The content of the paper was determined by the problem of active teaching forms at English classes at the Pedagogical Universities. The modern educational environment should form an holistic system of universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students.The aim of the article is to determine the effectiveness of active forms of teaching Ukrainian future teachers at English classes.Modern effective forms of teaching are based on the independent educational activities of participants. Active forms of teaching provide a solution of educational problems in various aspects: the formation of positive educational motivation; increasing cognitive activity of students; active involvement of students in the educational process; development of cognitive processes; effective assimilation of educational information; development of creative abilities and thinking; development of the communicative and emotional sphere and development of independent mental work skills and universal skills.The research was conducted on the basics of the South Ukrainian National Pedagogical University named after K.D. Ushynsky (2018)(2019).An analysis of these researchers and advanced pedagogical experience shows that the most characteristic direction of increasing the university education effectiveness is the creation of psychological and pedagogical conditions in which a student can take an active personal position and educational activity.The results of the implementation of the system of using active teaching forms can be considered: systematization of program material by the criterion of the possibility of using active forms and a holistic system of exercises of active forms.
The main purpose of the article is to give the definition of the concept of communicative leadership. Also, we aim to provide an overview of our research on leadership in communication including central communication behaviors of leaders. We explain the role of communicative leader as well. This is the one who engages employees in dialogue, actively shares in order to find feedback, practices participative decision-making and is perceived as open and involved. In our research we point out the important communication roles of team leaders. The events and messages of the leaders have impact on sensemaking processes and actions of leaders and employees. Key communication behaviors of leaders are to initiate structure, facilitate, relate and represent. Together, these behaviors lead to important features that drive organizational performance: employee role clarity, commitment and engagement as well as team cohesion and confidence. As a result of role clarity, employee commitment, and engagement; communicative leadership leads to higher levels of individual performance. As a result of unit cohesion, confidence, and effective group processes; communicative leadership leads to higher levels of performance at the unit level. In the article we share the main principles of the communicative leadership. They can guide the development of leadership theory and practice. Communicative leaders coach and enable employees to be self-managing; provide structures that facilitate the work; set clear expectations for quality and productivity; engage in problem-solving; convey direction and assist others in achieving their goals; enable and support sensemaking and engage in framing of messages and events.
The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
The aim this paper is to determine the individual trajectory of the organization of teaching English, considering the individual differences of students and the level of development of their ability to learn. This bibliographical and reflective study used the specialized literature as support and reinforced arguments to prove its hypothesis as the final result: “to teach a foreign language will be effective if the system of didactic and educational means used in the lesson corresponds to the aims of the activity, the real cognitive capabilities of the group, individual students, groups of students”.
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