Ustozlar jamiyatda “o’zgartiruvchi” bo’la oladimi?

Ustozlar faqat dars rejasida belgilangan mavzularni o‘tib, neytral pozitsiyada qolishi kerakmi? Yoki jamiyat rivojlanishi va unda uchrayotgan muammolarga o‘zining munosabatini bildirib, bu muammolarni darslarga integratsiya qilib, o‘quvchilarda ham shu jarayonlarga nisbatan fikrlash ko‘nikmasini shakllantirishlari kerakmi?

Birinchi yondashuv, faqat o’ziga belgilangan mavzularni zo’r qilib o‘tib berishni o’zi ham, ustozlarni o’z ishlarini zo’r qilib bajarayotganligni bildiradi. Ammo ikkinchi yondashuv – jamiyat muammolarini dars jarayoniga integratsiya qilish – ustozlarga nafaqat o‘quvchilarning fan bo‘yicha bilimini oshirish, balki jamiyatdagi ijobiy o‘zgarishlarga ham hissa qo‘shish imkonini beradi.

Masalan poytaxt Toshkentda "bu viloyatlik, bu toshkentlik" kabi ajratishlar, turli viloyatlarning yoki Toshkent shevalarini masxara qilish holatlari tez-tez kuzatiladi. Bu esa jamiyatdagi birlik va hurmat muhitiga salbiy ta’sir qiladi.

Ushbu muammoni hal qilishda ustozlar ham ma’lum darajada ishtirok etsalar bo’ladi. Masalan, ta’lim jarayonida darslar orqali turli shevalarga nisbatan bag‘rikenglik va hurmatni o‘quvchilarga singdirish mumkin.
Ayniqsa, Toshkent maktablarida bu masalaga jiddiy e’tibor qaratish kerak deb o’ylayman. Chunki poytaxtda viloyatlardan kelib o‘qiydigan va ishlaydigan insonlar ko‘p. Ularning farzandlari Toshkent shahridagi mahalliy bolalar bilan birga o‘qiydi.

Viloyatdan kelgan bolalar o‘z shevasi yoki urf-odatlaridan uyalmasdan, toshkentlik o‘quvchilar bilan bemalol muloqot qilishi muhim. Shu bilan birga, Toshkentda tug‘ilgan yoki uzoq yillardan beri yashayotgan o‘quvchilar ham viloyat shevalari va madaniy farqlarga nisbatan ochiqlik va bag’rikenglikni shakllantirishi kerak.

Menimcha asosan ijtimoiy fanlar, ona tili va adabiyoti, tarbiya yoki ingliz tiliga o’xshagan fanlarda yuqorida keltirilgan ijtimoiy muammoni darslarga kiritsa bo’ladi.

Men faqat bitta muammoni misol keltirdim. Bunday ijtimoiy muammolar ko’p va xududlarga qarab bir biridan farq qiladi.


Lekin bu barcha ustozlar amal qilishi kerak bo’lgan majburiy ideologiya emas, bu tanlov. Bu borada qanday qaror qabul qilish, avvalambor ustozlar o’zlarini jamiyatda qanday rolda ko’rishlari bilan bo’g’liq.

Duolingo ingliz tili testini uydan turib topshiriladigan versiyasida kameraga qarab turgan test topshiruvchilar ko'chirmachilik qilmayabtimi, yoki tashqaridan yordam olmayabtimi va shunga o'xshash boshqa shumtakaliklar qilmayotganini aniqlash uchun, maxsus inson ekspert va AI yordamida test topshiruvchini o'zini tutishidagi 75 dan ortiq jihatlarini kuzatar ekan. Duolingo rasmiy ma'lumotlarida shunday qayd etilgan "Expert human proctors, with the help of AI, examine each test session for more than 75 different behaviours in multiple, independent rounds of review"

Lekin nazorat kuchaygani sari, ko’chirmachilikda ham innovatsiyalar ko’payib boraveradi. Uyidan turib Duolingo yo boshqa testlar topshirgan kandidatlarni qanaqa shumliklar qilganini eshitish juda qiziq bo’lardi!

