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Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
Lessons in Kindness
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Lessons in Kindness

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How we use the book in Dagestan.

How we use the book in Dagestan.

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  • 1. Lessons inLessons in KindnessKindness Khasavyurt, Gymnasium # 1,Khasavyurt, Gymnasium # 1, Khasavyurt ACCESS School,Khasavyurt ACCESS School, Access CoordinatorAccess Coordinator Mikhail NokhovMikhail Nokhov English Access Microscholarship Program Khasavyurt 2010
  • 2. Project Coordinator:Project Coordinator: Myrtis Mixon – U.S.A.
  • 3. Co-editorsCo-editors David Fay Natalia Fomenko Elena Lubnina English Language Office, American Embassy in Moscow
  • 4. ““Lessons in Kindness” atLessons in Kindness” at KhasACCESSKhasACCESS Time:Time: 2008-2008- 2009.2009. Participants:Participants: ACCESSACCESS students.students. Result:Result: Book ofBook of Students’Students’ StoriesStories..
  • 5. How it all began… 2008.How it all began… 2008. Elista Summer CampElista Summer Camp
  • 6. v
  • 7. The Young AuthorsThe Young Authors Elina Soltanat Zhavgerat Naida Sabikhat
  • 8. Almina Zaira Dzhamilia Aigul
  • 9. Project StepsProject Steps I.I. Work with “keyWork with “key stories”.stories”. II.II. Writing yourWriting your own story.own story. III.III. Drawing picturesDrawing pictures to the stories.to the stories. IV.IV. Making a filmMaking a film after the stories.after the stories.
  • 10. Story-Writing at SchoolStory-Writing at School Story-writing in an EL course plan:Story-writing in an EL course plan: choosechoose the topic, plan 3(4) lessons for productivethe topic, plan 3(4) lessons for productive writing.writing. Prepare key stories:Prepare key stories: find sample stories tofind sample stories to introduce the problem / topic.introduce the problem / topic. Teach the students to write a story.Teach the students to write a story. Edit the stories:Edit the stories: make a book of stories /make a book of stories / edit the stories on the school website / etc..edit the stories on the school website / etc.. Post writing:Post writing: make films after the students’make films after the students’ stories.stories.
  • 11. Teaching WritingTeaching Writing 1.1. Lead-in: present a/- key story/-ies toLead-in: present a/- key story/-ies to introduce the problem. Homework.introduce the problem. Homework. 2.2. Key-stories presentation. DiscussingKey-stories presentation. Discussing similar situations in students’ lives.similar situations in students’ lives. Homework.Homework. 3.3. First writing (home story, “spider”, legs,First writing (home story, “spider”, legs, free writing) . Discussion. Homework.free writing) . Discussion. Homework. (4). Publication. Films.(4). Publication. Films.
  • 12. What’s the Result?What’s the Result? Story-writingStory-writing improves Ss’improves Ss’ knowledge ofknowledge of English;English; draws Ss’draws Ss’ attention to theattention to the problems andproblems and helps solvehelps solve them;them; motivates Ss tomotivates Ss to read, write andread, write and speak English.speak English.
