АННОТАЦИЯ
SUMMARY
INTRODUCTION
1. ENHANCE YOUR HUMANITARIAN AND GLOBAL SCOPE
1.1 Master your English
1.2 Listen to your inner voice
2. COPE WITH THE DIVERSITY OF STUDENTS
2.1 Know children’s learning styles
2.2 Promote health education
CONCLUSION
LIST OF REFERENCES
АННОТАЦИЯ
Педагоги играют важнейшую роль в содействии лучшему пониманию условий, в которых живут люди. Они также играют жизненно важную роль в повышении квалификации людей, так чтобы они были лучше подготовлены к сотрудничеству с другими людьми в решении глобальных проблем.
Том Питерс, известный бизнес-консультант, однажды сказал: "Что измеряется, то и делается.” Это кажется все более актуальным в области образования сегодня в большинстве стран мира, поскольку все зачастую определяется оценками как преподавателей, так и учащихся. Хотя большинство педагогов согласны с тем, что развитие ребенка имеет первостепенное значение для общества, в конечном итоге именно оценки, которые используются в школах и классных комнатах, играют важную роль. То, что, как представляется, становится все более распространенным в усилиях студентов для получения хорошей оценки, - это чрезмерное внимание к демонстрации компетентности в областях знаний относительно стандартных академических дисциплин, которые десятилетиями служили основой образования во всем мире. Кроме того, в последнее время наблюдается тенденция к повышению профессионализма в этой области, что привело к введению процедур лицензирования, которые аналогичным образом стандартизируют поведение преподавателей в процессе обучения.
SUMMARY
Educators play a critical role in facilitating a greater understanding of the conditions under which people live. They also play a vital role in enhancing the skills of individuals so they are better prepared to collaborate with others in the resolution of the global problems.
Tom Peters, noted business consultant, reportedly once said, “What gets measured gets done.” This seems increasingly true in the field of education today in a growing number of countries around the world, as more and more are driven by assessment of both teachers and students. While most educators would agree that the development of the whole child is of utmost importance for society, it is ultimately the assessments that are used that determine what happens in schools and classrooms. What appears to be increasingly common in the assessment efforts of students is an overemphasis on demonstrating competence in the knowledge domains of the relatively standard academic disciplines that have served as the foundation of education worldwide for decades. Adding to this is the more recent tendency in attempts to professionalize the field that have resulted in licensing procedures that similarly standardize the instructional behavior of teachers.
INTRODUCTION
The author suggests that it is necessary to follow a variety of principles and strategies working with a diversity of students, teachers and educators. Young educators may be knowledgeable in strategizing and implementing predominantly formal or technology-based tactics and strategies recommended by teacher education institutions and provided in educational literature. However, some of the important principles or simple strategies are often ignored.
Thus, a prime objective of this work is voicing the truths and vital methodological and didactic strategies that have been unsaid or only vaguely articulated to preservice teachers in their educational institutions.
This work offers several strategies, each of which incorporates a variety of suggestions and recommendations instrumental in classroom practice and in interacting with students on school grounds and elsewhere.
Part I provides some suggestions on enhancing educators’ humanitarian
and global competencies. Part II offers some specific guidelines on how to
deal with the diversity of students.
1. ENHANCE YOUR HUMANITARIAN AND GLOBAL SCOPE
It becomes important for internalize a set of humanistic values appreciated by a majority of people across the world, regardless of their cultural, linguistic, an educator to properly understand and gender, and social class backgrounds. These are also called universal or fundamental values. Each succeeding epoch may add to and enrich such values with some new content, but the nature of universal humanistic values rests on the fundamental principles of human essence and human behavior.
Plato, Aristotle, and other ancient philosophers and wise men used to portray the ideal individual as possessing fundamental values, the nucleus of which are virtues or particularly good and special qualities of character. Confucius, a great Chinese thinker, proposed the restoration of the harmonious social order of the past through proper conduct.
A considerable number of school graduates look forward to choosing a job or profession that will promote material success. Some young females seek to marry a wealthy man who will be a good provider. There seems to be nothing wrong in doing so - except that some young women seek to marry any wealthy man, never mind his age or reputation. This means that our global society is witnessing the desecration of two salient assets: love of profession and a real love of the marriage partner.