Hech sinab ko‘rganmisiz? Muammolarimizni atrofdagilarga dasturxon qilmasdan yoki xayollarimiz va emotsiyalarimizni (ayniqsa, negativ emotsiyalar bo‘lgan paytda) darrov ijtimoiy tarmoqlarda har xil post yoki video qilib boshqalar bilan bo‘lishmasdan, ozgina sabr qilsak, shu ishimizning o‘zidan bizga katta kuch va energiya keladi.

Menga shunday tuyuladi, yana bilmadim.

Good English teaching materials should...

Dear teachers! If you’re public school EFL teacher teaching teenage students, there is one activity that I want you to do with your students, if possible. While I was reviewing the book “Prepare” for the 10th graders for a range of elements including how the course book embraces the activities that involve critical thinking, I came across with the text on page 50 which offers “Tips” to avoid arguments with friends in certain situations. I think it is easy to give these tips to students saying you should do that, or you shouldn’t do this. But, what particularly interesting for me in this case is that why it is difficult to follow these tips ? If I were teaching now, which I’m not, fortunately))), I would be very interested to know the students’ opinion on why these suggestions are easy to prescribe, but difficult to follow? The questions you ask might look like this “Although we know that these are nice tips that can help us avoid conflicts, in most cases, why are we not able to follow them?"

I feel this would make an activity more interesting. Even if you’re not teaching the groups other than the 10th graders, (e.g., 8th,9th or 11th grades) or working in private center, you can still use this activity with your students.


I would be happy to listen to your reflection and experience after you’ve done this activity.

This epic conversation as an authentic material would make a really good and engaging English lesson.

The students can be instructed to analyse the conversation and identify the specific nuances which led to this friction between the leaders.

The lesson can be made in cause and effect style (or any other) and students can share their opinions if there was any possibility to avoid this clash.

O'zbekistonda o'zini buyuk tarixiga ega, afsonaviy 1-avgust ingliz tili testlari haliyam davom etyaptimi? kimni xabari bor?

HAPPY INTERNATIONAL WOMEN'S DAY!

Questioning the authenticity of the IELTS?

Does IELTS speaking part 2 test reflect real life situations?

When it comes to the IELTS test, speaking part 2, the main purpose of this part is to assess test-takers competency to maintain the speech which is also referred to as a long-turn speech. In that sense, I think the instructions and timing are well- established, but for the authenticity, I would say it could be improved. If we are asked, say, to talk about or describe our visit to a historical place in real life, it is hard to think of a situation when you need to talk about for 2 minutes. The same is true for other tasks (e.g., describing a person, event or item etc.), which are included in the IELTS speaking part 2. Usually, in real life, including social and academic context, even when students are asked to talk about the topics like in the IELTS speaking part 2, the conversation takes more of a dialogue form where speakers take turns, react to the partner, comment or provide feedback rather than one person speaking for two minutes.

Therefore, it raises the question if the IELTS speaking part 2 simulates authentic situation one can encounter in real life.

To make the task more authentic, however, I think the change in the nature of topics could help. For instance, candidates might be given a real- life situations like ‘Imagine you’re in your best friend’s birthday and you are offered a stage for a speech. Make a speech congratulating on your friend’s birthday” or “You are having some issues with your academic studies. Explain the issues you are facing to your teacher and ask for advice”. To me, personally, such tasks seem to reflect more real-life and authentic situations.

Ingliz tili testlari va salbiy “Backwash” effekti

Test natijalari inson hayotida katta o‘rin tutadi.Testlarning ta’lim jarayoniga va o‘quvchilarning testga bo‘lgan munosabatiga ta’siri “backwash effekti” deb ataladi. Agar bu ta’sir ijobiy bo‘lsa, test o’z ishini yaxshi bajarayapti, agar u salbiy bo‘lsa, ta’lim tizimi testga moslashib qoladi va haqiqiy bilim emas, balki test natijasining o‘zi asosiy maqsadga aylanadi.

