your speech.

UNIT 3

IS TEACHER GENDER A FACTOR IN PEDAGOGICAL COMMUNICATION?

 

 

THEORETICAL PRELIMINARIES

Male Versus Female Teachers

 

Females as a group are more drawn than men to careers that involve working with elementary and preschool children. The National Education Association survey showed that more men than women stated that salary is a significant factor in them pursuing other, often more lucrative careers than teaching.

Advantages of Male Teachers

A 2006 study in Education Next, by the Hoover Institute, and conducted by Thomas Dee, an economics professor at Swarthmore College, found that boys learn better from male teachers. The study states that having a teacher of the opposite sex hinders a boy's academic progress. Boys were less likely to be seen as disruptive in a class with a male teacher. Male teachers are more likely to include games and competition in their teaching methods.

Male or Female?

Most students will end up being educated by primarily female teachers. In the middle and high school years, they will probably have a few male teachers. Both males and females bring different approaches and techniques to learning styles. Experiencing both male and female teachers may be best for students so that they can experience the advantages that both sexes bring to the classroom and a wider variety of teaching methodology.

Man and Female Styles of Teaching

Teaching requires skill, insight, intelligence, and diligence, and faculty struggle in a variety of ways to meet the challenges of the classroom. While apparently both men and women faculty members exhibit these traits, research suggests that they may meet the challenges in different ways. Understanding how and why men and women teach differently is critical to assisting faculty in their efforts to improve their teaching. Student evaluations are a common method for faculty to receive feedback about their teaching. Research has shown that students' evaluations can be significantly influenced by the gender of their instructors. Many studies reveal that students tend to rate female faculty members' differently than male faculty members. Reasons for these findings are multifaceted. For example, students may hold biased perceptions of the differences between men and women faculty. It is also possible, however, that students are accurately assessing the difference between teaching styles that is attributable to the gender of the faculty.

Teaching styles differences are based on measures of inclusion and sensitivity preferences. The styles of male and female faculty differ especially in how much each of the genders values student inclusion. Whereas over half of the female faculty members believe that students should be allowed to define the learning experience for themselves and discern their own style, male faculty believe they are the bearers of the information and know what it is best for students.

The interaction between course size and gender is an indication that some practicalities can interrupt gender differences. It may simply be too difficult once a course reaches a certain size to continue to use active practices. Interestingly, this diminished gap in active practices for larger classes does not manifest itself as a significant diminishing of the gap in lecturing, suggesting that women tend to move away from active practices toward something other than lecturing. This study has several key implications for future research. First, while there is an overall effect of gender supporting the notion that women have a greater affinity for active practices, gender should not be treated as if it effects all groups of faculty with the same strength. The difference in the gender gaps between disciplinary groupings is a perfect example. Explaining why these differences exist seems like a logical follow-up to this work.

Is there a perceived need for the gender differences in teaching? In other words, is it that men and women are, in general, equally equipped for effective instruction, but they differ in their practice because they actively choose their instructional methods based on an understanding of what will work best for their students?

 

READING AND DISCUSSING

 

Questions

 

1) Why do students usually have few male teachers in the middle and high school years?

2) Why are schools experiencing a significant male teacher shortage?

3) Why is it good for students to experience both male and female teachers?

4) What research was conducted by MenTeach?

5) What are the possible ways of attracting more male teachers?

6) What dual role do male teachers serve in the classroom? Why?

7) Why do some kids connect better with male teachers?

8) What do female teachers usually practise while dealing with a disciplinary problem?

9) Which teachers are more willing to use creative means to engage students?

10) Which teachers are more likely to collaborate with students and incorporate their ideas?

LANGUAGE FOCUS

1. Skim the text and fill in the gaps with the words which you think may suit.

 

Gender Gap (Part I)

Importantly, the … between men and women is not consistent across all contexts and other faculty characteristics. As research on gender continues, it will be … to determine how and why the gaps are different. Faculty may be developing their own teaching style based on their perceptions of … and peer expectations. While faculty may have a personal preference for teaching in a certain …, some could feel pressured to alter their style based on the classroom environment, students, or lack of time due to their other commitments to research and service. Understanding how and … the gaps vary may also be related to faculty's views on student learning and how they … their teaching goals for a particular context.

