Irina Starovoytova's Blog

Teachers know that often coursebooks focus more on the target language students can practise, but if we want them to practise something they may have to do in real life the tasks should be authentic.What do we mean by authentic? How can we make tasks and exercises from the textbooks more relevant to everyday use? What would you do?1. If you read a newspaper article, would you rather:-read the whole article aloud or translate it for others?-tell somebody else about what you read?2. After watching a movie you liked, would you rather:-complete a true/false task based on the movie’s plot?-discuss the plot/storyline with your friends?You've got the idea I trust. When your task is ready check it:Does the activity engage learners' interest?Is there a primary focus on meaning?Is there an outcome?Is completion a priority?Does the activity relate to real world activities?(adapted from Aurelia Garcia, Willis & Willis (2007)

I am taking the second level of The Certificate in Secondary English Language Teaching (CiSELT) - курс повышения квалификации учителей, работающих в средних школах с учащимися 11-18 лет. CiSELT состоит из двух уровней – Proficient and Advanced. http://www.britishcouncil.ru/teach-english/teacher-training/ciseltOne of the most unexpected task is to write about Earning respect. Have you ever thought it over? Be always fair and patient. Explain things well. Take time with your students. Listen to kids and care about them. Be well organized. Always stay interesting, nice and pleasant.And what are your ideas?

I have found a real treasure and want to share it with you!If you have to write peer observation notes it is for you!Competency Yes No TSE N/A Comments/evidenceAims were clear.The lesson was well planned with attention toanticipated problems and solutions. Teacher taught the learners not the plan.There was a logical progression to the lesson andthe teacher clearly signposted the learnersthroughout.The coursebook was suitably adapted to thelearners’ needs/level.Teacher set the scene and engaged the learners’interest in the topic.New language was presented clearly andcorrectly.Learner errors/feedback were dealt with indifferent ways and at appropriate times.Interaction patterns were varied.Instructions were clear and checked.Teacher checked understanding of targetlanguage.Teacher monitored unobtrusively and gavesupport when needed.Teacher encouraged learner talk and controlledteacher talk.A variety of tasks/activities were used. Pace wasvaried to suit learners’ needs.Timing was observed and managed wellthroughout the class.Teacher encouraged peer teaching.Teacher used board effectively and wrote newlanguage up.Mother tongue was used effectively but not overused.Learners were given opportunity to practise newlanguage through spoken and written activities.Teacher elicited information/language fromlearners whenever possible.Teacher used mime, gesture/body language.There was a positive classroom atmosphere.Number of minutes of teacher-talking-time. Specify here:Number of minutes of student-talking-time.

◦How do you feel about being observed? Do you find it useful? How?◦Do you have to observe teachers?◦What kind of framework does your institution have in place for observation and feedback on lessons?As for me, now I am OK being observed. It used to be a very stressfull situation when I was a novice teacher because it was done too often, sometimes absolutely unexpected and often/always not helpful. Later I realised that it is not the right way to see the idea of observation. Peer observations help a lot, I mean both observing and being observed.Last year our administration set a timetable for all eachers which organizes peer observation regularly. It is done every month. We had to assesse each other's classes on three positions: ss involvement, use of modern technologies and overall impression on the lesson - 0 - 10 points each. TT put 10 + 10 + 10 because they had to give the tables back and the salary depends on the results of peer observation. So later the paper format was changed into free writing on the lesson observed. I still feel that TT need more support to do observation writing so I hope to make some suggestions on the issue for my colleagues for the coming academic year after I have done this course: Certificate in Secondary English Language Teaching (CiSELT). (CiSELT is an in-service course, written specifically for English language teachers working in secondary schools with learners aged 11-18. CiSELT is split into two levels: Proficient and Advanced.) You can learn more about free Teacher Training courses by British Council here: http://www.britishcouncil.ru/en/teach-english/teacher-training Glossary on Observation and feedback:action plan - Something an observer and teacher might agree on at the end of an observation constructive - Helpful developmental feedback - Feedback that promotes positive change and gives examples of how to bring about the change non-judgemental - An approach or attitude that is open and does not incorporate a judgement one way or the other procedure - The detail of what is happening at each stage of the lesson open-ended questions - Questions that do not require a yes or no answer Great resources:http://www.teachingenglish.org.uk/articles/peer-observationA look at the principles behind peer observation and some practical suggestions for implementing it in your schoolhttp://www.teachingenglish.org.uk/articles/ways-continuing-professional-developmentThis is an article on different professional development toolshttp://www.onestopenglish.com/support/methodology/professional-development/professional-development-collaborative-teaching-in-efl/-esl/146471.articleThis article is about collaborative teachinghttp://www.onestopenglish.com/support/ask-the-experts/methodology-questions/methodology-surviving-classroom-observations/146403.articleThis article gives advice on how to survive classroom observationshttp://www.onestopenglish.com/support/methodology/professional-development/professional-development-reflective-teaching/146478.articleA discussion on ways to improve teaching through systematic inquiry

