1. This model offers a transition from an overview of the study results to specific learning objectives and provides a clear description of what students can achieve as a result of training. This plan underlines the specification of purposes - usage of verbs that indicate specific action and cognitive process: "analyze", "critique", "compose", "describe", "make", "recite", "conclude", etc. . (Anderson & Krathwohl, 2001, pp. 4-5) The use of an ordered hierarchical classification purposes, providing focus on main activities is important, as well as identifying priorities and perspectives for further work, and creation of opportunities for students to clarify benchmarks of educational work. These learning goals create standards of assessment of learning outcomes that can develop and refine together with pupils (formulation of clear objectives that ensure reliability and objectivity of the evaluation). Thus, the defining component of this technique is the set of goals presented in the list of specific learning outcomes. The main methods of setting goals developed in this regard; do not exhaust the whole diversity that the teacher realizes in practice. However, the specification of objectives involves determining the educational activities that reflect the transition from an overview of the study to a particular standard, the criterion of its achievement.
2. The basis for education methodology is the problem of setting goals and target training orientation. The Bloom`s approach is associated with the ability to clearly define the purpose, planning, designing didactic process, operational feedback. Proposed educational goals have the following important functions: forecasting and planning educational process, decomposition of common purpose on individual structural elements; selection is optimal content to adequately defined targets; training that reflects the system of goals aimed at finding appropriate methods of activity, awareness of the structural links and hierarchy of content elements. A clear statement of teaching goals, informed the students, providing convergence of content the teacher and students, personal orientation training. In practice, training distinguishes educational, developmental and educational goals. However, if the teacher needs to formulate educational objectives for each lesson, the educational and developmental system should be adopted to the whole learning process because they cannot be implemented in one class and they are difficult to diagnose.
3. I absolutely agree with the author of this paper, because a golden rule in relationships with people is the key of child`s understanding of the world. Violence in schools can then develop into serious psychological problems and dramatically change the perception. The fact is that school communities are very similar to prison ones: they are more or less closed, where people communicate only in their group. There are leaders, independent actors and social outcasts. The task of modern education is to diminish this inequality and provide educational and conditions for personal growing for all students, taking into account their personal freedom. Very often the understanding of these things is imprinted at an early age. The task of the teacher is to show the student that the other people are not worse than him and, first of all, they need to be understood and treated in a kindly manner. This complex task can be accomplished through various social events. Unfortunately, the development of modern technology upsets the balance in the social interaction of students, but the teacher can use technology in teaching purposes, adapting methodology to the modern needs of the students.
4. I agree that an important condition during the learning process is a favorable personal relationship between members of the student group. That is why the teacher should try to establish good contacts with the group to attract the attention of the group, create and maintain a good mood, adjust business and interpersonal relationships. Students should learn to act quickly and confidently. It is also a productive style of pedagogical dialogue on the basis of friendly affection. This style of communication can be regarded as a prerequisite for the success of any joint activities, especially on the educational and professional level. Some can be seen as a preparatory stage to the implementation of the aforementioned communication style. Indeed, the friendly affection - a key regulator. In addition, feedback is a crucial component. It is necessary to clarify thoughts of a partner, ask questions, the answers to which can be confirmation or denial of opinion or open questions, which must comply detail. There may be short questions, answers to which can also be short. Questions should clarify the facts, feelings, desires, constraints, means and time of action. Active listening expands the content of the message, finds its real meaning. It is especially effective when a partner has emotional problems (upset, outraged by injustice, etc.). Empathy and understanding are key in communication between students. Teachers should make every effort to create a positive atmosphere in the classroom.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
