Russian Teaching Style
Russian teaching styles
Teaching English in an international setting has always seemed very appealing to me. Ever since I began taking Spanish and discovering how cool it can be to communicate with another individual in a foreign tongue, I have been quite excited about sharing this passion in a formal setting. Often times I go over how I would accomplish teaching English to a non-native speaker most affectively in my head. During this process I have taken many factors into account. However, one factor I never thought much about was “Teaching Culture”. In other words, not every country in the world places the same importance on all the same areas as we do here in the states. In fact, in Russia the “teaching culture” is much different, consequently, making it very difficult for native English speakers to effectively communicate their understanding of the language to an audience that has been conditioned in a very different manner. In an article on “The Internet TESL Journal” entitled “How Native English Speakers Can Be Better English Teachers in Russia” it discusses the cultural differences in how Russians view education vs. how Americans view education, and the role educators play in society and what is expected of them. By better understanding ones culture it will only improve our ability to relay our knowledge. In Russia there are three very important parts in which teachers should be aware of when teaching. They are; the organization of the lesson, the expectations of learners (and of their parents) about the teaching ways deemed as relevant as well as the teachers professional beliefs. Listed after these three categories there is a detailed explanation of what the expectations from these categories are. A few keynotes that I found interesting are; a lesson is usually result-oriented and it is the result, which is considered primary, not the activity, which may be very motivating and activating for the learners. At the end of the lesson, each
Teaching English in an international setting has always seemed very appealing to me. Ever since I began taking Spanish and discovering how cool it can be to communicate with another individual in a foreign tongue, I have been quite excited about sharing this passion in a formal setting. Often times I go over how I would accomplish teaching English to a non-native speaker most affectively in my head. During this process I have taken many factors into account. However, one factor I never thought much about was “Teaching Culture”. In other words, not every country in the world places the same importance on all the same areas as we do here in the states. In fact, in Russia the “teaching culture” is much different, consequently, making it very difficult for native English speakers to effectively communicate their understanding of the language to an audience that has been conditioned in a very different manner. In an article on “The Internet TESL Journal” entitled “How Native English Speakers Can Be Better English Teachers in Russia” it discusses the cultural differences in how Russians view education vs. how Americans view education, and the role educators play in society and what is expected of them. By better understanding ones culture it will only improve our ability to relay our knowledge. In Russia there are three very important parts in which teachers should be aware of when teaching. They are; the organization of the lesson, the expectations of learners (and of their parents) about the teaching ways deemed as relevant as well as the teachers professional beliefs. Listed after these three categories there is a detailed explanation of what the expectations from these categories are. A few keynotes that I found interesting are; a lesson is usually result-oriented and it is the result, which is considered primary, not the activity, which may be very motivating and activating for the learners. At the end of the lesson, each