Ученики разные: одни быстро “схваты

Ученики разные: одни быстро “схватывают” все объяснения, легко запоминают лексический материал; другим требуется не только значительно больше времени на осмысление материала, но и дополнительные примеры, разъяснения. Такие ребята, как правило, стесняются задавать вопросы при всем классе, а подчас просто и не осознают, что конкретно они не понимают, не могут сформулировать правильно вопрос. Если в таких случаях объединить ребят в небольшие группы (по 3-4 человека) и дать им одно общее задание, оговорив роль каждого ученика группы в выполнении этого задания, то возникает ситуация, в которой каждый отвечает не только за результат своей работы (что часто оставляет ученика равнодушным), но, что особенно важно, за результат всей группы. Поэтому слабые ученики стараются выяснить у сильных все не понятые ими вопросы, а сильные учащиеся заинтересованы в том, чтобы все члены группы, в первую очередь слабый ученик, досконально разобрались в материале (заодно и сильный школьник имеет возможность проверить собственное понимание вопроса). Таким образом, совместными усилиями ликвидируются пробелы. Такова общая идея обучения с повышением взаимодействия в классе.

Учитель должен опираться на желания учеников , общаться на иностранном языке. Мотивацию у детей можно создать за счёт использования общих познавательных мотивов учеников (дать правильный ответ, высказать собственное мнение, показать свои способности). В данном случае учитель опирается на положительные эмоции ученика, вызванные хорошей оценкой.

Результаты (английский) 1:

The disciples are different: some quick "seize" all explanations easy to memorize the lexical material; others will require not only more time to reflect on the material, but also more examples to clarify. These guys tend to shy to ask questions with all the class and sometimes simple and don't realize what they do not understand, cannot articulate the issue correctly. If in such cases combine guys in small groups (3-4) and give them a common job, specifying the role of each student group in this task, there is a situation in which everyone is responsible not only for the result of their work (which often leaves the learner indifferent), but, more importantly, for the result of the entire group. So weak students are trying to clarify with the strongest all not understood their issues and strong students interested in that all members of the group, primarily a weak student, thoroughly understand the material (at the same time strong schoolboy has the ability to check their own understanding of the issue). Thus, the joint effort eliminates gaps. This is the general idea of learning with increasing interaction in the classroom.Учитель должен опираться на желания учеников , общаться на иностранном языке. Мотивацию у детей можно создать за счёт использования общих познавательных мотивов учеников (дать правильный ответ, высказать собственное мнение, показать свои способности). В данном случае учитель опирается на положительные эмоции ученика, вызванные хорошей оценкой.

Результаты (английский) 2:

Students of different: some quickly "seize" all the explanations, easy to memorize lexical material; others require not only significantly more time to reflect the material, but also further examples, explanations. These guys tend to be shy to ask questions when the whole class, and sometimes just do not realize exactly what they do not understand, can not formulate the question correctly. If in such cases to combine the children into small groups (3-4) and they give one general task, specifying the role of each student in the group performing this task, there is a situation where everyone is responsible not only for the result of the work (which often leaves indifferent student), but, more importantly, for the result of the group. Therefore, the weak students are trying to find out from the strong things are not understood their issues and strong interest in students to all members of the group, especially a weak student, thoroughly understood the material (along with a strong student has the opportunity to test your own understanding of the issue). Thus, the joint efforts of the gaps are eliminated. This is the general idea of learning with increasing interaction in the classroom. The teacher should build on the desire of students to communicate in a foreign language. Motivation in children can be created through the use of general cognitive student motivation (to give the correct answer, express their own opinions, to show their abilities). In this case, the teacher relies on positive emotions student caused a good evaluation.

Результаты (английский) 3:

the students are different: some fast "pick up" all the explanations, easy to remember the lexical material; others require not only significantly more time on understanding the material, but also additional examples, explanations. such people tend to shy away from asking questions in class, and sometimes just don"t realize what they do not understand, can not make the right question. if in such cases to unite men in small groups (3, 4) and give them a task, in the role of each student group in the fulfilment of this task, a situation in which everyone is responsible not only for their work (which often leaves the students indifferent), but that it is especially important for the result of group. therefore, the weak students to find out their strengths have not included the questions and the students interest to all members of the group, especially the weak learner, thoroughly solve the material (as a student has the opportunity to test their own understanding. thus, jointly eliminated gaps. this is the general idea of education with the increase of interaction in the classroom.the teacher must rely on the desire of students to communicate in a foreign language. the motivation of children can be created through the use of common cognitive motivations of the students (to give the right answer, to express own opinion, to show their abilities). in this case, the teacher is based on student"s positive emotion caused by a good evaluation.