23. Types of activities. The activities of the teacher include

4. Indulgent Classroom Management Style

Similar to permissive teachers, those with an indulgent classroom management approach have a low level of control over their classroom. Indulgent teachers often live by the philosophy that highly-structured classrooms hinder students’ personal growth and self-esteem. For that reason, they allow students to freely express themselves and make their own decisions with no boundaries. This typically results in the students having too much freedom.
198. Managing large classes. The teachers in large classes may feel physically weary; they may unawarely speak louder and move more often or longer distances than they do in small classes etc. students, especially when they do not have much idea who their students are and what their students are expecting from them.
10 Tips for Teaching Large Classes

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   Learn All of the Names. ...
   
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   Use a Seating Chart. ...
   
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   Make Clear Rules and Stick to Them. ...
   
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   Be Active. ...
   
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   Plan … a Lot. ...
   
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   Have an Escape Plan. ...
   
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   Keep Resources Accessible. ...
   
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   Divide Students Into Teams.
   

199. Personalized learning. Personalized learning is an educational approach that aims to customize learning for each student's strengths, needs, skills, and interests. Each student gets a learning plan that's based on what they know and how they learn best. Personalized learning doesn't replace an IEP, a 504 plan, or intervention programs. The simplest example of personalized learning would be when an instructor provides learning material with proper content and context, and in the best way for the learner. This is done by using the existing knowledge that the instructor has of the student. Personalized learning makes students intrinsically motivated to learn. Instead of being told what to learn, they can choose their own path out of a set of options. Because what they choose is personally meaningful to them, they have intrinsic motivation to succeed.
200. Inquiry-based learning. Inquiry-based learning prioritises problems that require critical and creative thinking so students can develop their abilities to ask questions, design investigations, interpret evidence, form explanations and arguments, and communicate findings. Inquiry-based learning is a learning process that engages students by making real-world connections through exploration and high-level questioning. It is an approach to learning that encourages students to engage in problem-solving and experiential learning. Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery. Examples of inquiry-based learning include observational field trips, science experiments, and hypothesis-based research projects. Inquiry-based learning helps students make their own connections about what they learn. Their curiosity helps them engage and gain a deeper understanding of topics and content, instead of primarily memorizing and recalling rules, ideas or formulas.
201)the role of case-studies in teaching . Case studies provide students with scenarios in which they can begin to think about their understanding and solutions to problems found in real-world situations. When carefully planned, case studies will challenge students' critical thinking and problem solving skills in a safe and open learning environment.
Nowadays English language plays a lot of roles in the modern era of globalization. Regardless of how one views English as a second language, globally, a lot of people are interested in acquiring English proficiency.One option for teaching English as a foreign language in technical university is using case study method. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case study method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, this calls for a major change in their approach to learning.The majority of scholars affirm that students can learn more effectively when actively involved in the learning process The case study approach is one way in which such active learning strategies can be performed in technical universities.There exist a number of definitions for the term «case study». As many researchers we define «case study» as student-centred activities based on description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in an organization. An important point to be emphasized here is that a case is not a problem. A problem usually has a unique, correct solution. A decision-maker faced with the situation described in a case can choose between several alternative courses of action, and each of these alternatives may plausibly be supported by a logical argument.