 

Gender Gap (Part II)

Determining further explanations will require not only an … faculty's current practices but also how they developed over time through their … into academia. Understanding the relationship between gender and teaching style can also have … for practice. Faculty development programs should be aware of results from this study that indicate that gender differences do exist. However, while paying attention to gender and teaching styles is important; practitioners must be … not to assume that the gap is the same regardless of other faculty and course characteristics. Moreover, although some research indicates that active teaching practices are more … than lecturing, it is imperative not to assume women are teaching “better” than men. Instead, results from this study can be used as a springboard for conversations about how and why teaching style varies by gender and the best way to meet the needs of both faculty and students in … environments.

 

ADDITIONAL READING

1. Read the text and prove that the teacher is a man.

 

I'm a new teacher and learning on the job. I often doubted if I should be there at all. At the end I wondered how I lasted that long.

It is March 1958. I sit at my desk in an empty classroom in McKee Vocational and Technical High School in the Borough of Staten Island, New York City. I toy with the implements of my new calling: five manila folders, one for each class; a clump of crumbling rubber bands; a block of brown wartime composition paper flecked with whatever went into the making of it; a worn blackboard eraser; a stack of white cards that I will insert row by row into slots in this tattered red Delaney book to help me remember the names of one hundred and sixty-odd boys and girls who will sit in rows every day in five different classes. On the cards I'll record their attendance and tardiness and make little marks when boys and girls do bad things. I'm told I should keep a red pen to record the bad things, but the school hasn't supplied one, and now I have to request it on a form or buy one in a shop because the red pen for the bad things is the teacher's most powerful weapon. There are many things I will have to buy in a shop. In Eisenhower's America there is prosperity but it does not trickle down to schools. This morning I have to make decisions. In a minute the bell will ring. They'll swarm in and what will they say if they see me at the desk? Hey, look. He's hiding out. They are experts on teachers. Sitting at the desk means you're scared or lazy. You're using the desk as a barrier. Best thing is to get out there and stand. Face the music. Be a man. Make one mistake your first day and it takes months to recover.

The kids arriving are juniors, sixteen years old, eleven years in school from kindergarten to today. Kids watch, scrutinize, judge. They know body language, tone of voice, demeanor in general. It's not as if they sit around in toilets or cafeterias discussing these things. They just absorb it over eleven years, pass it on to coming generations. Watch out for Miss Boyd, they'll say. Homework, man, homework, and she corrects it. Corrects it. She ain't married so she's got nothing else to do. Always try to get married teachers with kids. They don't have time for sitting around with papers and books. If Miss Boyd got laid regular she wouldn't give so much homework. She sits there at home with her cat listening to classical music, correcting our home­work, bothering us. Not like some teachers. They give you a pile of homework, check it off, never even look at it. You could copy a page of the Bible and they'd write at the top, “Very nice.” Not Miss Boyd. She's on to you right off. Excuse me, Charlie. Did you write this yourself? And you have to admit, no, you didn't and now you're up shit creek, man. It's a mistake to arrive early, gives you too much time to think of what you're facing. Where did I get the nerve to think I could handle American teenagers? Ignorance.

(Teacher Man. Frank McCourt.)

AND STEREOTYPES MAKE?

 

 

THEORETICAL PRELIMINARIES

 

Communication Styles

 

According to types of individuals scientists distinguish open, reserved, indirect and direct communicators.

Open Communicators

People who are receptive express their emotions and feelings in a free manner. They prefer to have an informal conversation before getting into actual business activities. This includes getting to know business partners and important corporate personnel in the practice, or frequently having personal souvenirs or pictures on display. Hence, thrusting ahead into the workplace and anticipating rapid indecisive answers and responses is not appropriate.

Reserved Communicators

These types of communicators do not like to let other people know about their personal life. They are very reserved, and do not prefer to share personal information and what they think about things. Such people are usually busy doing work and do not participate in workplace communication activities.

