PEDAGOGY OF TOLERANCE AS A TECHNOLOGY OF TEACHING ENGLISH TO STUDENTS OF SECONDARY SCHOOL
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 115, Issue 2
Abstract
The article presents the pedagogy of tolerance as a branch of humanistic knowledge, which provides for the establishment and development of the student as an individual, capable of perceiving variety and diversity of cultures, respecting the dignity of its bearers, honoring human values, resolving conflict situations and adjusting them by non-violent means. Pedagogy of tolerance is considered as a technology for teaching English to pupils of secondary school, which is a component of pedagogical skills, scientifically based professional choice of operational impact on the child in the context of his / her interaction with the world in order to form his / her attitude towards this world. The main tasks of the pedagogy of tolerance as a technology for teaching students in secondary school are considered: the development of pupils' self-esteem and the ability to respect the dignity of others; orientation of students to increase self-esteem by receiving positive feedback from the group; the teaching of a culture of tolerant behaviour, the ethics of relations; strengthening students’ communication skills without violence in its various manifestations; improvement of pupils’ practical skills on the basis of dialogue, cooperation and trusteeship; the students’ methodological skills of mastering the English language with the help of the principle of the game. Some examples of tasks illustrating possible types of tolerant interaction with students of secondary school at the English lessons are given. It is established that the first type of tolerant interaction with students is dialogue ‒ it is impossible without the maturity of emotional and cognitive components of the teacher, which provides a high level of empathy, a sense of partner towards a student, absence of stereotyped perception, flexibility of thinking. These forms of work during the foreign language classes can be examples of using the type of cooperation with students in practice: discussion on the text, independent study of students’ interests and inclinations of group members and discussion of the results with the teacher, students’ explanation of certain grammatical errors with possible correction of the teacher, etc. The third type of tolerant interaction with students is characterized by emotional stability, extroversion, social activeness, the ability to come to rescue. It was concluded that these qualities should be peculiar of every foreign language teacher, especially in the process of learning foreign vocabulary, translating sentences, performing morphological and grammatical exercises.
Authors and Affiliations
Yuliya Todortseva
Keywords
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