  • 13. Making Video FilmsMaking Video Films
  • 14. ACCESS student’sACCESS student’s StoryStory My mother has taught me to take care of Nina, my younger sister, and that we should always be ready to help each other in difficult times. One day my sister came home in tears. “Nina, what’s the matter with you? Why are you crying?” I asked. “Nothing,” she said. “Something has got into my eye. Everything is OK, Naida.” “I can see that something is troubling you.” Finally she said, “Someone hurt me today.” “Tell me about it.” Then she told her story. “During the break the boys were laughing loudly. I asked them to be quiet but then they were rude to me, saying it was silly for me to tell them how to behave. I know they wanted to show everybody that they were cool.” I listened. I wanted to help her so much, because I am happy to have a little sister who trusts me. “I think those boys wanted to attract your attention. They don’t know that classmates must be tolerant and respect each other,” I explained. Ismailova Naida,14
  • 15. Exercises I. Understanding the story. Tell your partner what the lesson is in the story. II. Vocabulary. Explain these words to your partner. A. Difficult B. the break C. trusts III. Now you Talk 1. Discuss a time when you felt hurt by your classmates. 2. Talk about a time when you saw school children being rude to each other. 3. Describe your relationship with a sister or brother or cousin. IV. Now you Write •Write about a relationship between sisters or brothers. 2. Write a summary of this story. 3. Write a description of the two sisters. Add details. IV. Grammar Practice. Change the adjectives in bold to the comparative. Practice saying both sentences Example: He was careful with money. He was more careful with money. •Nina was the young sister. 2. The boys were rude to her. 3. They said it was silly to say something. 4. My sister thinks I am trustworthy. 5. They must be tolerant toward her. IV. Role Play 1. Two sisters: They argue about who decides which TV program to watch. 2. Naida and mother: They discuss how Naida should treat Nina. 3. Two sisters: They meet on the playground where some boys are being mean. 4. Nina and two boys: They argue on the playground. 5. Teacher and one boy: She tells him to be kinder.
  • 16. And What is Next?And What is Next? A year has already passed since I began using theA year has already passed since I began using the book “Lessons in Kindness” both in seniorbook “Lessons in Kindness” both in senior Grades in my gymnasium and with the studentsGrades in my gymnasium and with the students in ACCESS school. Now I can say this book is onein ACCESS school. Now I can say this book is one of the best school books ever published. Beforeof the best school books ever published. Before this book was introduced we dealt only with thethis book was introduced we dealt only with the textbooks the authors of which tried to influencetextbooks the authors of which tried to influence upon the children and make them take theupon the children and make them take the material studied in the way they saw it. Thematerial studied in the way they saw it. The children had to believe them for granted. Butchildren had to believe them for granted. But here is quite another pair of shoes. Created byhere is quite another pair of shoes. Created by the students of one and the same age,the students of one and the same age, representing different cultures, religion,representing different cultures, religion, nationalities these stories have become a goodnationalities these stories have become a good motivating factor for learning English. Childrenmotivating factor for learning English. Children are curious about the events described in theare curious about the events described in the stories which happened to their coevals and theystories which happened to their coevals and they read the stories with great interest.read the stories with great interest.
  • 17. Besides they learn about the problems notBesides they learn about the problems not from grown ups but from the students whofrom grown ups but from the students who are of their age and have mostly the sameare of their age and have mostly the same problems. The world is large but theproblems. The world is large but the problems are the same. Reading theseproblems are the same. Reading these stories, analyzing the actions of the heroes,stories, analyzing the actions of the heroes, thinking about their own reaction if theythinking about their own reaction if they were in the place of the heroes andwere in the place of the heroes and discussing their own deeds they learn todiscussing their own deeds they learn to respond properly to such situations. Therespond properly to such situations. The stories teach the students to be kind andstories teach the students to be kind and benevolent to people. I have participated inbenevolent to people. I have participated in 6 teachers’ professional development6 teachers’ professional development seminars and distributed more than twoseminars and distributed more than two hundred books between the teachers of thehundred books between the teachers of the schools in the city and republic and theyschools in the city and republic and they use them successfully at the lessons of homeuse them successfully at the lessons of home reading and in extracurricular activity.reading and in extracurricular activity.
  • 18. The Authors get the BookThe Authors get the Book
  • 19. Presenting the Book at thePresenting the Book at the Teachers’ ConferenceTeachers’ Conference
  • 20. Presentation of the Book to thePresentation of the Book to the Teachers of English fromTeachers of English from Different Countries of the WorldDifferent Countries of the World at the Professional Developmentat the Professional Development Seminar in Hawaii PacificSeminar in Hawaii Pacific University in summer, 2009.University in summer, 2009.
