The principles of working different age students. Abdullayeva Gulasal 1914-group

The principles of working different age students.
Abdullayeva Gulasal 1914-group
CONCENTS
Analysis of teaching
Teaching strategy
The teaching process
Teaching reflection
Principles of working different age students.
Teacher role in teaching Iin clasroom .
Conclusion
Analysis of teaching
This research has a strong theoretical basis and is built on well-establishedprinciples inherent in communication accommodation theor; it has guided, in particular, the kinds of dependentvariables adopted in prior studies. CAT directly examines the ways in which individ-uals use language in intergroup encounters, with its underlying basis to explain ‘‘thesocial cognitive processes mediating individuals’ perceptions of the environment andtheir communicative behaviors’
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According to CAT, our communicative behaviors are, at least in part, fueled bysocial stereotypes. In the age domain, stereotypes are abundant and can be exceed-ingly negative in nature. For example, elderly people are described by young adults asbeing nagging, irritable, decrepit, cranky, weak, feebleminded, verbose, cognitivelydeficient, impotent, useless, ugly, and miserable and unsatisfied with their lives.
Encourage contact between students and faculty
Building rapport with students is very important. The contact between students and teachers are vital to
the students' success. One of the main reasons students leave school is the feeling of isolation that they
experience. The concern shown will help students get through difficult times and keep working. Faculty has