Секция 5.

Педагогика

а является средством достижения иной цели — полу- и такими, которые активизируют внутренние мотивы
чении специальности. В более скромных масштабах (более долгосрочные): похвала, признание, авансиро-
целью может быть хорошая оценка, похвала, полу- ванная оценка.
чение диплома, как символа окончания обучения, Выводы. Таким образом, поскольку мы ставим
получение стипендии, признание авторитета одно- перед собой цель формирования математической
курсниками и тому подобное. культуры будущих строителей, а  составляющим её
На начальном этапе обучения это тоже доста- элементом есть математические знания, умения и на-
точно хороший результат, так как внешняя мотива- выки, то мы должны принимать во внимание эффек-
ция может послужить вовлечением пытливого ума тивность процесса изучения математики. И каждый
в учебную деятельность и активизировать внутрен- преподаватель, заинтересованный в её повышении,
нюю мотивацию. обязан принимать во внимание мотивацию обучения
Следующий момент, который хотелось бы обозна- и стремиться к её активизации и поддержанию её вы-
чить и о которых не должны забывать преподаватели сокого уровня. В этом пригодятся все выше перечис-
высшей школы, это стимулы. Какой бы сознательный ленные аспекты, а также уже существующие методики
не был обучаемый индивид, но существует масса кос- изучения уровня мотивации учебной деятельности
венных факторов, которые гасят интерес к учебному и её динамики (Т. Ильиной, А. Дербенёвой, О. Гребе-
процессу. Ведь стимулы — это награды, которые мо- нюка), которые при необходимости возможно адап-
тивируют поведение [1, 9]. Стимулы могут быть таки- тировать под математику. Это поможет рациональнее
ми, которые активизируют внешнюю мотивацию (она подбирать содержание дисциплины и выбирать сред-
более краткосрочная): получение оценки, стипендии, ства и методы работы.
Список литературы:
1. Дербеньова А. Г. Усе про мотивацію/уклад. А. Г. Дербеньова. – Х.: Вид. група «Основа», – 2012. – 207, –
[1] с.: схеми, рис., табл. – (Серія «Золота педагогічна скарбниця»).
2. Штонда Є. М. Проблеми математичної підготовки бакалаврів напряму «Будівництво» у період пере-
ходу до оновленої дидактичної системи/Штонда Є. М.//Проблеми сучасної педагогічної освіти. Сер.:
Педагогіка і психологія. – Випуск 27. – Ялта, – 2010. – c. 228–235.

