«Discoveries are often made by not following instructions;
by going off the main road; by trying the untried»
Frank Tyger
«I am only one, but still I am one; I cannot do everything, but still
I can do something; and because I cannot do everything
I will not refuse to do the something that I can do»
Edward E.Hale, 1822-1909, American author
«I want to thank everybody, who made this day necessary»
Yogi Berra, 1925, baseball player, coach and manager
«What helps luck is a habit of watching for opportunities, of having a patient, but restless mind, or sacrificing one’s ease or vanity, of uniting a love of detail to foresight; and of passing through hard times bravely and cheerfully»
Victor Cherbulies, 1829-1899, Swiss novelist and critic
«It is easy in the world to live after the world’s opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude»
Ralf Waldo Emerson, ibid.
We have mentioned so many interesting international ideas of the great people in order to combine our common vision of our common world in a system of some right directions, methods of living, means of surviving and personal development. This great intention of English teachers to learn it more, to know more, to admire more the new approaches of our epoch to deep learning the language, connect and unite all those desiring to make the world better. It is especially important today to think about our future for generations of those after us. That is why the English language in active communication teachers and students lets us to give all to what is present maximally effective. The modern educational system proposes the reasonable modern students should adapt themselves to the world, not the world to themselves. All new approaches to English learning are able to arise creativity of those taught. It is great that all our thoughts and ideas about good teaching the foreign language have much in common with those well-known educators of the world. When we ask our students about their imagination concerning creativity as necessary and demanded students’ approach to learning new information and transforming it into their real life, they answer approximately “word in a word” as S.I.Hayakava, 1906-1992, American educator ever wrote: “ Creativity is the act of bringing something new into the world, whether a symphony, a novel, a supermarket or a new casserole. It is based first on communication with oneself, then testing that communication with experience and reality” [1, p.180].
While searching for new approaches we organized a wide testing of the students and teachers in order to compare their answers and find out common items of concern being the core of the problem’ solution. The testing was based on the ready answers, proposed as main ones for both categories of those being tested. The analysis of the material was very fruitful and let the teachers to have new information concerning new approaching to learning English. It looked as a formed base of new some problem-solving skills and dealing with charge we consider being the most important in the process of teaching as a whole:
- I can identify problems and propose positive solutions;
- I can find and use a range of information from different sources;
- I can distinguish between facts and opinions;
- I can evaluate different solutions to a problem and select the best one;
- I can be positive when faced with a new situation that is difficult;
- I can show I have the strength to adapt to a major charge;
- I can imagine a Program of Action;
- I understand what it means to possess problem-solving skills and dealing with responsibility (charge) curriculum [2, p.189].
What effects do flexible approaches to learning have on English teaching? What effects do flexible approaches to teaching have on English learning?
How can teachers analyze their skills and effective teaching approaches and assess their likely effects on equity returns? Correct, fruitful and useful teaching masterpiece is usually thought to influence society’s outcome, demands and estimation. All pedagogical findings and methods being overthought or even introduced in a process of teaching, are not a problem to be solved, but an educational and communication reality to be experienced. Not always teachers and students happen to be approaching some other, being sometimes actually parallel. “We should not be only master questions, but also act upon them, and act definitely,” as Woodrow Wilson, the 28th US president ever said. It is about communication in educational sphere as well.
The teachers’ staff in a wide sense must be academic. It means the teachers are to be engaged in research of their own experience and prolonged professional learning, when they are able to transform the world in which we all live in the process of their talented teaching. This is Approach number 1. The English teachers must be at the forefront of their fields: professional interests and duties, high cultural, social, psychological, moral and intellectual level of personal development.
A key component in professional excellence is teachers’ research strength. Not all teachers consider this item od high teachers’ qualification mark obligatory, necessary for everybody in the teaching sphere at the beginning of their practice, but in the process of inspired working (it is the first demand to this occupation!) all they assess this kind of quality, having made a greater improvement in research quality. That is Approach number 2.
All approaches are rational and effective when the students share teachers’ views and help realize all planned tasks and solve key problems in common communication of an active activity. The role of students becomes especially valuable when they are involved in the educational process as a whole through their contribution to developing courses and shaping the learning experience. In a real practice it means their frame of knowledge in special disciplines of humanitarian and technical sciences may be involved in a material being learned at the English studies (special texts translated into English, as well as humanitarian or technical projects, essays, reports, elements of qualification work’ defense in English and many elements of group work, etc.)This Approach number 3 provides invaluable insights in a happy common work of teachers and students, that helps them fine tune and improve the learning English experience very evidently. As a result the teachers encourage their students to express their views through surveys and the self-made system of course representatives. Approach number 4 takes place with forming structure to facilitate flexible learning English due to including for the students their own personal learning spaces through online materials, tools and activities.
The way and method of experiment ‘process let teachers as well as students see and enjoy all approaches broader applicability. Not all students may estimate and appreciate their own nature’s intellectual and emotional resources. And compare them with well-known human resources at all. This mental work of everybody comes to adaptation in the space of existence: students’ group, sport team, art group, participant of a scientific conference, business or military sphere, family. Many of students aspire to a leadership position while learning and special professional practice , being informed already about such position of those happy ones whether within politics or governmental administration, family or group, school or university, business or military. Testing of different levels and kinds lets teachers and students recognize and approbate a method of leadership through learning and discussing the approaches as the best common findings of getting and using knowledge.
In the process of carrying out different approaches to the structure of studies, seminars, role-play lessons and pedagogical experiment may be defined defining concrete goals, key-questions, plans and concept ideas. It means teachers’ great attention to necessity of arising the students’ intellectual possibilities, emotional opportunities, logical vision of the problems’ development in the direction of solution, feelings, leading or lead orientation in communication, type of personality, degree of skills and habits of communicative integration in small and big groups.
Group sharing is encouraged. Paying into attention the main personal first achievement as formal education, teaching must let the students opportunity of answering the life -exam- questions’ on all directions of personality’ establishment in society’s reality. Skilled optimistic, innovative, effective and psychologically correct English teaching and upbringing is a core of an innovative education in our highly skilled effective activity in the contemporary world.