My reflection on "Learner autonomy:drawing together the threads of self-assessment, goal-setting and reflection" by David Little.Holec began by defining learner autonomy as the “ability to take charge of one’s own learning”, noting that this ability “is not inborn but must be acquired either by ‘natural’ means or (as most often happens) by formal learning."The development of autonomy in language learning is governed by three basic pedagogicalprinciples:• learner involvement – engaging learners to share responsibility for the learning process(the affective and the metacognitive dimensions);• learner reflection – helping learners to think critically when they plan, monitor andevaluate their learning (the metacognitive dimensions);• appropriate target language use – using the target language as the principal medium oflanguage learning (the communicative and the metacognitive dimensions).So the teacher should:• use the target language as the preferred medium of classroom communication and requirethe same of her learners;• involve her learners in a non-stop quest for good learning activities, which are shared,discussed, analysed and evaluated with the whole class – in the target language, to beginwith in very simple terms;• help her learners to set their own learning targets and choose their own learning activities,subjecting them to discussion, analysis and evaluation – again, in the target language;• require her learners to identify individual goals but pursue them through collaborativework in small groups;• require her learners to keep a written record of their learning – plans of lessons andprojects, lists of useful vocabulary, whatever texts they themselves produce;• engage her learners in regular evaluation of their progress as individual learners and as a class – in the target languageComponents of learner-centred classrooms:o Learners take responsibility of their own learning, drawing upon previously learned skills in order to learn new material.o Teacher uses context that interests the learners and explores topics that relate to learners’ needs.o Learners avoid depending on the teacher as the sole source of input.o Learners conduct peer feedback and take on more responsibility for self-evaluation.o Teacher teaches the learners, not the curriculum/coursebook.o Learners gather new information through exploration and tasks.o Teachers do less telling; learners do more discovering.o Learners become more aware of their own learning styles and strategieso Intrinsic motivation to learn.o Teacher provides choices for learners.o Lesson is starting from the learners, not from the coursebook, building on what learners already know, etc.My strengths1. Teacher provides choices for learners: I guess it was my first step in making my classes more learners’ centred when I started my job experience. I practice it regularly in different ways – by asking students to choose what or what way we will do next (and even by voting!); by providing the choice what to do for home work, etc. Students really appreciate the very fact that they have a choice which they lack of at the other classes at school in Russia. Here are some examples:Ss choose how to work – alone or in pairs – and what to produce: a story or a conversation on the issue;Doing a personalization task (Dream house, etc.) they decide either it will be a collage, a PowerPoint Presentation or a painting;Doing grammar exercises in Language Powerbook students don’t have to do all of them in the module but can choose 5 out of 8 which are of different level (from one star to three stars difficulty); New Opportunities Elementary LP pages 8-9 on Present Simple Tense, for example.2. Learners conduct peer feedback and take on more responsibility for self-evaluation.I try to give such an opportunity at every lesson in oder to make my students more independent.Firstly, my students always have time to check their written or oral home work in small groups at every lesson. Secondly, while listening to the presentation of any talks “the audience” has to fill in tables I have prepared for them. I do this in order to make the students listen to the others attentively and give the feedback. One more thing is a regular short word dictations which are checked by peers just after they are finished. Students know that they have one more chance to repeat the key word while checking . They write their names on the papers checked and I take a couple of works to prevent cheating.. Besides, the textbook (New Opportunities Russian Edition) provides some more opportunities for self-assessment. There is a Learning-to-Learn section at the begging of every level book that helps to find out the students’ learning styles and establish goals for the new academic year. The key words lists in LB let students monitor their vocabulary acquisition and encourage them to use dictionaries. Learning Diary is filled in at the end of every module of the text book. Students reflect on their learning as they progress through the course. After each test I ask students to record their results in the form of a diagram at the last page of their test copy books which helps them to see their progress from unit to unit on skills, vocabulary and grammar. Areas to work on:1.Lesson is starting from the learners, not from the coursebook, building on what learners already know, etc. I spotted the idea in open-class of my American colleagues in Iowa PCM school where I worked. It was a common rule at any lesson there. Maybe I have been less motiveted but I can’t say the same about my lessons. I do a kind of warming up though, sometimes it is planned – to make connection between the thing the students know and the material in question, sometimes it is an improvisation on some reason – the weather, a school event, news, etc. with the same purpose. But I am not always happy about the way I do it. I mean that I manage to create a positive atmosphere at the lesson but I am afraid I don’t take more of it and maybe spend lots of time teaching things my students already know or skip something they really need. It happens because of only 3 hours a week and the material for 5 hours study to cover; the fact that I have new student every year to teach as our principal likes to change groups of students and teachers matching. I know it sounds like a silly excuse so I want to make some positive changes next year, so I am going to get more from CIS I am taking now.http://www.britishcouncil.ru/teach-english/teacher-training/ciselt2. Teachers do less telling; learners do more discovering.I know it is my weak point: I speak too much. And though I do it in English I am going to limit it reasonably. I won’t steal my students speaking time providing more small group work and less front class speaking. I am going to plan more thinking activities and make changes in the way the teachers’ book authors see the class. I will do it my way. I do know my students better.For both things I need to plan my classes better and be always flexible to achieve better results.