Eshboyeva Durdona Alisher kizi,

Gulistan state university,
2 year student, Philological faculty
nd

E‑mail: eshboyeva94@mail.ru

Effective Teaching English Grammar as an improving English Speaking

Abstract: For children with learning disabilities and children who are low achievers, systematic phonics in-
struction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruc-
tion consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes
to form words. Across all grade levels, systematic synthetic phonics instruction improved the ability of good
readers to spell.
Keywords: grammar, comprehensive, ludicrous, immersed, transferable, combination of methods.
Encourage students to ask questions, during class, comprehension and self-confidence by finding their
to understand difficult topics. Learning style and abil- strengths and expanding on them.
ity vary in each child. Teaching English and grammar Why does grammar retain such glamour when re-
require knowledge of different learning styles and search over the past 90 years reveals not only that stu-
methodologies successfully to reach every student in dents do not learn it and are hostile towards it, but also
the classroom. Sometimes called “differentiation,” us- that the study of grammar has no impact on writing
ing many different teaching methods appeals to the quality. …Until we have such knowledge, the grammar
widest possible range of students and helps improve sections of a textbook should be treated as a reference
149
Section 5. Pedagogy
tool that might provide some insight into conventions
of mechanics and usage. It should not be treated as a
course of study to improve the quality of writing.
There are many ways to teach English, but it is cum-
bersome to find a perfect way to teach. Maybe it is impos-
sible to find the perfect and easy way to teach. However,
as we would consider (?) ourselves as decent educators,
we just have to find effective ways to teach English well.
It will be ludicrous to say that native speakers of English
are the best English teachers. Just because one can speak
English well, does not mean that he/she is an excellent
English teacher.
Experimental research as raised an important ques-
tion that can best be answered by descriptive studies, for
example, case studies of why writers make certain syn-
tactic choices or how concern for syntax assists or inter-
feres with planning and composing. A consideration of
questions like these would be fruitful direction for future
research.
Grammar cannot be taught as a stand-alone activ-
ity. What is the point of that? Children begin to under-
stand grammar concepts, and start to apply them  in
their own writing, when they start to read with a writ-
er’s mind. Punctuation rules and techniques are drawn
from shared texts, texts that the children have already
been immersed in and have a good understanding. Ex-
ploring these and embedding them creatively is how the
learning takes place.
Answer To, too, and two. Three words, all different
meanings. Public schools everywhere have been preach-
ing this concept for years, yet for some mystical reason,
society cannot seem to figure it out. If one is truly hon-
est about the topic, he or she will have to admit that the
collective grammar of this country is simply tragic. With
rampant fagments, run-ons, and the sentence, “Your to
old for me, I ain’t got no reason to date u,” the people are
demanding a remedy.
Learning style and ability vary in each child. Teach-
ing English and grammar require knowledge of different
learning styles and methodologies to reach successfully
every student in the classroom. Sometimes called “dif-
ferentiation,” using many different teaching methods
appeals to the widest possible range of students and
helps improve comprehension and self-confidence by
finding their strengths and expanding on them.
Learning English requires command of the four key
skills: reading, writing, speaking and listening. Receptive
skills are reading and listening as the learning is simply
absorbing information and attempting to make sense
of it. English teachers should test receptive skills often
150
throughout a single class period to ensure students are
processing information correctly. To check reading com-
prehension, introduce a piece of appropriate text verbally
with the class as a group and explain any difficult words
or concepts. Ask the students to read the text and an-
swer a few multiple-choice questions. Listening can be
tested in the same way by using recorded conversation
or pieces of music. Encourage students to ask questions
about any reading or listening selections.
In regards to the students, both eighth graders and
seventh graders, such an approach — asking them why
they chose to write things the way they did. Instead of
telling them this is the way they should write would, I
believe, be a much more effective approach to teaching
grammar than the rote teaching (either through Shur-
ley English, or through worksheets out of a book, or any
other textbook-style method) that is currently despised
and forced down by students.
Into whose lap does this task fall? English teachers.
Teaching English grammar to a group of students is a
job that should grant super human status to any teacher
who manages to do it successfully. There is a steaming
buffet of options to pick from when it comes to choosing
the best way to teach this age old and ever-relevant area
of study. There is the traditional “sit down, get out your
grammar books, turn to page 134, listen to me drone on
for 15 minutes about verbals, and then do pages 135,
questions one through sixty” method.
There is the new-age method of teaching grammar,
which ironically doesn’t actually teach grammar at all,
but instead hopes students just sort of “pick it up” as they
read different texts; then, there is a method somewhere in
the middle, the “discuss some grammatical concept in a
mini-lesson format, then analyze that concept as students
read and write” method. Each method depends on who is
doing the teaching, what kind of students occupy the
classroom, and the demands of the school system, and
each method has plenty to smile about and sneer upon.
The traditional method of teaching grammar  is
still very popular among experienced teachers and teach-
ers that have been in the profession for a while. Every-
one knows these kinds of teachers. They’re the ones who
stamp their little feet and say, “Back in MY day, when
children had some RESPECT…” and similar mantras.
They proclaim this world has gone to the deepest pits of
hell in the roughest of hand baskets, and truly, the rest of
the teachers wonder why they are still teaching at all [3].
A few young, fresh, brave souls enter the teaching
field and follow the example set by their teachers in high
school the traditional, grammar book, worksheet, right