202) The role of project works in teaching FL Project work provides a context in which the teacher can encourage learners to apply their growing academic skills in purposeful ways. The teacher has an important part to play in the initiation, implementation, and culmination of projects. Project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. The project is one of the teaching technologies, including a foreign language, based on modeling social interaction in a small group during the educational process. Project from Latin “Projektus” literally means “thrown forward”. The French word “projet” translates as “an intention to be realized in the future”. In general, the project method is such an organization of learning in which students acquire knowledge in the process of planning and performing practical tasks - projects. It is based on a personal-active approach to learning. A project is understood as an independent planned and implemented work in a foreign language, for example, the publication of a newspaper or magazine, a collection of articles, preparation of an exhibition, a performance, a concert, etc.
203­)High-tech approach to learning. As the name suggests, the high tech approach to learning utilizes different technology to aid students in their classroom learning. Many educators use computers and tablets in the classroom, and others may use the internet to assign homework.Advancements in technology have propelled the education sector in the last few decades The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.
204) Low Tech Approach to Learning What is a low-tech approach to learning? Low-tech approach in learning means students won't need to use high-tech gadgets to participate and learn. Instead, they use their own knowledge and experiences to acquire new learnings.Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.
While technology undoubtedly has changed education, many educators opt to use a more traditional, low tech approach to learning. Some learning styles require a physical presence and interaction between the educator and the student. Additionally, some research has shown that low-tech classrooms may boost learning. For example, students who take handwritten notes have better recall than students who take typed notes External link . Another downside of technology in the classroom may be that students exposed to spell check and autocorrect features at an earlier age may be weaker in spelling and writing skills External link . Ultimately, tailoring the learning experience to different types of learners is incredibly important, and sometimes students work better with a low-tech approach.
205) Student centered approach to learning. Student-centered learning (SCL) is a teaching method that focuses on creating connections with students' interests and the things they learn in school. The ultimate goal is to make the educational process more meaningful to students.
Student-centered learning is important as it focuses on individual student needs, their unique learning styles and engages them in the learning process. By focusing on students' needs, they'll also learn at their own pace and make pedagogical decisions that suit them best. Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence^[1] by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement.^[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.^[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.Student-centered learning puts students' interests first, acknowledging student voice as central to the learning experience. In a student-centered learning space, students choose what they will learn, how they will pace their learning,^[6] and how they will assess their own learning by playing the role of the facilitator of the classroom.^[4] This is in contrast to traditional education, also dubbed "teacher-centered learning", which situates the teacher as the primarily "active" role while students take a more "passive", receptive role. In a teacher-centered classroom, teachers choose what the students will learn, how the students will learn, and how the students will be assessed on their learning. In contrast, student-centered learning requires students to be active, responsible participants in their own learning and with their own pace of learning.^[7]Usage of the term "student-centered learning" may also simply refer to educational mindsets or instructional methods that recognize individual differences in learners.^[8] In this sense, student-centered learning emphasizes each student's interests, abilities, and learning styles, placing the teacher as a facilitator of learning for individuals rather than for the class as a whole.
206)teacher centered approach to learning. What is Teacher-Centered Learning? In teacher-centered learning — the more traditional or conventional approach to teaching — the teacher functions in the familiar role of classroom lecturer, presenting information to the students, who are expected to passively receive the knowledge being presented. An example of direct (teacher-centered) instruction is when a teacher lectures a class on how a certain class of chemicals function. The advantages of its use include that it is simple, straightforward, and can work with the material in a state-mandated curriculum. In the teacher-centred method, the relationship between the students and teachers remains distant. The students take the lecture and leave the class.