By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius) So why reflective teaching for professional development? Take a few minutes to read a great article and find out several practical tips for your own teaching!http://www.onestopenglish.com/support/methodology/professional-development/professional-development-reflective-teaching/146478.article

I will defintely try the following activity: http://www.teachingenglish.org.uk/lesson-plans/class-journals not only because I like the idea of reflictive learning and want to start it in my new 10-11 grades next academic year and this lesson plan is a great example of first introducing lesson (1,5 hour activity) but because I really looove it! It has a very inspiring and thought-provocing video called The Power of Words:http://www.youtube.com/watch?v=Hzgzim5m7oU&feature=youtu.beithYou can use it not only with the lesson plan in question but just to make your students realize that the words do matter!

Think about your own lessons. Are there times when learners could talk to each other instead of to you? Do your learners get just a minute or two of actual speaking time or are there extended periods of time where the whole class is speaking to each other in English? When I was a novice teacher my supervisor told me after observing my lessons that she liked this and that but I spoke too much. It was the first time I thought about this aspect. I tried to be aware of the danger of steeling my students' speaking time any more. I should say it is easier if you organize your lesson in different way: change the interaction patterns into more pair and small group work. By the way, it is next to the only way to work in large classes. So the next time I changed the desks organization into "islands" to accommodate 4 students in group and check my lesson plans ever since on one more thing: who is speaking every minute of my lesson. But I do speak more than my "ideal class"! Just striving for excellence!))Let our students talk. Just think if there are 15 students in a group and you talk half of the lesson - 1-2 min per student left!Recently I have read a good article about this problem:http://www.teachinge...enagers-talkingYou have not more than 30% of your class time to speak. The other 70% is your students' time. Just check a couple of your typical classes.))But just to put students into pairs/groups doesn't mean they start speaking English on the lesson. It is a long way.Everything starts with motivation. Once I observed a lesson of American history in the 12th grade (18-year-olds) of high school in the Middle West of the USA. The teacher gave marks for participation in the discussion. And it was not like giving "pink elephants" which I friendly speaking do sometimes to motivate the students who were very active. He gave a mark to every student and on the question why poor mark?? answered that he hadn't heard the student. I can't say I liked it a lot but maybe that worked in that very class. The teacher knew better his students and the overall situation. I feel better doing it in a positive way. As for inner motivation, I have a great example with a new for me at that time 8th grade group where there was a silent student presenting very poor results in tests. A classical problem. Everything changed when we stared a new theme about music. He turned out to be a very tallented musician and the activities were organised the way he could share his knowledge and experience. He was not the same when we moved to the next topic, by the way. At that time he learnt to learn English in a way and felt more confident. So, we should teach the students, not the textbook.))) Don't be afraid to make changes if it helps.How can the students' confidence be built? I try not to ask shy students in front of the class but do it at the lesson when the students do some other group activities; let them speak in pairs/groups first and only then ask to report to the class; never criticize them for trying. I don't like a lot of drilling but I observe a highly successful example of how it worked in my colleague's class, so it is also not a bad idea.Anyway, a teacher should provide support to the students but how? First of all, linguistic support is important. Wall reminders with necessary phrases help a lot. But don't forget about classroom support. Trust me, not every teacher let the students work in groups. Maybe your English class is the first (but hopefully not the only) place where they are trained to work in teams. One of the key skills to succeed in life!

