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Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have 3 minutes to finish an assignment or clean up, etc. With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.
4) To address behavior issues quickly and wisely. Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains. Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. The student will usually become disarmed because she might be expecting you to be angry and confrontational. And, if you must address bad behavior during your instruction, always take a positive approach. When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully or at least reach an agreeable truce.
5) Always to have a well-designed, engaging lesson. This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students.
References
1. Gootman M.E. The caring teacher's guide to discipline: helping students learn self-control, responsibility, and respect. Oxford, 2008. P. 36.
2. Thomas A. & Grimes J. Best Practices in School Psychology. New York: Bethesda, 1995. P. 221.
THE ROLE OF TEACHING PROVERBS IN ELT CLASSES
Khojikulov Sh.K.
Khojikulov Shukrulla Kodirovitch - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english teachers and students will immediately recognize these traditional sayings or proverbs. They convey a way of looking at the world in a few short, vivid words. Language learners often struggling with a limited vocabulary find these memorable proverbs easy to learn and fun to use.
Keywords: proverbs, communicative abilities, cultural difference, material development, ELT.
Proverbs add familiarity and comfort to an often strange and stressful situation for older English learners. Proverbs can capture a point of view in vivid words. We learn proverbs our entire lives - from our relatives, our teachers, our friends, the media, and our literature. These classic sayings contain folk wisdom gathered through time and experience. They often capture a common human experience across culture and languages.
When introducing proverbs to students, the teacher should start with a general discussion asking them to think about a major crisis, decision they had to make, or problem they had to deal with [1].
The following would be a few of the directing questions:
- Do you prefer facing those kinds of problems alone, or does it help to ask others for advice and direction?
- Who do you trust with some of your most difficult problems? Why?
- Do you try to follow their advice, or do you tend to ignore it?
Then the teacher discusses with them the book of Proverbs and what they are, for example [2]:
- The book of Proverbs is a collection of short statements that express truths about human behavior.
- The proverbs found in the Old Testament can be a source of inspiration, counsel, and direction to those who read and ponder their messages of wisdom.
- They are a collection of wise sayings, many of which were inspired by the Lord, which can help us with many problems.
Proverb education helps with language education and is considered integral to the overall English language learning experience. Proverbs also help develop effective communication skills. The reasons that support proverb education include benefits such as; improved oral presentation effectiveness, improved reading skills, improved written communication skills, improved listening and comprehension. English proverbs are considered vital in understanding cultural differences and similarities. Knowledge of English proverbs is helpful in understanding English humor and learning English proverbs is helpful in expressing oneself by using figurative language. Additionally, English proverb knowledge is necessary with the use of and comprehension of English language outside the classroom. Teachers agree that English proverbs should have a place in the course books and teaching English proverbs is important so proverbs should be a part of the English language curriculum.
Yet I like teaching proverbs in English language classes for four other distinct reasons.
1. Students can share proverbs from their own mother tongue.
2. English language learners can easily memorize proverbs. Using the right proverb at the right moment gives students a tremendous sense of competency and fluency in English.
3. Studying proverbs from another language helps create a more global education, and counters the fears of English displacing the insights and words of other tongues and times. "The sky is blue everywhere" and "birds return to old nests."
4. Sharing proverbs shows a respect for tradition and the past while students expand their vocabulary in a new, modern language.
By teaching proverbs we can feel that a knowledge and understanding of proverbs will make oral presentations more effective, improve reading and writing skills and listening comprehension, furthermore, outside of the classroom, proverbs are thought to be important for the understanding of cultural differences and similarities, humor and for expressing oneself using figurative language.
Teachers also agreed that proverbs should have a place in course books and be a part of the English language curriculum. Overall, the results suggest a reasonable argument for the inclusion of proverbs in ELT classes. With this study, we aim to motivate for the designing of new materials for teachers to use in the classroom to increase their awareness for teaching proverbs. Our findings support the view that proverbs play a key role in cultural understandings and support development of ELT teaching. However, we have identified a contradiction between the views and practice of teachers in this regard. The belief that proverbs are an integral part of learning is evident, but the practice of such teaching is absent. We believe that material development is necessary in this area to support teachers with proverb education.
The teachers unfortunately don't allocate special time for the use of proverbs to improve the various skills discussed. That data shows that they don't teach proverbs in English language classes and the use of proverbs is insufficient for different language skills such as reading, writing, speaking, listening etc. The students have a great opportunity to learn
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proverbs either from teachers or course books and thereby improve their English communicative abilities.
References
1. Кунин А.В. Образование пословиц. Москва: Высшая Школа, 1980.
2. Dubrovin M.V. A book of English and Russian proverbs and sayings. Moscow: Higher School, 1977.
THE TEACHING METHODOLOGY (THE EXAMPLE OF THE RUSSIAN LANGUAGE) Tolipova D.G.
Tolipova Dildora Gapirzhanovna - Lecturer, DEPARTMENT OF LANGUAGE TRAINING, TASHKENT STATE LAW UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the methods of teaching the Russian language for students of foreigners (to whom the Russian language is not native). In classes in the Russian language, increasing student activity depends on the successful application of various methods by the teacher, the successful use of appropriate tasks and texts of varying complexity, the use of new pedagogical technologies, and the ability to effectively use visual materials and technical means. Modern Internet technologies and multimedia provide ample opportunities for using audio and video materials on various topics (for example, using records of a conviction, speeches by a prosecutor or a lawyer in court; videos from feature films with relevant content). The relevance of the article is the use of modern pedagogical methods in parallel with traditional methods in language learning.
The application of these methods when working with texts helps students to master their specialty more deeply, increases students' interest in obtaining education, activates cognitive activity and makes it possible to gain broad knowledge in the mastered discipline. Keywords: methodology, language, student, modern methods, lawyers, the meaning of words, semantics.
UDC 37.013.2
Choosing the optimal method for explaining educational material by specialty, a linguist teacher should proceed from the features and semantic component of the text, encourage students to work independently, and try to use all opportunities that meet pedagogical and didactic requirements [3].
The texts selected for training should correspond to the subject of the specialty. Students learn the words and phrases that are found in specific vocabulary faster. For example, international words and terms, most of which have international word-formation elements: auto-, anti-, audio-, -gram-, graph-, human-, inter-, -log-, maxi-, mini-, mono-, -anonym, poly-, -tech, -fon-, лш-(авто-, анти-, ауди-, -грамма-, граф-, гуман-, интер-, -лог-, макси-, мини-, моно-, -оним, поли-, -тека, -фон-, уни-). Or borrowing (in legal terminology for the most part) from Latin: de jure, de facto, alibi, arbitrator, appeal, affect, discrimination, incident, appeal, parity, petition, suicide, falsification, exhumation, (де-юре, де-факто, алиби, арбитр, апелляция, аффект, дискриминация, казус, кассация, паритет, петиция, суицид, фальсификация, эксгумация), Greek: amnesty, anonym, democracy, policy, syndicate, charter (амнистия, аноним, демократия, полис, синдикат, хартия), French: advance, declaration, demarche, directive, cadaster, sabotage, separatism, pimp, patronage, patronage, force majeure, blackmail, espionage (аванс, декларация, демарш, директива, кадастр, саботаж, сепаратизм, сутенер, патронаж, патронат, форс-мажор, шантаж, шпионаж) and other European