207) Flipped classroom A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time.^[1] This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance In traditional classroom instruction, the teacher is typically the leader of a lesson, the focus of attention, and the primary disseminator of information during the class period. The teacher responds to questions while students refer directly to the teacher for guidance and feedback. Many traditional instructional models rely on lecture-style presentations of individual lessons, limiting student engagement to activities in which they work independently or in small groups on application tasks, devised by the teacher. The teacher typically takes a central role in class discussions, controlling the conversation's flow.^[2] Typically, this style of teaching also involves giving students the at-home tasks of reading from textbooks or practicing concepts by working, for example, on problem sets.^[3]The flipped classroom intentionally shifts instruction to a learner-centered model, in which students are often initially introduced to new topics outside of school, freeing up classroom time for the exploration of topics in greater depth, creating meaningful learning opportunities. With a flipped classroom, 'content delivery' may take a variety of forms, often featuring video lessons prepared by the teacher or third parties, although online collaborative discussions, digital research, and text readings may alternatively be used. The ideal length for a video lesson is widely cited as eight to twelve minutes.^[4][5]Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice^[6][7] Because these types of active learning allow for highly differentiated instruction,^[8] more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.^[9][10]A teacher's interaction with students in a flipped classroom can be more personalized and less didactic, and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning
208)Direct practice Direct practice social work is an approach for helping others that emphasizes strengths perspective and focuses on person to person contact with individuals, groups, or families. The primary goal of direct practice social work is to provide assistance to vulnerable populations within our society. Direct practice encompasses a full range of roles, including acting as a caseworker or counselor. Central to assisting people with difficulties is knowledge of and skill in helping people decide how best to work on their concerns. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language - a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching. Such methods rely on directly representing an experience into a linguistic construct rather than relying on abstractions like mimicry, translation and memorizing grammar rules and vocabulary. According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first language learner does not use printed word until he has good grasp of speech. Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this would involve the application of the learner's first language. All above items must be avoided because they hinder the acquisition of a good oral proficiencyThe method relies on a step-by-step progression based on question-and-answer sessions which begin with naming common objects such as doors, pencils, floors, etc. It provides a motivating start as the learner begins using a foreign language almost immediately. Lessons progress to verb forms and other grammatical structures with the goal of learning about thirty new words per lesson.
209)Direct instruction in FLT. In this method all teaching occurs in the target language. Encouraging the learners to think in that language. The learner doesn’t practice translation or use their native language. Students active. Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a classroom, and presents the information. The teachers give explicit, guided instructions to the students.So, isn’t that how everything has always been taught in a classroom? Not entirely. Nowadays, experimenting in education is “hot”, as teachers find that not all students benefit from listening to a teacher talk all day, and not all lessons are best taught through direct instruction. Teachers now match the type of instruction to the task. Using direct instruction is effective when it suits the skill students have to learn.
210)Expeditionary Learning. Expeditionary Learning is an educational system that differs from traditional systems in three main ways: In Expeditionary Learning schools, students learn by conducting "learning expeditions" rather than by sitting in a classroom being taught one subject at a time. Expeditionary learning allows children to take education into their own hands, literally. Learn more about this new learning philosophy that is improving test scores and graduation rates.What is Expeditionary Learning? According to the website for Pathfinder K-8 School in Seattle, expeditionary learning can be defined as "learning by doing, with a particular focus on character growth, teamwork, reflection and literacy." Instead of sitting in a traditional classroom each day, schedules are broken into projects that engage students, challenge their thinking and teach them critical problem solving skills. Work may be done inside or outside the classroom, with a particular emphasis on Outward Bound expeditions that promote teamwork and challenge students to their physical and mental limits.Expeditionary Learning Schools (ELS) are models of comprehensive school reform based on the educational ideas of German educator [Kurt Hahn], the founder of Outward Bound. There are more than 150 Expeditionary Learning Schools in 30 US states and the District of Columbia. They feature project-based learning expeditions, where students engage in interdisciplinary, in-depth study of compelling topics, in groups and in their community, with assessment coming through cumulative products, public presentations, and portfolios. According to the ELS website students undertake tasks requiring perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement.
211. Blended learning.
212. Universal design for learning. Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. What are the Benefits of Universal Design for Learning?