Indirect Communicators

The talk of these individuals is very slow and intentional. They do not like loud, fast, and excessively aggressive talk. In addition, they concentrate more on the facts and figures, rather than just assumptions. If you are in conversation with an indirect communicator, you need to understand that you should have proof for backing up your suggestions, answers, and views.

Direct Communicators

Individuals who are direct talk more clamorously and rapidly than indirect communicators. They take risks easily, are aggressively self-assured, and are related to 'type A' personalities. If you are in conversation with a direct communicator, just ensure that you get to the point straightaway, be confident about what you say, provide solid instances of your achievements, and be alert when you talk.

Other Types of Pedagogical Communication

A. Grasha (1996) identified five potential approaches for classroom teachers: expert, formal authority, personal model, facilitator, and delegator. L. S. Behar-Horenstein (2006) and many other scientists distinguish between teacher-centered and student-centered teaching.

M. Moston and S. Ashworth (1986) define a list of teaching styles.

Command – the teacher makes all decisions. Practice – students carry out teacher-prescribed tasks. Reciprocal – students work in pairs: one performs, the other provides feedback. Self-check – students assess their own performance according to certain criteria. Guided Discovery – students solve problems with the help of the teacher. Divergent – students solve problems without the teacher’s assistance. Individual – the teacher determines the content. Students plan the programme. Learner Initiated – students plan the programme. The teacher is an advisor. Self-Teaching – students take full responsibility for the learning process.

Top Ten Teacher Stereotypes

Jennifer Mathieu distinguishes the following teacher stereotypes from kindergarten through college presented as the top ten list.

Number 10: Robin Williams From Dead Poets’ Society.

The one who thinks he's going to change your life by reading you poetry and quoting Walt Whitman or Bob Dylan. He is sure he can touch your soul and change your life if only you stare at him with rapt attention and begin to nod and smile when you realize what he is saying is the truth.

Number 9: The Drunk / Addict.

Shows up late for class, disheveled and unkempt. Takes frequent bathroom breaks and sweats for no apparent reason. Seems too friendly with the dealers on campus. Will either be completely useless or totally brilliant.

Number 8: The Flirt.

Usually a male high school gym teacher, but with recent headlines trumpeting the dalliances between female teachers and their male students, perhaps this stereotype is changing. The flirt has a tendency to hold his favorite students after the bell and speak vaguely of “extra credit” while winking and grinning.

Number 7: Mister Fun!

Hey, kids! Let's have class outside! Let's watch a movie today! Let's just sit and get totally off-topic and talk about last night's game! We can just have a free day today because you guys have been so good! Mister fun is fun until about December when you realize that instead of getting smarter, you are now more stupid than you were in August.

Number 6: The One Who Hasn't Changed In Thirty Years.

This dead-eyed teacher still insists on using the mimeograph machine, she's been around so long. Same lesson plans, same routine, same seating arrangements, same dusty old posters on the wall. She is so out of touch with the times she continues to teach that Pluto is a planet and Germany is made up of two countries (if she's a social studies teacher). Hates her job, so she went on autopilot sometime in the late '80s and never went off.Useless.

Number 5: Little Miss No Control.

Even as a kid you almost feel sorry for this one. Fresh out of college, she tries desperately to get the class in order by pleading, “Class! Class!” and clapping her hands, flicking the lights on and off, and screaming at the top other lungs. Little Miss No Control either gives up and quits / sits at her desk reading while the class goofs off, or transforms into an army sergeant by Christmas.

Number 4: Army Sergeant.

Can I go to the restroom? No. Can I run to my locker to get my missing homework? No. Can I make up this test because my mom died yesterday? No, no, and no. Army sergeant has no mercy for your behind, and no excuse is ever good enough. Army sergeant rarely has to yell, and can buckle you into submission with one icy stare. Scary.

Number 3: The Kindergarten Teacher On Meds.

I'm talking about the ones with the jumpers in different primary colors with the big pockets, and the wooden jewelry shaped like apples and school buses, and the scarred childhood that is desperately trying to be repaired via teaching kindergarten. Circle time, my children! Let's all clap and hug! Let's sing the sharing song! I am in awe of kindergarten teachers, but 1 still think a large percentage of them have gotta be on meds.