Biz DTMning ingliz tilidan 36 talik testlari bilan 30 yil shunchaki yomon emas, dahshatli darajada yomon “backwash” effektining ichida yashadik. Ta’lim standartlari o‘quvchilarni testga tayyorlashga moslashtirildi. Ustozlar o‘z dasturlarini testlarga moslab tuzishdi. 2-3 yil va hatto 5 yillab o‘quvchilar faqat passiv tarzda ingliz tili grammatikasini o‘rganishdi. Ota-onalar va o‘quvchilar uchun test natijalari birinchi o‘ringa chiqib ketdi. Testlardan yaxshi natija olib o‘qishlarga kirgan o‘quvchilar omadli, o‘qishga kira olmaganlar esa omadsiz sinf sifatida qaraldi. Bu jarayonlar hozirgi Gen Z va Alpha avlodlari uchun ancha o‘zgargan, lekin taxminan 95-yillardan 2015-yillargacha bo‘lgan oraliqda oliy ta’limda o‘qigan yoki ishlagan, yoki shu davrda yashagan odamlar fikrimni tushunishga qiynalishmaydi, deb o‘ylayman.Testning o‘zining dabdala sifati bilan birga, testdan tashqarida ham “ex-variant” va “bunker”ga o‘xshagan turli o‘yinlar jamiyatga DTM testining salbiy backwash effektini olib keldi.

✅Test qachon ijobiy backwash olib keladi?

Qachonki testga tayyorgarlik jarayoni davomida o‘quv dasturlari o'quvchlarga o‘z sohasida va hayotida kerak bo‘ladigan amaliy bilim va ko‘nikmalarni o‘rgatsagina, ijobiy backwash bo‘ladi. IELTS, Multilevel va Duolingo-ga o‘xshagan amaliy til ko‘nikmalarini sinaydigan testlarning kirib kelishi, qariyb 30 yillik dahshatli backwashni asta-sekin kamaytirmoqda.

Lekin, afsus, o‘sha backwash ta’sirida testlarga tayyorlangan va shu sohada filologiya va ingliz tili o‘qitish pedagogikasi yo‘nalishlarida o‘qigan anchagina mutaxassislar oliygohlarni nazariy va passiv bilimlar bilan bitirishdi. Hozirgi o‘rta va undan katta yoshdagi ba’zi ingliz tili ustozlarining amaliy ko‘nikmalaridagi (speaking, writing va h.k.) bo‘shliq o‘sha testlarning va ta’limning salbiy backwash effekti desak, adashmaymiz menimcha. Boshqa sohalarda ham, o’z sohasida yaxshi mutaxassis bo’lgan, lekin ingliz tilini faqat test uchun o’rgangan qanchadan qancha insonlar amaliy ko’nikmalarga ega bo’lmaganlari uchun, rivojlangan davlatlarga ketib yaxshi ishlarda ishlash imkoniyatidan mahrum bo’lishdi.

Xa do'stlar! mana shu o’zi ikki varaqdan iborat, 36 tagina savollar uzoq yillar davomida nafaqat ta'limga, balki iqtisodga ham juda katta zarar olib keldi.

Exeter universitetida magistr va Phdlar o'qiydigan St Luke's campusiga birgalikda kiramiz.

Bahor kelibtiku!

Inson kreativ bo’lishi uchun unga sharoit yaratib berish kerakmi? Yoki sharoitning yo’qligi uni kreativ insonga aylantiradimi?

Ruslarning “Batya” deb nomlangan filmida sovet davridagi bir ota va bola munosabati tasvirlanadi. Bola otasidan unga qachon o’yinchoq olib berishini so’raydi. Otasi esa:

— Mana shuncha o’yinchog’ing borku, — deb oynali shkaf ichida turgan samolyot maketlarini ko’rsatadi.
Bola xursandligidan:
— Demak, bularni olib o’ynasam bo’ladimi? — deb shkafning oldiga keladi va uni ochib, endi samolyotni olaman deganida otasi unga:
— O’ynasang bo’ladi, lekin olishga ruxsat yo’q.
— Bola shkafni yopadi.

Ozgina vaqtdan keyin samolyotlarni olib, uchurib o’ynata olmagan bola shkaf yaqiniga kelib, qo’lini mikrofon ushlagandek tutib shunday e’lon qiladi:

— Diqqat, diqqat! Samolyotlar parvozi kechiktiriladi. Noqulay ob-havo, qaytaraman, noqulay ob-havo!

U qo’liga olib o’ynay olmaydigan o’yinchoqlar bilan o’ynash yo’lini topgandi.