Факультет іноземної філології та соціальних комунікацій (ІФСК)
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Item Study experiences of Hispanic Studies students at the faculty of philology and arts during the COVID-19 pandemic(Sumy State University, 2024) Radojevic, M.The pandemic of the Covid-19 virus in Serbia began in March 2020, when the state leadership adopted direct measures that temporarily closed preschools, schools and colleges. The newly created situation required quick reactions from professors and the reorganization of teaching, which moved from traditional, face-to-face, to online, distance learning. At the very beginning of the pandemic, the teaching staff of the Faculty of Philology and Arts of the University of Kragujevac received permission to adapt the classes to their needs and all professors were required to find the most adequate solution for teaching in these changed social circumstances. In this paper, we will focus on teaching during the pandemic at the Department of Hispanic Studies, with the aim of presenting the course of teaching, the methods and tools that were used, and the experience, judgment and attitudes of students, since the evaluation and improvement of each method of teaching should start exactly from how it performed for the main actors in that process. We will present the opinions of the students on the basis of a completed questionnaire, with which we examined the impressions of students of Hispanic studies who were in their first and second year of study during the pandemic.Item Cooperative classroom management is the key to minimizing the chaos(Sumy State University, 2019) Башлак, Ірина Анатоліївна; Башлак, Ирина Анатольевна; Bashlak, Iryna AnatoliivnaThis article is written to help teachers understand how the large class is run and teach learner autonomy. It considers some practical ways to introduce group work into large classrooms and supports cooperative learning. Using group work in a large classroom for many teachers seems to be a true ordeal: they should move from desk to desk trying to control what’s going on. They practically don’t what all the teams are discussing; The teacher is unable to control what language they are using; The noise prevents them from telling if one student is doing all the talking or if everyone has the opportunity to participate. In spite of the fact it is “healthy noise,” it is loud, and as group members try to hear one another over the voices of the other groups, the volume with some intervals becomes deafening. In this situation with such noise the teacher has difficulty in letting students know when they should stop discussing in groups and come back to a whole-class discussion. Teachers get tired and distressed .Is there any way out? The only thing that might work is to give the students some responsibility for their own learning. For many teachers, this is the hardest part of cooperative learning—letting go of the reins in order to let the students have a say in how the class is run and teach learner autonomy.Item Using lateral thinking in teaching English(Sumy State University, 2015) Морозова, Ірина Анатоліївна; Морозова, Ирина Анатольевна; Morozova, Iryna AnatoliivnaLateral thinking is solving problems through an indirect and creative approach, using reasoning that is not immediately obvious and involving ideas that may not be obtainable by using only traditional step-by-step logic. The term "Lateral Thinking" was developed by Edward De Bono. According to him lateral thinking involves looking at a situation or a problem from a unique or unexpected point of view, it deliberately distances itself from standard perceptions of creativity as either "vertical logic" (the classic method for problem solving, working out the solution step-by-step from the given data) or "horizontal" imagination (having thousands ideas but being unconcerned with the detailed implementation of them).Item Various approaches in teaching English(Sumy State University, 2015) Мальована, Нiна Володимирiвна; Малеванная, Нина Владимировна; Malovana, Nina VolodymyrivnaIn the first term of teaching, every teacher probably be full of enthusiasm and energy, rising happily to the challenge of any problems that crop up. However, towards the end of this term teachers may well find themselves feeling both physically and emotionally drained. At this point I would like to offer a few suggestions for lessons that will give variety to teaching and give a rest at the same time. Although these are not lessons that it would be used every day of the week, there is no need to feel guilty when a bit of a break is needed.Item English language teacher development through councelling(Publishing House “Education and Science”, 2012) Медвідь, Олена Миколаївна; Медведь, Елена Николаевна; Medvid, Olena Mykolaivna; Khodtseva, A.The term ‘counselling’ is much used in English language teaching today and has come to be used as a blanket label covering a wide range of activities inside the classroom and out. The fact that it is used in such a general way leaves it open to the dangers of abuse, misconception, and the dilution of its true meaning, from a highly-developed skill that requires a great deal of training into any kind of advice-giving that might be needed.