Number 2: The Nutty Radical With An Agenda.

Usually a high school government teacher or a professor of sociology, the radical with an agenda has deeply-held, bizarre beliefs based on years of research, and he or she tries to work these beliefs into every lecture possible. Our electoral college exists because southern democrats cared too deeply about cotton production? Men and women can't communicate effectively because society has created a woman-oriented “talking sphere”? Sure! Students, I tell you this is true!

Number1: The Legend.

The legend is either incredible or evil, and students either pray they get her (if she's incredible) or pray they don't (if he's evil / mind-numbingly boring). The legend is famous for throwing the textbook in the garbage (sometimes literally) and teaching via fantastical, bizarre methods that may or may not be legal but are insanely fun and interesting. But if the legend lives on the dark side, he's infamous for less appealing reasons.

 

 

READING AND DISCUSSING

LANGUAGE FOCUS

THEORETICAL PRELIMINARIES

Types of Taboos

Taboo is strongly forbidden by social custom because it is offensive and may cause social discomfort. Some words or behaviors are taboos in English teaching. The characteristics of taboos in English teaching are as follows.

First, taboo is a general phenomenon of linguistics in human cultural society. There are certain rude and bias words that are taboos in class. Noticing the phenomenon of taboo is the main principle of teaching methodology. Secondly, taboo is national. As every nation has its own characteristics in culture, the features of taboos are diverse. English teachers are required to improve their sensitivity to the cultural differences and make a good combination of language teaching.

Thirdly, taboo is modern and dynamic. Therefore, English teachers should consider that sexual topics are still improper in most conversations, especially in mixed classes with boy and girl students. If they must be mentioned, the terms should be euphemistic ones. English teaching is not only a process of teaching language system itself, but also of teaching its culture. Taboos in a language reflect a part of culture. It is essential to teach English language from an intercultural perspective, and to deal with the phenomenon of linguistic taboo.

Talking about taboos in general can also be tricky! Here are some general actions and gestures to avoid as an ESL teacher in a multicultural class: swearing, touching students, eating or chewing gum in class, embarrassing students, pointing, holding eye contact for a long period of time, standing very close to a student.

READING AND DISCUSSING

China

Students may not maintain steady eye contact with you when you are talking to them. Try to be respectful of the culture by not holding eye contact with a single student for too long.

Make sure to begin and end your classes on time, even if there are students looking for help with homework.

Try to avoid putting your hand near your mouth or biting your fingernails. This is considered rude.

Never wave someone over with your finger. Wave them over with a hand and fingers pointed down.

If your students give you gifts, know that it is customary not to open it in front of them.

The student / teacher relationship is generally formal in nature. You may think that your Chinese students are unhappy or disliking your class because they don't smile as much as other students.

France

Avoid discussions of jobs, and financial success or wealth. This is often considered the greatest taboo in France.

Avoid talking about immigration.

The American sign for OK (making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly means “nothing” in France.

Maintaining eye contact is not customary between strangers. If you hold eye contact with someone on the street or in a store you are suggesting you want a relationship with them. Refusing eye contact, however, suggests that you think you are of a higher status than the other person.

Students will cover their mouth with their hands to gesture that they have made a mistake.

Germany

It is considered very rude to be even a few minutes late.

Never chew gum in public or in class.

The American sign for OK (making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly refers to female private body parts in Germany.

Avoid discussing how much money people earn. If you are dining out with others, it is considered rude to start your meal before everyone has received theirs.

It is considered bad luck to wish a German person a Happy Birthday before the actual date.

Japan

Teachers should not touch their students (e.g. hand on shoulder, high five).

Take steps not to say or do something that would cause a single student to feel embarrassed. Japanese people are more likely to feel ashamed and insulted rather than innocently embarrassed.

The American sign for OK, which teachers often use to show that a student has done something correctly or perfectly means “money” in Japan.

Be discrete about blowing your nose in the classroom.

Avoid discussing World War II.

Mexico

Avoid discussing pollution.