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  UDL makes learning more accessible, even in general education classrooms. ...
  
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  UDL reduces stigma. ...
  
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  UDL adapts the content to the learner. ...
  
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  UDL plays to students' strengths.
  

UDL recognizes that if students can't access information, they can't learn it. So in a UDL classroom, materials are accessible for all types of learners. Students have many options for reading, including print, digital, text-to-speech and audiobooks.
213. Art based project in teaching FLT. Arts-Based Learning refers to the purposeful use of artistic skills, processes, and experiences as educational tools to foster learning in non-artistic disciplines and domains. Two of the most widely used approaches are design thinking process and visual thinking strategies.
214. Colloborative learning. A collaborative (or cooperative) learning approach involves pupils working together on activities or learning tasks in a group small enough to ensure that everyone participates. Pupils in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task. The benefits of collaborative learning include: Development of higher-level thinking, oral communication, self-management, and leadership skills. Promotion of student-faculty interaction. Increase in student retention, self-esteem, and responsibility. Collaborative learning involves working as a group to solve a problem or understand an idea. Used in the classroom, this learning style ensures students remain engaged in content while thinking critically and sharing ideas with their peers. Collaborative learning provides an opportunity for students to clarify and refine their understanding of concepts through discussion and rehearsal with peers, allowing them to learn from each other and benefiting from activities that require students to articulate and test their knowledge.
215.Educational games in FLT. There are various types of educational games that aim to stimulate one or more aspects of the person, the games vary according to the interests and age of the child. For example: games with blocks, puzzles, games with letters of the alphabet. They are often used at school and in the home. Educational games are those intentionally designed for the purpose of education, or those entertainment games that have incidental or educational values. Educational games are designed to help people understand concepts, learn domain knowledge, and develop problem solving skills as they play games. A good learning game should include a large element of interaction and it should provide an opportunity for your learners to reflect on their own experience. Not only does this provoke thought, but it also helps craft a unique personalised experience for each learner.
216. Team-building exercises in teaching. Team building exercises are activities designed to encourage cooperation and strengthen interpersonal relationships, The results of these activities include decreased workplace conflict and heightened employee satisfaction. Examples of team building exercises are the Human Knot, Scavenger Hunts, and Profile Bingo.
217. Video lessons in FLT. "Video can give students realistic models to imitate for role-play; can increase awareness of other cultures by teaching appropriateness and suitability; can strengthen audio/visual linguistic perceptions simultaneously; can widen the classroom repertoire and range of activities; can help utilize the latest technology .  Using video in teaching a foreign language opens up ample opportunities for the teacher and students in mastering the language.
218. Cooperative learning. Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. Examples of cooperative learning include groups working in teams on a common goal, students sharing resources to ensure everyone succeeds, and students testing one another to check for knowledge. Cooperative Learning helps to: Raise achievement of students. Build positive relationships among students - important for creating a learning community that values diversity. Provide experiences that develop both good learning skills and social skills.
219. Classroom discussion in FLT. A classroom discussion is a sustained exchange between and among teachers and. their students with the purpose of developing students' capabilities or skills and/or. expanding students' understanding—both shared and individual—of a. specific concept or instructional goal. Whole-class discussions can encourage students to learn from one another and to articulate course content in their own words. While generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help students learn and motivate them to complete homework and to prepare for class.
220. Class projects in FLT. Project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. Classroom projects are the tasks assigned by the teachers to the students to track their performances. Teaching is important, but mere teaching can get boring. To break the monotony, games, activities for students, and classroom projects are introduced to increase students' involvement.
221. DIY activities. DIY, or Do It Yourself, is a philosophy that puts the student at the center of the learning experience, by turning her into the maker of her own learning materials. Do it yourself" ("DIY") is the method of building, modifying, or repairing things by oneself without the direct aid of professionals or certified experts.
222. Gamifield learning. Gamification in education means that educators apply game design elements to an educational setting. The goal is usually to make learning more engaging. Breaking the concept of a “game” down into constituent game design elements is tricky, considering how vast the differences are among, say, chess, The Sims, and tag. Incentives, especially those provided through gamification, can be effective in motivating students to learn. By providing students with rewards for completing tasks and mastering skills, teachers are able to keep their classes exciting and engaging.
223. The role of individual projects in FLT. An own experimental work on the topic assigned. Evaluation of the experiments, elaboration of the conclusions, and presentation in the form of a publication or a PowerPoint presentation. It may be easier to focus on tasks when working individually. Being able to work on your own may help you complete tasks more efficiently in a process that works for you.
224. The importance of motivation in learning. Motivated students are more able to adapt learned content to new situations because they tend to reflect on underlying causes or frameworks. When a student is truly engrossed in a task, they have less cognitive and emotional energy to focus on social image. Motivation reflects something unique about each one of us and allows us to gain valued outcomes like improved performance, enhanced wellbeing, personal growth, or a sense of purpose. Motivation is a pathway to change our way of thinking, feeling, and behaving.
225. Types of motivation. The 3 Types of Motivation

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  Extrinsic. Doing an activity to attain or avoid a separate outcome. Chances are, many of the things you do each day are extrinsically motivated. ...
  
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  Intrinsic. An internal drive for success or sense of purpose. ...
  
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  Family. Motivated by the desire to provide for your loved ones.