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A web quest is a task-based activity where learners use the Internet to obtain the necessary information to complete the task. It can be adapted to extend over several lessons or be integrated into one lesson depending on the aims of the task. As we don’t have classes because of the low temperature, teachers have to organize students’ work at home. It is a great chance to try a new type of activity. Students have done some project works on different topics in small groups in class and at home already, so now they will work together online. The issue of the task – Sochi 2014 Winter Olympic Games - is in school meta-subject plan for January-February 2014. http://www.kn.att.com/wired/fil/pages/webolympicta.html

Dear colleagues, I can't but agree with both of you. There was a short note on the wall in my Iowa high-school where I worked several years ago: "Give respect. Get respect." A thing to remember and practise.

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?

Представляю разработки занятий для дошкольных учреждений. Данное пособие знакомит с успешным опытом раннего обучения английскому языку как иностранному в рамках образовательного информационного пространства на базе единого УВК «Детский сад – Лицей – Университет». Весь процесс обучения происходит в запоминающейся, непринужденной манере, иллюстрируемой автором поурочными рекомендациями по использованию игр, песен и рифмовок. Дети учатся слушать, понимать и говорить несложные фразы. Данный тренировочный материал позволяет многократно повторить изученное на занятии, развивать воображение, мышление, память детей. Работа адресована как специалистам, преподающим иностранный язык в дошкольных учреждениях и начальной школе, так и родителям. Обратите внимание, что *все* рифмовки, считалочки и пр. озвучены детьми-носителями языка, американскими школьниками. K_GRADE_ENGLISH_пособие.doc рабочая_программа_подготовительная_группа.doc

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)

А я пишу письма своим англоязычным друзьями по snail-mail и получаю их, правда теперь уже редко, только на Рождество и из отпуска, из других городов-стран. Это роскошь - получить конверт с марками, вскрыть его с нетерпением, развернуть лист особенной почтовой бумаги, посмотреть открытки и фотографии. И ученики мои пишут их с удовольствием - своим ровесникам из школ Среднего Запада. Правильно написать адрес им необходимо на большом конверте, мы обмениваемся тем, что на почте называется packages. Поэтому вопросов - зачем надо уметь написать свой адрес - не возникает. А старшеклассники еще и интернет-магазинами активно пользуются, родителям помогают все сделать грамотно.

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?

◦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

Dear Galina, Thank you for your comment. I would strongy recommend you just to try to apply and hopefully you will have a very interesting experience. Read through the options, pick up the course (only one they say!) which is the most suitable for your teaching situation and fill in the application form. As far as I know BC opens each of the course at least twice a year, so check the site in early/middle August not to miss the fall courses. You can subscribe for the news from the site. It is very useful anyway. They give a chance to both novice and very experienced teachers. So, if you have any questions feel free to ask me, though I am just a participant and don't work for British Council (I took TKT, Learning Technologies, Primary Essentials and CISELT on-line; in 2010 I also took face-to-face Trainer Development Course in Moscow). Good luck! Irina

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.

Thank you for your comment! I agree. I like the idea at the end of the video: "Change your words. Change your world." It is very close (yet simple and achievable) to the well-known "Be the change you want to see in the world".

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!

По каким УМК лучше, на ваш взгляд, обучать письму как продукту? На каком этапе оптимально начинать работать над этим навыком? Возможно ли это делать уже в начальной школе?

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.

Teacher teaches the learners, not the curriculum/coursebook. It is one of the components of learner-centred classrooms. I would recomend to read the article http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/06/06%20Supplementary%20text.pdf

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

It is a highly learners centred activity. Just for example, such a personalised task can be set up: ss write individually 3 things that they enjoy doing 3 people that are important to them 3 places that they’ve been to / would like to go to 3 things they did last weekend 3 things they own which are important to them 3 items of clothing that they like – what is their ‘history’? or any other question you think will be appropriate with this very group of students. After that they can do such a smart mingle activity that I really like to do with any level and age learners as Find someone who... It always works!

'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.

Absolutely! And it can be different in different situations for one and the same user/teacher.

Обновленный сайт Британского Совета: http://www.britishcouncil.ru/en/ Рекомендую подписаться на новостную рассылку. Будете в курсе всех мероприятий, конкурсов и курсов.

Тема электронных словарей уже была открыта Алексеем Конобеевым. Пользователям значитально удобнее, когда сообщения размещаются не хаотично, а в соответствующей ветке. http://www.englishteachers.ru/forum/index.php?showtopic=1021

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!

Thank you for a great story and ideas you have shared with us! I'd love to have such a teacher!

"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.