Avoid discussing illegal immigration.

Avoid discussing religion.

Don't make comparisons between Mexico and the U.S.

Avoid discussing sexuality.

It is considered very rude to take the Lord's name in vain in Mexico. If you are the type of person to use a form of the phrase, “Oh my God,” in your everyday conversation, you may want to practise eliminating it from your vocabulary.

It is considered rude for men to keep their hands in their pocket.

It is helpful to be aware of the taboo in Mexico for young people to live alone or with a girlfriend / boyfriend before getting married.

Mexican people tend to stand very close to one another when engaged in a conversation. It is considered rude to move further away.

 

LANGUAGE FOCUS

1. Insert the suitable prepositions (if necessary).

ADDITIONAL READING

Answer the questions.

 

1) Why was the teacher teaching and learning at the same time?

2) What roles does a teacher have to try on while educating children?

3) Which teachers are called veterans?

4) What pedagogical situation arose in class?

5) What price did the teacher pay for his joke?

6) Why were the parents indignant about the joke?

7) Would you take the joke seriously if you were a parent / a principal?

8) What is the purposeful kind of teacher?

9) Is it always necessary to brush aside allirrelevantquestions, requests, complaints to get on with the well-planned lesson?

 

THEORETICAL PRELIMINARIES

Children’s Problems

 

Children live in a modern world which is full of different problems, techniques and gadgets, that’s why their life is full of different peculiarities.

Young Children’s Disorders

Сhildren’s problems can be classified into psychosocial disorders, habit disorders, anxiety disorders, disruptive behavior and sleeping problems.

Psychosocial disorders may manifest as disturbance in emotions (anxiety or depression), behaviour (aggression), physical function (psychogenic disorders), mental performance (problems at school).This range of disorders may be caused by a number of factors such as parenting style which is inconsistent or contradictory, family or marital problems, child abuse or neglect, overindulgence, injury or chronic illness, separation or bereavement. The child's problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of family, the nature and the duration of stress. In general, chronic stressors are more difficult to deal with than isolated stressful events.

Children do not always display their reactions to events immediately although they may emerge later. Anticipatory guidance can be helpful to parents and children. Children should be allowed to express their true fears and anxieties about impending events.

Habit disorders include a range of phenomena that may be described as tension reducing: thumb sucking, nail biting, air swallowing, body rocking, repetitive vocalizations, hair pulling, head banging, tics, breath holding, manipulating parts of the body, hitting or biting themselves.

All children will at some developmental stage display repetitive behaviours. But whether they may be considered as disorders depends on their frequency and persistence and the effect they have on physical, emotional and social functioning. These habit behaviours may arise originally from intentional movements which become repeated and then become incorporated into the child's customary behaviour. Some habits arise in imitation of adult behaviour. Other habits such as hair pulling or head banging develop as a means of providing a form of sensory input and comfort when the child is alone. Thumb sucking – this is quite normal in early infancy. If it continues it may interfere with the alignment of developing teeth. Tics – these are repetitive movements of muscle groups that reduce tension arising from physical and emotional states, involving the head, the neck and hands most frequently. It is difficult for the child with a tic to inhibit it for more than a short period. Parental pressure may exacerbate it while ignoring the tic can reduce it. Stuttering – this is not a tension reducing habit. It arises in 5% of children as they learn to speak. About 20% of these retain the stuttering into adulthood. It is more prevalent in boys than girls. Initially it is better to ignore the problem since most cases will resolve spontaneously.

Anxiety and fearfulness are part of normal development, however, when they persist and become generalised they can develop into socially disabling conditions and require intervention.

School phobia occurs in 1-2% of children of which an estimated 75% may be suffering some degree of depression and anxiety. Management is by treating underlying psychiatric condition, family therapy, parental training and liaison with school to investigate possible reasons for refusal and negotiate re-entry.

Many behaviours (disruptive behaviours), which are probably undesirable but a normal occurrence at an early stage of development, can be considered pathological when they present at a later age. In the young child many behaviours such as breath-holding or temper tantrums are probably the result of anger and frustration at their inability to control their own environment. For some of these situations it is wise for parents to avoid a punitive response and if possible to remove themselves from the room. It is quite likely that the child will be frightened by the intensity of thebehaviour and will need comfort and reassurance.