Dear colleagues,I have read an article and found really wise words there: "Remember that the honest and open views of a novice teacher can be just as interesting and informative as those of an expert." IMHO, every teacher has what to say. So why not to try blogging? Hesitate? Then read:http://www.teachingenglish.org.uk/help/how-to-write-a-good-blog

"Yet, time and again, when I observe classes and talk to learners I notice signs of near-neurotic behaviour in them, and in many of these cases pretty quickly realise that the source of the anxiety that leads to this behaviour is the teacher." This is the quotation from the first in Rod Bolitho's series of articles for TeachingEnglish.http://www.teachingenglish.org.uk/think/articles/teacher-induced-neurosesI can't help thinking about it. Do teachers always realise the impact and the influence they have on their learners? A great article to read to see and feel deeper the learning environment of Russian school.

Круглый стол творческой группы «Личностно-деятельностный подход»Выступление Старовойтовой И.Ю. Деятельностный подход в обучении английскому языку младших школьников./ Activity based approach in teaching English to young learnersДеятельностный подход в свете ФГОС может считаться ключевым элементом. В своем выступлении я остановлюсь на особенностях его применения в обучении английскому языку в начальной школе.Мною были изучены доступные источники по данной проблематике, преимущественно англоязычные, поскольку деятельностный подход в североамериканских и европейских системах образования давно является базовым, и там накоплен интересный опыт, еще недостаточно отраженный в русскоязычных источниках.На профессиональной площадке englishteachers.ru обсуждалась эта проблема:http://www.englishteachers.ru/forum/index.php?showtopic=103&st=180http://www.englishteachers.ru/forum/index.php?app=blog&blogid=9&showentry=238&st=http://www.englishteachers.ru/forum/index.php?app=blog&module=display§ion=blog&blogid=9На мой взгляд, главными особенностями того, как учатся младшие школьники, является следующее:• Обучение эффективнее через деятельность• Учатся быстро, но и забывают быстро, а значит, они нуждаются в регулярном повторении изученного материала• Охотно выполняют задания Total Physical Response, то есть игры, песни, мимические задания и т.п.• Охотно погружаются в воображаемый, сказочный мир, любят яркие цвета, мультипликационных героев и т.п.• Учатся преимущественно через говорение и слушание Таким образом, мы видим насколько естественно применение именно деятельностного подхода в обучении иностранному языку детей младшего школьного возраста, поскольку в основе данного подхода лежит организация обучения через активный опыт, действия.Итак, в английской терминологии ключевым является слово Activity – деятельность. Однако, для глагола «Делать» в английском языке есть целых два слова: make(изготавливать) и do (действовать). Урочная и внеурочная деятельность обучаемых также организуется двумя способами:• Изготавливая что-либо (модель, муляж, постер, журнал, поделку и пр., следуя инструкциям) Осуществляется в системе согласно УМК • Делая что-либо индивидуально или в группе (например, постановка сценки из прочитанного рассказа, выполнение зарядки под речевку) Внеклассные мероприятия на параллель в сотрудничестве несколькими учителямиПреимущества данного подхода очевидны:1. Обеспечивается гармоничное, целостное развитие ребенка (Whole learning)2. Подходит для групп с детьми разного уровня способностей (Mixed ability groups)3. Позволяет применять более широкую языковую составляющую (Rich language input)4. Позволяет обучающимся получать языковой опыт как результат практической деятельности5. Обеспечивает высокую мотивацию6. Мотивирует учащихся находить языковые решения и ту лексику и структуры, которые необходимы в данный момент для решения практических задач, а не механически повторять структуры учебника7. Развивает навыки социального взаимодействия и взаимообучения8. Обеспечивает успешное развитие собственных, индивидуальных когнитивных и языковых навыков каждого ребенка Однако, нельзя не видеть недостатки и опасности, лежащие в данном подходе:1. Трудно организовать такую работу в классно-урочном формате2. Требуется много времени для подготовки к уроку3. Требуется уверенность и умения решать вопросы поддержания дисциплины учителем при подобной организации урока4. Есть опасность, что такая деятельность, как практическое изготовление поделки, займет больше времени, чем языковая практика5. Необходимо свободное владение английским языком учителем6. Деятельность должна быть соотнесена с планируемыми языковыми результатами7. Необходима готовность к взаимодействию между учителями, в том числе разных предметовВидно, что недостатки данного подхода являются неизбежным продолжением его достоинств. А значит, надо работать и находить способы минимизации потерь времени и пути достижения максимально возможных планируемых результатов. Будем над этим работать.