Devotion to technology, especially to mobile phones, is another passion among the young. Elise Batista claims that in the twenty-first century, mobile phones tend to be a primary mode of socializing for teens in industrialized countries, and young girls and boys often avoid contact with peers who do not have a mobile phone.
Nobody would want to deny the fact that the twenty-first century is witnessing an unprecedented increase in sexual activity among both the young and the old, which promotes a further growth in sexual degradation. Intimate relations between males and females are reaching down to middle school students and increasing the cases of teen pregnancy.
2. COPE WITH THE DIVERSITY OF STUDENTS
Nobody would want to deny the fact that human diversity has existed throughout recorded history, ranging from the first hominid species that began to produce elaborate stone tools in Africa to the peoples of Mesopotamia and Phoenicia, to the Roman Empire and the ancient civilizations of the Americas, and on to the contemporary globalizing and digital era. Human diversity incorporates a whole plethora of cultural, ethnic, racial, religious, language, and gender issues intertwined in different societies.
Diversity also includes sociopolitical, socioeconomic, rural, ecological, intellectual, psychological, and educational variables. On a smaller scale, it embraces human attitudes, age, value systems, styles of clothing, customs and traditions, cuisine, and many other overt and covert aspects of human behavior and existence.
Human diversity is not a static phenomenon; it is continually changing. People change their residence and get married in foreign countries. Thus increasing the number of ethnically and racially mixed families. At the same time, such migrants acquire new languages. Other people change their religion. Still others join various political parties and social organizations and become involved in different types of group activities. The increasing and changing diversity makes a tremendous impact on educational matters across cultures and challenges educators and education policy makers to design and implement educational strategies responsive to children’s learning styles and cognitive preferences.
The language arsenal of the world is under continuous change. Over time, a language undergoes phonetic, lexical, and grammatical alterations. One language can displace another language or several languages, as Spanish and Portuguese have displaced the native languages in Latin America. New languages, like creoles, are formed. Tragically, some languages die, owing to different reasons. Some dead languages play a significant role in historical investigation and linguistic research.
CONCLUSION
This work has concentrated on some important suggestions and recommendations that may be useful for teachers and educators in dealing with contemporary students in specific educational situations.
As an individual, the child has the right to be free, independent, and happy; as a social being, the child is responsible for his or her deeds and for making a positive contribution to the welfare of human society.
Educators should treat students in the same way as they deal with their own children. The contemporary epoch necessitates that schoolteachers, parents, and all social institutions work as one close-knit team aimed at developing in children and adolescents a concern for all that exists and occurs on earth. For a school graduate, this planet begins not in a faraway, overseas place but quite near, in his or her home, school premises, and the local community.
Humanity has reached unprecedented progress in some sociopolitical, economic, cultural, and educational spheres of life, but, still, not all is going well on the planet. Therefore, among other vital objectives, educators are obliged to prepare the young generation to change the world for the better. The people involved in education and child rearing, have to try to overtake and surpass each other in implementing generous and noble deeds.
The author ensures that only educators who themselves are eager and psychologically prepared to contribute to the bettering of the world will be able to teach children to realize the same objective. The world of fauna and the world of flora need to be protected, saved, and sustained. The human world needs to be improved. It is necessary to undertake concrete efforts and measures to turn the entire planet into a better place to live, to work, and to realize the best plans.
1. http://www.lingvo-online.ru/ru/Translate/en.ru
2. Мюллер, В. К. Новый англо-русский словарь/В.К. Мюллер, В.Л. Дашевская, В.Л. Каплон и др. – Издательство «Русский язык». – 7-е издание, стереотип. – М.: 2000. – 880 с.
3. Teaching is more than pedagogical practice. Ilghiz M. Sinagatullin. – 2009. - 243 p.
4. Современный англо-русский и русско-английский словарь / С. М. Шведов. – Минск: Современная школа, 2008. – 864 с.
5. Англо-русский словарь / Г. В. Чернов. – Москва: Русский язык, 1984. – 380 с.
6. Вейзе А.А. Чтение, реферирование и аннотирование иностранного текста. М.: Высшая школа, 1985. - 121 с.
7. Михельсон Т.Н., Успенская Н.В. Как писать по-английски научные статьи, рефераты и рецензии. - СПб.: "Специальная литература", 1995. - 168 с.