Sleep disorders can be defined as too much or too little sleep than is appropriate for the age of the child. Stable sleep patterns may not be present until age 5 years but parental or environmental factors can encourage the development of circadian rhythm. Regular bedtimes, quieter activities and the creation of marked differences between the sounds, activities and light levels associated with night time sleeping and daytime activities may help to encourage better sleep patterns

Modern Children’s Problems

Developing healthy peer relationships is critical for the normal development of a child. Peer relationships have been found to be an important predictor of positive adult adjustment and behavior. Difficulty in finding friends leads to feelings of low self-esteem and these feelings usually continue into adulthood. Children with poor social skills are at risk for delinquency, academic underachievement, and school dropout.

Childhood ADHD

Attention-deficit hyperactivity disorder or ADHD is a common childhood condition that can be treated. ADHD may affect certain areas of the brain that allow problem solving, planning ahead, understanding others' actions, and impulse control. The symptoms must also create a real handicap in at least two of the following areas of the child's life: in the classroom, on the playground, at home, in the community, or in social settings.

ADHD children often lack the social skills that are essential to success in life. These children can be socially inept, and their lack of interpersonal skills may cause them a multitude of difficulties. In addition, positive relationships with friends in childhood provide a critical buffer against stress and help to protect against psychological and psychiatric problems. ADHD children lack these positive interactions and thus are at risk for a number of emotional problems. ADHD children tend to be more impulsive and aggressive than other children. Teachers observe that the social interactions of ADHD children more often involve fighting and interrupting others. These children are more intense than others and behave inappropriately in social contexts.

Child Discipline

Discipline (or training) might simply be defined as a process to help children learn appropriate behaviors and make good choices. In addition, loving, effective discipline aids a child in exercising self-control, accountability, and mutual respect. Through proper discipline, children learn how to function in a family and society that is full of boundaries, rules, and laws by which we all must abide. With it, children gain a sense of security, protection, and often feel accomplishment. Without proper discipline, children are at risk for a variety of behavioral and emotional problems.

Child discipline should start in the beginning. Most new parents think about discipline only after negative behaviors begin. Your child does not automatically know what is expected; you must spend time teaching him. While we encourage our children to learn to make choices, they need our guidance.

Physical Punishment

Violent discipline is defined as actions taken by a parent or caregiver that are intended to cause a child physical pain or emotional distress as a way to correct behaviour and act as a deterrent. Violent discipline can take two forms: psychological aggression and physical, or corporal, punishment. The former includes shouting, yelling and screaming at the child, and addressing her or him with offensive names. Physical or corporal punishment comprises actions intended to cause the child physical pain or discomfort but not injuries. Minor physical punishment includes shaking the child and slapping or hitting him or her on the hand, arm, leg or bottom. Severe physical punishment includes hitting the child on the face, head or ears, or hitting the child hard or repeatedly.

Complexes

Repression is common in our life. We do not fulfill all our desires. We have to suppress some of them. This is all the more true in case of children. They have to modify their behavior according to social traditions and the demands of elders. Repression of a severe type and on various occasions leads to mental disorders. This repression leads to the formation of a complex in the mind of the child.

 

READING AND DISCUSSING

 

Children’s Fears

To many parents, children's fears make no sense at all. Nevertheless, to children, monsters lurking in the dark or scary noises coming from the attic are quite real. Around your child's second birthday, he or she may become frightened by things that did not cause fear before.

Fear of Separation

Toddlers' anxiety about separation is an indication of growth. Before your toddler turned 2, he or she forgot you after you left, and settled down quickly. Now your child worries about and puzzles over your departure.

Always tell your child that you are leaving. Sneaking out decreases trust. It may help to get your child absorbed in an activity before you leave. An elaborate ritual of waving bye-bye and blowing good-bye kisses also may help. Preschoolers are more self-assured than toddlers, but occasionally experience fears about being separated from a parent when starting a new school or child care arrangement, staying overnight with a relative, or moving to a new home. Ease into new situations gradually. Visiting the new school several times before the first day, or staying with your child for the first day or two can make a big difference.