Though we are required to do some reflections on our collegues observed lessons at school I work at it is not that easy to reflect on my own progress on the courses I am taken now!http://www.britishcouncil.org/ru/russia-english-professional-development-ciselt.htmWhat'>http://www.britishcouncil.org/ru/russia-english-professional-development-ciselt.htmWhat should I start with I wonder?I think more about reflction after taking ICT, TKT and Primary Essential Courses (http://www.britishcouncil.org/ru/russia-english-professional-development-courses.htm)and I find it useful. I have used different tools but at school I work at we have regular peer observation with written reflecting. This year we make it as a system: every month and cross-subject as well. Besides, we make video records of our lessons regulary. It can be really... unexpected to discover how others see you and your actions.)))Unfortunatly I don't have enough time for reflecting after every one of my classes but I make notes just after classes to make some changes later. I am thinking about the way I usually deal with different aspects *my* learners learn English. One useful thing I really do is taking notes just in my copies of Teacher's Books. It usually happens at the lesson or just after it in order not to forget a good idea what to do or what to change. So, the fact is that I do have a kind of reflection and I use this notes myself and share some of them with my team of collegues which I am lucky to have now! It works. But how can I make it more... productive?The course I am taking now (http://www.britishcouncil.org/ru/russia-english-professional-development-ciselt.htm) naturally fits into Kolb's model of Experiential Learning being balanced and sharing his philosophy of teaching and learning. And I really like it! It is absolutly different we have to take at our so called IPK. It is extremely useful. I will try to share the main ideas later.I guess now that it is a good idea to start your lesson plan with learning outcomes. You should know what exactly you want your students to achieve. So in the reflection you should be focused on that and analize what and why was going wrong. So, to sum up,◦The most useful thing I learned is the fact that there is no such thing as the only right way to write a lesson plan. I love the article by Jim Scrivener "General: planning lessons". I am really inspired by it and I certainly will try to be more creative and free in my planning of every day school work.◦The most surprising thing is the reflective part of a lesson plan: the plan is not finished even when the lesson is! it is a very useful idea that makes a teacher more professional.◦I will try many great tips but I will start with Carole Allen Poppleton's way my first opening class. ("What's the Truth?", http://iteslj.org)◦I doubt I will try to right a full lesson plan for every class I am going to deliever but the structure of the lesson plan we are given and required to fill in but it is absolutely great for the most segnificant lessons: the key lessons, open-classes, etc.Here it is:Lesson plan cover pageHow does the lesson fit with syllabus/timetable?(30 words maximum) Learning outcome Materials and references (attach worksheets) Anticipated problems – 50 words maximum Proposed solutions – 50 words maximum Lesson procedureTime / Teacher activity / Student activity / Interaction / Stage aim ReflectionWhat went well? Why?(refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials) What didn’t go well? Why?(refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials) What changes will I make next time? Why?

