teacher’s speech in the classroom

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teacher’s speech in the classroom contents: introduction……………………………………………………………...…6 1. importance of teacher’s speech………………………………………..……9 2. role in student engagement and learning…………………………………11 chapter i. development management of the teacher's speech 1.1. teacher's speech managing personal and professional development….……13 1.2. teacher’s professional development goals…..…...………………………....16 chapter ii. development speech types of professional development 2.1. unsatisfactory methods of speech development and developmental needs...20 2.2. support received by teachers for professional development……………..…22 chapter iii. effective development speech skills of teacher 3.1. the teacher development process…………………………………………..27 3.2. approaches to teacher development…………………………………….….32 conclusion………………………………………………………………..…36 glossary…………………………………………………………………...…38 references………………………………………………………………..…40 introduction in today's process of globalization, the effect of the radical reform of the education system of uzbekistan is evident in all areas related to this area. the state pays special attention to the teaching and further development of foreign languages in the education system, which is a key sector of socio-economic, political and cultural life of the country, one of the vital factors …

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elop as a policy priority, radically improve the quality of education in this area, attract qualified teachers to the field and increase the population's interest in learning foreign languages ".[footnoteref:1] [1: law of the republic of uzbekistan “on education” https://lex.uz/docs/5700831] president sh.m.mirziyoyev mentioned that without foreign languages no organization, no person can develop completely. in order to resolve this issue, president of the republic of uzbekistan, signed a president decree №1875 ‘on measures to further improvement of foreign language learning system’. it is noted that in the framework of the law of the republic of uzbekistan ‘on education’ and the national program for teachers first of all and mentors and instructors; for training in the country, a comprehensive foreign language teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, for the further integration of the country to the world community, has been created and modernized. education is …

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artoons in the original, teenagers want to understand what they say in computer games and what their favorite performers sing about, and young people dream of traveling around the world. and at this extracurricular stage, such an important thing as motivation arises. if in the 20th century english was taught only because it was part of the school curriculum, then in the 21st century parents try to send their children to language schools, and many children themselves are interested in this. and therefore, any teacher faces a very important task - to keep the motivation of their students. actuality of the work: approaches help improve teaching english in the classroom. these tools are effective because they provide a visual representation of the english. they give students a clear process for breaking down and understanding what they have learned. the aim of the work: in addition to being effective for teaching …

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mmunication strategies, educators can enhance their effectiveness, foster positive relationships with students, and create inclusive and engaging learning environments. this practical application not only benefits teachers and students but also contributes to the broader educational community by promoting best practices in teaching and learning. research methods. the choice of research methods will depend on the specific research questions being addressed, the context of the study, and the resources available. a combination of these methods can yield a richer understanding of teacher's speech in the classroom and its implications for teaching and learning. the novelty of researching errors in teacher's speech in the classroom lies in its potential to uncover new insights into communication practices, student learning outcomes, and professional development. by focusing on this underexplored area, researchers can contribute significantly to the understanding of effective teaching and learning dynamics, ultimately enhancing educational practices and outcomes for both teachers and students. …

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y to enjoy the speech of the sages and learn from them. primary education is the first stage of the educational process, during which the child's abilities are realized, using all the possibilities. it is important to take into account the pedagogical, psychological and physiological characteristics and intellectual abilities of students in the speech of the primary school teacher. from the 1st grade onwards, the teacher's speech should be narrated with such skill that it stimulates students' thinking, interest and attention, and gives correct and clear answers to the questions asked. the teacher should use all the possibilities in his speech to develop the speech of the students, to overcome the shortcomings in it as a result of working with such students individually, without hasty conclusions even about children with some speech defects. examples from life experience show that by practicing speech, its shortcomings are overcome. the great orator demosthenes, …

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О "teacher’s speech in the classroom"

teacher’s speech in the classroom contents: introduction……………………………………………………………...…6 1. importance of teacher’s speech………………………………………..……9 2. role in student engagement and learning…………………………………11 chapter i. development management of the teacher's speech 1.1. teacher's speech managing personal and professional development….……13 1.2. teacher’s professional development goals…..…...………………………....16 chapter ii. development speech types of professional development 2.1. unsatisfactory methods of speech development and developmental needs...20 2.2. support received by teachers for professional development……………..…22 chapter iii. effective development speech skills of teacher 3.1. the teacher development process…………………………………………..27 3.2. approaches to teacher development…………………………………….….32 conclusion...

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