or wrong example. Regardless of whether they look
at the student population and see the wasting away of
society or a field of young and potential-filled flowers,
these teachers see grammar as something that should be
taught in isolation. It should be given its own time, its
own unit, and its own space in the curriculum. Correctly,
they see their chosen field of study as something so high-
ly important that it cannot be ignored nor tainted with
other subjects; the students must learn it because, well,
that is what students do: they learn grammar. Period.
Placing students in cooperative groups or using peer
coaching is especially helpful in an ELL classroom where
students are or can be at mixed levels of learning English.
When this is the case it is best to place them in groups
that are chosen by the teacher in a manner that places
higher level students with lower level ones. In this way
the higher level student is learning, practicing, and per-
fecting techniques through teaching; and the lower level
student is acquiring new knowledge and receiving help
from a peer. This can also be used to place higher level stu-
dents together to work on an assignment while the lower
level students stay with the teacher to learn new informa-
tion. In this way the teacher is able is optimize learning by
provide new information to both levels without actually
having to make one or the other sit through information
that is either below or above their learning level.
Based on this information, many have decided to
abandon the practice of teaching grammar all together.
They have brushed it off as worthless and have instead
chosen to cross their fingers in hopes that if students
read enough and write enough, they will start to natu-
rally see the patterns of the English language. For some
students this may work. In fact, it may work for many
students [1]. However, teachers may collide into a prob-
lem with this system. In every state, teachers have a cur-
riculum to follow, a list of “to-do” if you will that they
must be covered in a year’s time. These curriculum lists
usually contain a set of pure grammatical skills that the
students must learn, and unless the teacher wants to rebel
against the curriculum (and, therefore, the school and
state boards) that teacher must teach those things. Ah,
the endless dilemmas of the English teacher.
As a future teacher, I have known colleagues who have
abandoned grammar all together and then right before
testing they experience a sort of panic of the conscience.
They realize, “Oh wow, I have ignored grammar all year.
It is going to be on the test and my students are not going
to know it! They are not going to know how to distinguish
an infinitive from a gerund! Oh, and those dreadful dan-
gling modifiers! I should have been teaching those things
Секция 5. Педагогика
all along. Stupid, stupid me. I’m going to get fired, because
their test scores are going to be in the toilet!” The panic
continues until summer break when the teacher’s mind
has gone into somewhere between the “at least I survived”
mode and the “nothing I can do about it now” mode.
For those teachers who are neither traditional nor
rebellious, there is a middle road of grammar instruction.
This type of instruction combines grammar with reading
and writing as an everyday experience in the classroom.
The teacher usually introduces a grammatical concept;
let us say «adjective series» that the students need to
know. He or she gives a short “mini-lesson” on the issue
and maybe has the students do a quick activity (not a
worksheet, more like a creative exercise like, “Write a
paragraph about your ideal career and include two adjec-
tive series in the paragraph.”) [2].
Then, the students may read a story, discuss the story,
and then find examples of the grammatical concept in
the story. This method is very much dependent on the
teacher’s creativity and his or her ability to weave gram-
mar into every other area of the English classroom. It is
by no means the easiest way to teach grammar, but as re-
search has shown, it may be the most effective. Definitely
the method that takes the most time and creativity on the
part of the teacher, but for a dedicated professional, these
are both secondary concerns to the level of learning the
students achieve.
Grammar is one of those issues that does not have an
easy solution. It is tricky and it is tough, kind of like all-
important things in life. It is not for the faint of heart or
the creatively shallow. There are teachers who make the
traditional method work; somehow, they have found a
way to get bits of information to implant themselves into
student minds like tiny eggs of precious information [1].
There are teachers who do not handle grammar at all, but
they make their students read enough and write enough
that somehow, they pass their state tests and grow up
with a basic knowledge of the concepts; and there are
teachers who creatively combine grammar to other class-
room activities.
Which method works the best is up to the individ-
ual teacher, but one thing is certain: “there, they’re, and
their” all have different meanings, and it is the English
teacher’s job to make sure this information is cleverly
presented. If it is not presented for the benefit and ad-
vancement of the students, it must be done at least for
the sake of nile-biting, socially disenchanted Grammar
police everywhere who look at their news feed on the in-
ternet and shed a little tear with every non-agreeing sub-
ject/verb pair.
151
Section 5. Pedagogy