Fear of Baths

Many young children worry about going down the drain with the water. No amount of logical talk will change this. Avoid letting the water drain out while your child is still in the tub or even in the bathroom. If your child seems fearful of water, you might try letting him or her play first with a pan of water, then in the sink, and finally over the edge of the tub (don't leave a child alone in the bathroom).

Fear of Dogs

Dogs are often loud, fast moving, and unpredictable. Many children fear them. Respect your child's fear of strange dogs; a child's instincts may be right. If you wish to introduce your child to a friendly dog, first try sharing pictures of the dog with your child. Next watch the dog from a distance, and finally approach the dog together. You may want to demonstrate how to pet the dog, but don't force your child to pet the dog, too. If he or she refuses, you can try again later.

Fear of the Dark

Parents often sheepishly admit that their child sleeps with a night light (or the room light) on. Children can sleep with lights on without damaging their health. Many children sleep with a night light well into the school-age years. Fear of the dark is usually one of the last childhood fears to be conquered. Younger children fear monsters and snakes that lurk in the bed­room shadows. Older children may fear burglars and thieves. It is not at all uncommon for children who are 10 and 11 to still use a night light. It is important not to rush your child.

Nightmares and Night Terrors

One out of every four children between the ages of 3 and 8 experiences either night terrors or nightmares.Both of these situations can be unnerving, but are generally short-lived. A child who experiences night terrors is not aware of any scary thoughts or dreams and is usually able to go back to sleep quickly. In the morning, the child usually doesn't remember waking at all. Night terrors may occur for several years. Generally they go away with time and are not an indication of any underlying emotional problems.Parents can help by remaining calm. Hold your child close and talk in a soft, soothing voice. Comfort and reassure your child. If possible, stay close by until he or she falls asleep.

Fear of Strangers

Children form close bonds of love and trust with important people in their lives, particularly their parents or their main caregiver. Many babies develop a fear of strangers, generally sometime between 5 and 12 months of age, and this often lasts until they are up to two years old. They may even seem afraid of people they know fairly well, such as their grandparents. Not all babies are fearful of strangers, but most are for a while. They are more likely to be afraid if they have had little contact with people outside their immediate family.

School-age Children Have Fears Too

During the school-age years, imaginary monsters disappear, but other fears begin to surface. School-age children often have to deal with bullies, the fear of rejection or embarrassment, and sometimes the reality of being home alone after school. School-agers also are aware of TV and news events that showcase murder, drug abuse, kidnappings, and burglaries.

About one-third of school-age children experience fears that re-occur. Often these children develop strategies that help them cope. One common strategy children use is to turn the TV on when they arrive home so they don't hear scary noises. Other strategies include hiding under beds or in closets, turning all the lights on in the house, and using the phone for comfort and companionship.

Questions

 

1) Why do children have fears?

2) When do fears usually disappear?

3) Which fears are stronger and more dangerous for children’s health?

4) What pedagogical actions can prevent fears progress?

5) What pedagogical actions cause fears progress?

6) Do teenagers have any fears? Why?

7) Do grown-ups have fears? What are they?

8) What are the curative and destructive functions of TV? Which function is most manifested?

9) Why are older children more reluctant to share their feelings?

10) Is it possible for a person not to have any fears?

11) What are the pros and cons of fears?

12) Is a fear the beginning of human weakness or inner strength?

LANGUAGE FOCUS

1. Insert the suitable prepositions (if necessary).

Helping Children Overcome Fears:

Correct the mistakes.

 

ADDITIONAL READING

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:

Ø Encourage the child to take part in various social activities of the school. These will keep his mental disorders away.

Ø Locate some specific talent of the child.

Ø Various types of extra-mural activities should be organized in the school. Let there be one activity for every child.

Ø Encourage a backward child. Locate his causes of backwardness and try to remove them.

Ø 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

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

 

1. Skim the text and fill in the gaps with the words which you think may suit.

 

Idiomatic Usage