Ііі халықаралық ғылыми-практикалық конференция материалдары
As a teacher you can help by
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Allowing shy students to build up their participation gradually. You could start by using polls and surveys to seek consensus within the group. Next, ask them to comment on or ask a question about another student’s contribution as they will find this less daunting to begin with than offering their own opinions. Once the shy students are comfortable expressing their views, you can start to elicit more detailed contributions. Ask questions like ‘What do you actually mean by…?’ or ‘Can you tell me more about….?’ This will help them reason out their responses and get their meaning across clearly. Encouraged by your praise, they will gain both persuasive skills and confidence as a result. Generally speaking, what all children seek is acceptance from their peers. Working as a group is an opportunity to achieve this, so it’s your job to make even the most reluctant participants see this by providing them with an environment in which they can speak without fear of judgement or 30 embarrassment. Watching shy students blossom and gain confidence through collaborative learning is one of the great pleasures of being a teacher. You’ll be aware that getting students to engage in group activities can be hugely beneficial. It encourages team work and mutual support; it can bring a competitive dimension to learning which can motivate students to strive harder for results and, perhaps most importantly of all, it exposes them to other people’s thought processes and problem solving abilities which helps them to develop their own reasoning skills. This sort of collaborative learning teaches students to think more deeply and laterally simply because the answer isn’t supplied by the teacher or a textbook - they have to work it out for themselves. But not all students find it easy to take an active role within a group. Shy students can tend to feel overwhelmed when the focus is put on them in class and it takes time, patience and skill to draw them out and help them to become a confident contributor in group activities. What can you do to encourage these students to participate [5]. For a conversation class to succeed, the interpersonal atmosphere in the group must be supportive. To speak up and participate in a conversation in a language that is foreign to them, people need to feel free to take risks without fear of embarrassment. Besides the times when teacher-led activities are taking place, there may be times when the whole class will want to be involved together. This may be after a group discussion where each group can report on their discussion, mentioning the most interesting or amusing points that were made. In a large class this could go on and on, so we would only ask a few groups to report. Or it could simply be the contuniation of a discussion as whole class for a few minutes, but self-assured students are more likely to contribute when the whole class is listening. References: 1. Webster. Third, New International Dictionary (Springfield, MA: MerriamWebster, 1993 ) 2. Joseph E. McGrace. Groups: interaction and performance. 1984 3. Conclin, Mary Greer. Conversation What to Say and How to Say it. New York and London: Funk & Wagnalls Company. 1912 4. Leo Johes. The student centered classroom. Cambridge University Press. 2007 5. http:/www.bbcactive.com/BBCActiveIdeasandResourses/EncouragingShyStudentstoParticipate inGroups.aspx жүктеу/скачать 7,21 Mb. Достарыңызбен бөлісу:
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