'Find someone who' is an activity which is quite common in many language classrooms. Have you heard of it? Have you used it before?It is usually fun and easy but a little bit noisy to run in the classroom. And it is absolutely nessessary at an on-line course to organise group work or buddy groups as Americans say. Sometimes tutors just put names in groups for this or that task.What is better: let Ss make groups or make them work in an exact group?Do you have any ideas how you can use this with your learners? I would adapt it to suit them and their language needs in different situations/grammar themes/topics.

Have you heard about Global Youth Service Day?http://www.gysd.org/We used to call such things "общественно-полезная работа". It is great that it works nowadays as well: http://www.gysd.org/europe?email_address=&address_change%5Bsubmitted_address%5D=Tambov&address_change%5Bdistance%5D=25&commit=SearchJoin us and tell the world about your school volunteer work.

I am taking The Certificate in Secondary English Language Teaching (CiSELT)course by British Council now. It is an in-service course, written specifically for English language teachers working in secondary schools with learners aged 11-18:http://www.britishcouncil.org/russia-english-professional-development-ciselt.htm What I like most is that there are teachers from different countries in my on-line group so we have to communicate in English only. That makes me think about the following: why we teachers in Russia don't always speak English at our teachers' events?To get more from the course I trust I need a kind of reflection. What should I write about? Anything I want and feel important, but I should remember the purpose of this: to reflect on my own learning and teaching. The following questions may help: •What did I learn? •What did I get out of this? •What did my learners get out of this? •Did my learners find this learning enjoyable? •What could I do next time to make this better?Do you keep reflective journals?

Мне надо было написать небольшое эссе в рамках прохождения курсов в ИПК на тему: "Духовно-нравственное воспитание личности в условиях новой модели образования". Не больше и не меньше. Я постоянно это откладывала, пока мне не попалась чудесная подборка плакатов. Посмотрите, не пожалеете: http://www.tolerance.org/one-world-posters И вот, что у меня получилось:Обсуждая новую модель образования, и специалисты, и широкая общественность отмечают необходимость духовно-нравственного воспитания личности как одну из первостепенных задач, стоящих перед нашим обществом. Традиционно встречаются две точки зрения по данной проблеме: часть людей считает, что это задача школы, с которой в последние годы она не справляется; другая часть убеждена, что воспитание личности происходит преимущественно в семье. Предпринимаются попытки вовлечь в решение этой непростой задачи религиозных деятелей, например, через введение в школьную программу Основ Православной Культуры. Я хотела бы рассмотреть данную проблему с точки зрения возможностей, имеющихся для ее решения в рамках образовательного процесса. При этом включая в данный процесс как урочную, так и внеурочную деятельность. В наши дни часто можно услышать о кризисе духовно-нравственного воспитания молодежи в нашей стране. Сложно спорить. Однако у китайцев есть два значения слова кризис: проблемы и возможности. А значит, есть выбор, как рассматривать сложившуюся ситуацию. Можно говорить об утрате чего-то важного, большого, духовного, приводя бесконечные примеры из жизни. Можно ждать, когда специалисты разработают программы и стратегии. Можно даже изучать имеющиеся работы по данной проблеме. Это уже хорошо. Значит, вам не безразлично происходящее вокруг вас. Но можно попытаться что-то изменить прямо сейчас, прямо здесь. Американцы говорят: «Думай глобально, а действуй локально». Спасти человечество, конечно, почетно. Но где найти супер-героя? А вот сделать жизнь окружающих чуть лучше, может каждый. И учитель особенно, ведь речь идет о детях, влияние учителя на которых трудно переоценить. Ганди говорил, что если ты хочешь изменить мир, меняйся сам.В начале учебного года я распечатала для себя и своих коллег, учителей английского языка, небольшой плакат, выполненный в рамках проекта Воспитание Толерантности SPLC, US. Надеюсь, он помог не только мне правильно настраиваться на работу, не забывать и не терять главное в рутине ежедневных дел. Замечательный художник Станислава Кодман иллюстрирует высказывание Haim Ginott, клинического психолога, детского терапевта, родителя, преподавателя, учителя и автора, которое можно перевести следующим образом: Я пришел к пугающему заключению. Я – главный, ключевой элемент в классе. Это мое личное отношение создает здесь климат. Это мое ежедневное настроение создает здесь погоду. Как учитель я обладаю головокружительной властью сделать жизнь ребенка несчастной или радостной. Я могу быть инструментом пытки или инструментом вдохновения. Я могу унижать или баловать, могу ранить или вылечить. В любых ситуациях это моя реакция определяет, будет ли кризис усугубляться или же сворачиваться, будет ребенок облагораживаться или ожесточаться.Самой большой ошибкой, на мой взгляд, является любое разделение процесса обучения и воспитания личности; противопоставление семьи и школы. Если мы говорим о личности, значит, мы принимаем ее как целое, а значит, должны учитывать все многочисленные стороны влияния на ее формирование, включая, в том числе и всю информационную среду. В концепции модернизации российского образования сформулированы важнейшие задачи воспитания школьников: формирование гражданской ответственности, духовности и культуры, инициативности, самостоятельности, толерантности, способности к успешной социализации в обществе.Духовно-нравственное развитие гражданина России в рамках общего образования осуществляется в педагогически организованном процессе осознанного восприятия и принятия обучающимся ценностей:• семейной жизни;• культурно-регионального сообщества;• культуры своего народа, компонентом которой может быть система ценностей традиционных российских религий;• российской гражданской нации;• мирового сообщества.Стоящая перед обществом в целом и учителями в частности задача может показаться невыполнимой. Ведь всего не ухватить, не объять, не проконтролировать. Однако я убеждена, что каждый учитель, принимая на себя ответственность в вопросе духовно-нравственного воспитания школьников, может сделать очень многое. Духовно-нравственное развитие гражданина России представляет собой постепенное расширение ценностно-смысловой сферы личности под влиянием процессов обучения, воспитания и социализации. Воспитание и социализация школьников, обеспечивающие их духовно-нравственное развитие, интегрируют все основные виды их деятельности: • урочную;• внеурочную (культурные практики);• внешкольную (социальные практики);• семейную;• общественно полезную.Таким образом, учитель может и должен, во-первых, изучать имеющиеся теоретические и практические материалы по проблеме. Во-вторых, организовать эффективную совместную работу с коллегами, специалистами вне школы, родителями, направленную на духовно-нравственное воспитание детей и подростков. Но самое главное, не забывать, что он, учитель, является самым «главным, ключевым элементом в классе» и от него зависит и климат, и погода.

