Педагогическая деятельность

                    Every year I teach more than 100 pupils, I do my best to make them love and know English. They obtain their knowledge through years of hard study. But they learn English with joy and pleasure, singing songs, reciting poems. My pupils get acquainted with his history, culture, customs and traditions of the UK, the USA and other English-speaking countries. The pupils have no problems with their English after leaving school. Some of them have chosen teaching English as their profession.

                 I’m afraid I can’t tell you much about my school activity.  The school where I am working is usual, rather standard. A one-storied building, but in my opinion it’s not badly planned and well equipped. And there is a place in our school I am fond of. It’s my English study.  I should say my pupils have made it with their own hands and the study differs greatly from all the rest ones and it has its particular features. Sometimes the tables stand quite in a different way. I’m sure it makes the process of teaching not so formal. I have to say that the most important thing in a teaching process is what, how and by whom schoolchildren are taught. First comes "what”. Let’s take our   English textbooks. Most of them have made me crazy. I’m sick and tired of them. So I always try to read a lot of additional material, use different methods of teaching the English language at the lessons. As a result of my teaching I should say my pupils are very progressive and I encourage them to be independent-minded, creative, quick-thinking and self-motivated. As for me I try to be patient, kind, tolerant to them.

  Here is one of my teaching methods I'd like to describe. This method is based on the method of person's reserve activity, worked out by G. A. Kitaigorodskaya. The method of person's reserve activity aids the turning of language from the purpose into the means of communication. Gestures, expression of teacher's or student's faces, intonation and the teacher's manners play a great role in the process of teaching. The teacher speaks only English but sometimes he/she may translate a word or a sentence if it is not understood. The course includes the following tasks:

Firstly - the pupil has to understand the foreign speech, communicate with each other or write what the story is about.

Secondly - everyone has to express their thoughts both in dialogues and in monologues.

In the third place the pupils have to read the texts or stories taking out the full or the half-full information, retell them and discuss, analyze some grammar structures and express their own opinion.

In the fourth place each pupil has to express his point of view in written - form. It might be dictations, letters, compositions, the lists of questions for interview, a plan of smb's travelling, advertisement projects and so on. Usually the dialogues consist of everyday life topics. The main characters in the dialogues are the people from different countries. A role-mask takes away a barrier, stimulates the creative possibilities of every person. The work in pairs, in a group of three or four in microgroups promotes mutual teaching, mutual interest and develop the ability of communication. The teacher is the member of the group, he/she is the participant of all the events, the teacher is a person who can help and give some advice in solving some problems. The teacher's role is very important because of warmness,  jolly atmosphere and optimization of psychological climate. At the lessons the teacher uses games, rhymes, competitions, songs. All these help to get rid of sense of fear. The exercises are directed for decisions of many tasks. So songs, rhymes, verses are the phonetic drills; at the same time they help to practice grammar, develop the lexical reserve.

Some of them are ready-made speech blocks. Every dialogue is a micro-cycle. It takes from twelve to sixteen hours. The first microcycle is called the presentation of the dialogue. The rest of them are dedicated to the practise of communication, training and later to testing. All the lessons are finished with songs.

The most important thing, I consider, is classical music when the teacher introduces the pupils to the dialogue first. The lovely tune helps them to relax. The first dialogue takes much time but you shouldn't be upset because it is a start line for them. I'm for English saying "A good beginning is half the battle".

Here are some recommendations for teachers trying to work with the help of this method. Not only the teachers of English language but the teachers of Russian Literature, English Literature, and the teachers of History may use this method.

I enjoy teaching the pupils in English, using the Intensive Method, the process became more progressive. But this method isn't perfectly one either. And I'm working now to improve it.