Перегляд вихідного коду сторінки Іванова І.В. Extracurricular activities in the process of foreign language education of future primary school teachers

[[Іванова Інга Володимирівна]] – студентка [[Педагогічний інститут|Педагогічного інституту]] [[КМПУ|Київського університету імені Бориса Грінченка]], напрям підготовки «[[Початкова освіта]]», кафедра [[Кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка | іноземних мов і методик їх навчання]] [[КМПУ|Київського університету імені Бориса Грінченка]]


''' У статті підкреслюється важливість систематичного проведення позааудиторних заходів у процесі іншомовної освіти майбутніх учителів початкової школи. Подано деякі факти про походження терміна «позааудиторні заходи»; визначено види позааудиторних заходів і запропоновано кілька порад для студентів, які можуть стати їм у нагоді при виборі видів позааудиторних заходів, які відповідали б їх інтересам.'''

''Ключові слова'': '''позааудиторні заходи, види позааудиторних заходів, професійна діяльність, іншомовна освіта, майбутні вчителі початкової школи.'''


'''В статье подчеркивается важность систематического проведения внеаудиторных мероприятий в процессе иноязычного образования будущих учителей начальной школы. Представлены некоторые факты о происхождении термина «внеаудиторные мероприятия», определены виды внеаудиторных мероприятий и предложено несколько советов для студентов, которые могут им пригодиться при выборе видов внеаудиторных мероприятий, которые отвечали бы их интересам.'''

''Ключевые слова'': '''внеаудиторные мероприятия, виды внеаудиторных мероприятий, профессиональная деятельность, иноязычное образование, будущие учителя начальной школы.'''


'''The article emphasizes the importance of methodical conducting of extracurricular activities in the process of foreign language education of future primary school teachers. The facts on the origin of the term “extracurricular activities” are mentioned; the types of extracurricular activities are distinguished and some tips for students which might help them select a kind of extracurricular activities that match their interests are proposed.'''

''Key words'': '''extracurricular activities, types of extracurricular activities, professional activities, foreign language education, future primary school teachers.'''


== Relevance of the topic ==

According to the standard of primary education, primary school students start learning the English language from the very beginning of their school life. It greatly increases primary school teachers’ responsibility as they lay the foundations for further students’ practical skills development. Modern pedagogical universities are focuses on preparing a new generation of primary school teachers, improving their general culture, professional qualifications, and social status. The qualitative formation of a future primary school teacher’s personality can be realized, in our opinion, only within the framework of an integrated educational system in which we distinguish two subsystems: educational process and extracurricular activities. We think that extracurricular activities are a key tool in a future primary school teacher’s personal development. It is the continuation of the educational process and it represents a set of diverse, multi-level events [1, p. 3-4].


== The analysis of research ==

Today a lot of theoretical and experimental works of native and foreign scholars are devoted to the problem of extracurricular activities importance in educating of future primary school teachers. Different aspects of extracurricular activities in the process of foreign language education of future primary school teachers have been studied so far: advantages and disadvantages of extracurricular work with students (T. Kaleynits, Z. Keylina, A. Tumanov), comprehensive development of future specialists through in-class and out-of-class form of language training (V. Ivanova, V. Slastenin, I. Isaiev, K. Mischenko), the principles of extracurricular activities organization (V. Shepeleva, V. Artemov, T. Tsvetkova). Some aspects of participation in extracurricular activities were studied by D. Davalos, E. Chavez, R. Guardiola. In addition, several authors shared some practical experience of extracurricular program usage at university (A. Land, W. Jordan, R. McNeal, J. Posner). 


== The purpose formulation of research ==

The purpose of the article is to characterize the features of extracurricular activities in the process of foreign language education of future primary school teachers.


== The main material ==

The importance of extracurricular activities is well established and known. Although the term “extracurricular activities” appeared only in the late 19th century, different kinds of extracurriculars have been used from the antiquity. Debates, drama, competitions (for example, oratorical or athletics) and different interest-group societies were organized in ancient Athens and Sparta in support of regular education. 


In Ukrainian schools and universities, extracurricular activities were very popular since 1920s. The main purpose of extracurricular activities in university was to complement the curriculum, to provide students with opportunities to use and share the skills they obtained in class in an informal way, outside of class, in the process of socializing with other students.


It is known that extracurricular activities of higher educational establishment has an impact on the professional activities of future primary school teachers, as is in the process of extracurricular activities students can put into practice obtained knowledge and skills. Therefore, the task of tutors is to build a learning process, in particular activities outside classrooms as its component, so that the students were interested in it.


It must be mentioned that the primary goals of extracurricular activities focus on the individual student’s level, the institutional level, and the broader community level. These activities exist to complement the university’s academic curriculum and to augment students’ educational experience. Almost any type of student involvement in university positively affects, to our mind, students’ learning and development. Extracurricular activities provide a setting to become involved and to interact with other students, thus leading to increased learning and enhanced development.


There are three ways to organized extracurricular activities: tutor can use individual work, group work or mass forms. All these types are used in extracurricular activities of students in higher educational establishments. The most useful and effective type is, in our understanding, group work. Usually, there are only 10-12 members with equal skills levels in groups. These students have common interests, common goal and they like their collaborative work. 


Extracurricular activities appeal to students’ interests so long as clubs are based on demand. Student involvement in extracurricular activities also positively impacts educational attainment as such extracurricular involvement has a positive impact on attaining university degree and on educational aspirations [6, p. 65]. Students who are actively engaged are more likely to have higher educational ambitions than uninvolved students.


We have distinguished some tips for students which might help them select a kind of extracurricular activities that match their interests. These tips can be also used by tutors since they organized extracurricular clubs. 