Hi all,I am trying to find out some advantages (or maybe some disadvantages?) of using an activity-based approach to teaching English to children.1. Provides "whole learning" context for language.2. Suits mixed ability groups.3. Provides a highly motivating contex.4. Encourages social interaction and peer teaching.Can you add any more?

Проводим флэшмоб в школе. Учащиеся 2-4 классов по условному сигналу должны одновременно оказаться в одном месте, где они споют под активные движения, соответствующие тексту песни. (I can run. I can swim. I can hop. etc.)http://learnenglishkids.britishcouncil.org/en/songs/i-can-runКак вы полагаете, это отражает идею деятельностного подхода? Структуры с модальным глаголом изучили, можно применить. Сама идея флэшмоба детей увлекла, плюс дополнительная возможность физической активности - движения разработал и прорепетировал с детьми профессиональный учитель танцев, которого дети обожают.))) Вот вам и межпредментые связи, и пример некоторой физической активности! ;)/>Используем даже перемены!Source: Учить английский язык с удовольствием.I guess it is an example of TPR activities. Total Phisical Response (James Asher): This is a theory or methodology that facilitates new language through actions. It is learning by doing, so TPR is a kind of "деятельностный подход"?

С 2013 года в лицее, где я работаю, упразднены кафедры. Теперь создаются рабочие группы, назначаемые администрацией для решения конкретных задач, и творческие группы учителей по интересам. "Реализация системно-деятельностного подхода в обучении", так звучит методическия тема, над которой работает творческая группа, в которую я вошла. Звучит достаточно сухо, как обычно в нашей документации. Для себя определила, что Activity and story-based teaching of young learners (2-4 grades or approximately between the ages of 7 to 11)более точно отражает то, на чем я хотела бы сосредоточиться. Собственно, этот подход я и применяю в своей работе. Но было бы интересно познакомиться с опытом своих коллег в этом вопросе, почитать и посмотреть успешные примеры.