References:
1. Hillocks G. Ways of thinking, ways of teaching. – New York: Teachers College Press. – 1999.
2. Lucy Pollard. Introduction to Teaching-English, Lucy Pollard – 2008.
3. Wyse D. Teaching English, language and literacy: From new theory to classroom practice. Invited presentation
at Beijing Language and Culture University (BLCU), Department of English, Beijing. – 2012, 12 March.

Jakowlewa Irina Wassiljewna,
Samsonowa Swetlana Nikolaewna,
Die Jelezki staatliche Universität von ihm. I. A. Bunina,
der BewerberFakultät für Pädagogik und Psychologie der Vorschule
E‑mail: yakovlevairinavas070882@mail.ru

Die Entwicklung des freien Verkehrs der Vorschulkinder

Abstrakt: der Vorliegende Artikel ist dem Problem der Entwicklung des freien Verkehrs der Vorschulkinder
gewidmet. Es sind die möglichen Richtungen, die Aufgabe, die Spiele und andere Tätigkeitsarten in der Arbeit mit
den Kindern vorgestellt.
Keywords: die Entwicklung, die Sprechaktivität, den freien Verkehr, die produktive Tätigkeit.
Яковлева Ирина Васильевна,
Самсонова Светлана Николаевна,
Елецкий государственный университет им. И. А. Бунина,
соискатель, дошкольный факультет
E‑mail: yakovlevairinavas070882@mail.ru

Развитие свободного общения дошкольников

Аннотация: Данная статья посвящена проблеме развития свободного общения дошкольников. Представ-
лены возможные направления, задания, игры и другие виды деятельности в работе с детьми.
Ключевые слова: развитие, речевая активность, свободное общение, продуктивная деятельность.
Умение общаться это целое искусство, сложней- Они ссорятся, чувствуют обиду, ревнуют, высказывают
ший, многоуровневый процесс установления и раз- претензии, а иногда делают мелкие гадости. Подобная
вития отношений между людьми. Чтобы ребенок ситуация может привести к возникновению негатив-
своевременно и качественно овладел устной речью, ных форм поведения у детей, отклонениям в развитии
необходимо, чтобы он пользовался ей как можно (замкнутости, агрессивности, тревожности, неуверен-
чаще, вступая в контакт со сверстниками и со взрос- ности в себе, неадекватности поведения).
лыми, т. е. обладал определенной речевой активно- Возникает острая необходимость своевременно
стью. Речевая активность — фактор, предполагаю- обратить внимание на такие проявления детей и по-
щий общую активность в игре и социальной жизни, мочь преодолеть их. Умение планировать и направ-
быстрые речевые реакции в диалоге и выбор слов, лять свои действия и поступки во взаимодействии
интенсивное построение фразы [1]. с миром, развитие свободного общения ребенка
Большинство сложностей и  ошибок возникают со сверстниками и взрослыми, является тем фунда-
в результате неумения слушать, натянутости разговора, ментом, на котором строится дальнейшее развитие
влезания вне очереди, негативного настроения, жела- личности ребенка. Этот первый опыт существенно
ния быть правым всегда и во всем, засорения нелитера- обогащает жизнь детей, раскрашивает красочными
турными элементами, недостаточной интонационной лучами сферу их ощущений, во многом определяет ха-
выразительности речи и многого другого. В результате рактер отношения ребенка к тому, что его окружает.
чего между детьми дошкольного возраста разворачива- С увеличением инновационных технологий (ком-
ется сложная и порой драматичная картина отношений. пьютер, телевизор, айфон), серьёзное волнение и
152