Firstly, one should choose depth over breadth. Headmasters are more likely to consider an applicant who is deeply and passionately committed to a specific activity (for example, you are interested in interactive technologies of foreign languages teaching or innovative methods of teaching), rather than one who is superficially involved in multiple activities. 


Secondly, you should consider interests and abilities. A high school teacher has to guide students toward activities which complement and enhance their specific interests and skills. When we talk about future primary school teachers who will teach English to young learners we should say that extracurricular work helps them find their own specific teaching type and methods. 


Thirdly, it is essential to seek a balance. Achieving a balance between academics and extracurricular activities can be a challenge for students. A high school teacher has to remind them that participating in too many activities can take away from study time. It can also lead to burnout and exhaustion. Students should enjoy extracurricular work, and have enough time for it. 


Fourthly, it is equally important to count working and volunteering. The commitment to working at a job or volunteering beyond doubt reveals certain personality characteristics which appeal to admission officers. It usually works in an applicant’s favour to show a significant level of employment or community service while maintaining academic excellence. There are a lot of voluntary organizations which need help from young teachers. It is decidedly a great chance to get more practice in the future work.


Fifthly, one must bear in mind internships usage to develop interests. Internships can help students discover activities they feel passionate about. Work experience assists in identifying career interests and goals. It provides an opportunity to apply university learning to the real world. Also when you get internship at school you can find a good place for your future work and be more confident. 


Students also develop skills specific to their career path and imperative for future job success. They have opportunities to improve their leadership and interpersonal skills while also increasing their self-confidence [2, p. 25]. Such extracurricular involvement as the club allows students to link academic knowledge with practical experience, thereby leading to a better understanding of their own abilities, talents, and career goals. Students convene to discuss pertinent issues related to their field of interest and to learn job related skills in an effort to be fully prepared for future success. Such professional organizations typically focus on one career area of interest. Future employers seek individuals with these increased skill levels, making these involved students more viable in the job market. 


Speaking of the types of extracurricular activities we can distinguish the following ones: speech clubs, music lessons, childcare volunteer, foreign language clubs. We will review each of them.


Speech clubs. One should join the debate team or the speech club at school. Teachers need to project a confident manner when instructing the class and when called upon to speak to groups of parents. The ability to speak well in public will also serve a prospective teacher during the job interview process.


Music lessons. Today’s public schools are making cutbacks in arts education. In schools across the country, music programs have been dropped completely, or music teachers have been given drastically reduced hours. Hence, it would be good if you learn to play a musical instrument so the children in your future class can benefit from your talent. A teacher who plays the guitar or the keyboard during class can use the skill to add interest to her lessons and draw students into learning.


Childcare volunteer. Nothing compares to experience in working with young children as the extracurricular activity of choice to prepare a person to teach pupils. Volunteer options abound in the area of child care. Local churches, private daycares, and youth centres need unpaid helpers to oversee little children. Giving time to a group of special needs kids can provide insight into special education instruction. A future teacher can gain resume-building experience as he learns to manage groups of youngsters.


Foreign language clubs. In addition to second language classes in high school, students who desire a career of a primary school teacher can beef up their ability to speak a foreign language by joining a club dedicated to it. Fluency in another language gives prospective teachers a valuable skill to bring to the classroom. Future primary school teachers can begin to prepare themselves to teach children for whom English is the second language [4, p. 23].


== Conclusion ==

In sum, as the development of the well-rounded individual is a principal goal of extracurricular activities during educational process the numerous experiences these activities afford positively impact students’ emotional, intellectual, social, and inter-personal development. 


By working together with other individuals, students learn to negotiate, communicate, manage conflict, and lead others. Taking part in these out-of-the-classroom activities helps students to understand the importance of critical thinking skills, time management, and academic and intellectual competence. 


Involvement in extracurricular activities obviously helps students mature socially by providing a setting for student interaction, relationship formation, and discussion. Working outside of the classroom with diverse groups of individuals allows students to gain more self-confidence, autonomy, and appreciation for others’ differences and similarities. 


== References ==
	
# Вахітова Г. Організація поза навчальної діяльності студентів у контексті формування їх професійних педагогічних компетенцій / Г. Вахітова // Вісник ТГПУ. – 2012 . – С. 3-6.
# Иванова B. Всестороннее развитие будущих специалистов через аудиторные и внеаудиторные формы языковой подготовки / B. Иванова // Языковая культура. Диалог: Межвузовская конференция «Глобальный мир и диалог культур». – 2003. – № 3. – 34 с.
# Калениц Т.Н., Кейлина З.А. Внеклассная и внешкольная работа с учащимися / Т.Н. Калениц, З.А. Кейлина // Просвещение. – М., 2000. – 106 с.
# Шепелева В. Принципы организации внеклассной работы / В. Шепелева. – М.: Высшая школа. – 2006. – 117 с.
# Tumanov, A. Extra-Curricular Activities in Second Language Teaching in a University Setting / A. Tumanov. – 2011. – 115 p.
# Davalos, D., Chavez, E., Guardiola, R. The effects of extracurricular activity. / D. Davalos, E. Chavez, R. Guardiola // Hispanic Journal. – 2012. – 78 p.
# Jordan, W., Nettles, S. How students invest their time out of school: Effects on school engagement, perceptions of life chances, and achievement. / W. Jordan, S. Nettles. – Baltimore: Center for Research on the Education of Students Placed At Risk. – 2011. – 85 p.
# McNeal, R. Extracurricular activities. / R. McNeal // Sociology of Education. – 2012. – 96 p.


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