Why blog? I keep on asking myself about it. So do lots of my colleagues.I have read a great article on this point on http://www.teachingenglish.org.uk/think/ar...es/blogging-eltYou must read it. Really.I have started an educational blog to use it in my real teaching after reading it.So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With weblogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet.Here are some other reasons for using blogs:To provide extra reading practice for students.This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world. As online student learner journals that can be read by their peers. The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience. To guide students to online resources appropriate for their level.The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners. To increase the sense of community in a class.A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing. To encourage shy students to participate.There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog. To stimulate out-of-class discussion.A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class. To encourage a process-writing approach. Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher. As an online portfolio of student written work.There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course. To help build a closer relationship between students in large classes.Sometimes students in large classes can spend all year studying with the same people without getting to know them well. A blog is another tool that can help bring students together.

I was at a kind of a workshop festival on Friday. I am disappointed - you know teachers who came to this or that workshop given by their colleagues didn't want to participate in the process - just observing. A very stressful situation to the teachers who had to "present" their ideas to the so called professionals. I tried to do my best being "a student" or "a trainee", but most teachers didn't move or say a word! Why you think?!

Today I have seen some practical ideas for using Word and PowerPoint in the classroom, it is time to consider when and how I could use these tools in my classroom. I think about the texts I could use. I am expected to consider the part of the lesson or the syllabus when these activities would best fit and then go to the Lesson ideas forum in VLE I study to share my ideas with other people using this course. It is not that difficult, I guess, but I am a little bit... lazy. Maybe tomorrow...

I remember that during another courses I took we (participants) were taken into so called "buddy groups". I felt a kind of forced to communicate with the very people my trainer had chosen me to do it. But then we started to work collaboratively and the results were splendid. It is like grouping and regrouping at the lessson - the results of group work are evident. You have to do your best, you know. And in time.

I guess I should write about the course progress and how I feel about it.

First of all it is absolutely nessessary for any educator to be not only a trainer but a trainee as well, isn't it? Very useful. I am taking two courses (face-to-face and online) run by British Council, but I also need time for work, family, friends, my social life... Too hectic!

To find inspiration I probably need to read something of that kind.

Here is the address of my former educator Michael Krauss. http://michaelkraussmusings.blogspot.com/

I took his class in 2008. It was my first experience in taking an online professional development course. I really liked it but I didn't write any blogs, just did other kinds of reflection.

Learning Technologies Teacher training course is delivered 100% on-line in the virtual learning environment Moodle and I like it more than the one I studied in Lewis & Clark College, Portland, Oregon, USA. It is easier to deal with.

By the way, we are going to use VLE Moodle to create our school courses. I think it is very ambitious. Taking in concideration the fact that any work must be paid. Not sure that teachers should always have extra work as if it is their hobby, you know.

I am taking a new course - Learning Technologies for the Classroom. This online course introduces to the basic aspects of using learning technologies in the English language classroom in an efficient, engaging and effective way. http://courses.britishcouncil.org/pub/learningtechnologies/

I hope to learn how to use the learning technologies as a language resource, how to evaluate and select websites, how to make the most out of common office software, how to exploit school link projects using learning technologies and much more.

Course aims and objectives:

Comprehend how learning technologies are being used in education and why

Develop an awareness of the learning technologies available today

Develop an ability to critically evaluate what is available on the Web

Develop a knowledge of practical applications of the technologies

Develop a technical understanding of the tools and the technical skills necessary to use them in class

Apply this knowledge to integrate learning technologies into syllabi and lessons

Use learning technologies in a safe, engaging, effective, efficient and transformative manner

Recognise the potential of new Web tools as learning technologies.

To move from the older teaching model to the newer one, language teachers need to think about what they do and how and why they do it. Reflective practice allows instructors to consider these questions in a disciplined way.

Reflective practice asks:

Which teaching model am I using?

How does it apply in specific teaching situations?

How well is it working?

I am expected to write in my edu-blog on

• What did I learn?

• What did I get out of this?

• What did my learners get out of this?

• Did my learners find this learning enjoyable?

• What could I do next time to make this better?

I have never started any blogs, so it is a kind of... not my cup of tea. But this one is not private, so I'll try...