  • 21. Foreign TeachersForeign Teachers About the BookAbout the Book Sandra McKay supervisedSandra McKay supervised our seminar in Hawaii Pacificour seminar in Hawaii Pacific University in 2009. TheUniversity in 2009. The teachers from ourteachers from our International group and sheInternational group and she were the first to whom Iwere the first to whom I introduced the book. Today Iintroduced the book. Today I got the following letter fromgot the following letter from her:her: Hi Misha,Hi Misha, Attached is a review of theAttached is a review of the book written by threebook written by three experienced ACCESS teachersexperienced ACCESS teachers from Uruguay. They werefrom Uruguay. They were extremely impressed with theextremely impressed with the book.book. SandySandy
  • 22. Sonya Alvares Rosario Geraldes After looking at Accessing English through Students’ Stories, we believe that the book is suitable for ACCESS students in different parts of the world. In our opinion, this book is the result of an excellent combination of several factors: an engaging program, the positive and natural energy of adolescents, and committed teachers and materials developers. Only this perfect combination could have presented this book as a result.
  • 23. Stories written by real students are usually appealing to them; in this case, the 51 stories provide examples of how students can progress in their learning of the language. The topics proposed promote general cultural values and foster understanding as the author states in the introduction. These features help students become more tolerant and respectful citizens. The activities that accompany the stories provide good opportunities for learning new vocabulary, practicing reading and creating starting points for writing. The sequencing and grading of the activities seem appropriate for the target audience; these activities progress from less to more difficult, and they take into account personalization. As we were reading the stories, we felt it would be a good idea to start compiling stories from our own region. These stories could be examined by specialists who could develop activities for the publication of a second book. Eventually, there could be publications integrating stories from different cultures, which would give this project an even more global
  • 24. Clara De la Rosa - MexicoClara De la Rosa - Mexico First of all congratulants!! I think theFirst of all congratulants!! I think the ACCESS students from Russia haveACCESS students from Russia have made a great job. The stories show notmade a great job. The stories show not only the linguistic and communicativeonly the linguistic and communicative competence, but the values and attitudescompetence, but the values and attitudes the adolescents need to comprehend inthe adolescents need to comprehend in order to make them feel included intoorder to make them feel included into the society. On the other hand, the ideathe society. On the other hand, the idea to prepare exercises taking the stories asto prepare exercises taking the stories as a text is a big step not just to teach thea text is a big step not just to teach the language, but to motivate your studentslanguage, but to motivate your students and also the ones who read and takeand also the ones who read and take them as a lesson. The formers can lookthem as a lesson. The formers can look for something else, and the latter can seefor something else, and the latter can see that learning English is possible. Inthat learning English is possible. In short, you are teaching not only theshort, you are teaching not only the language, you are forming adolescents. Ilanguage, you are forming adolescents. I hope my comment can be useful.hope my comment can be useful. OnceOnce again congrtulationsagain congrtulations to the authors ofto the authors of the projectthe project!!
  • 25. Michael Bailey – Belfast, U.S.A.Michael Bailey – Belfast, U.S.A. I'm writing today to let you know howI'm writing today to let you know how much I have enjoyed reading andmuch I have enjoyed reading and watching the videos on your "Lessonswatching the videos on your "Lessons in Kindness" website. I hope you don'tin Kindness" website. I hope you don't mind if I include a link to the site onmind if I include a link to the site on our "Global Classroom" website andour "Global Classroom" website and encourage our incoming students toencourage our incoming students to read and view the stories also. Ourread and view the stories also. Our Global Classroom includes not onlyGlobal Classroom includes not only Mikhail's class but also students andMikhail's class but also students and teachers from Vladimir, and Dylym inteachers from Vladimir, and Dylym in Russia, and also India, Morocco,Russia, and also India, Morocco, France, Azerbaijan, Japan, Palestine,France, Azerbaijan, Japan, Palestine, Mali, Algeria and Taiwan.Mali, Algeria and Taiwan. I believe the stories will resonate withI believe the stories will resonate with all our students. Each year they marvelall our students. Each year they marvel at their similarities despite someat their similarities despite some remarkable cultural differences.remarkable cultural differences. This is a great project,This is a great project, congratulations. Sincerely yours, Mikecongratulations. Sincerely yours, Mike
  • 26. Rajsri Ram Mohan -Rajsri Ram Mohan - Noida-Noida- Public-Sr-Sec-SchoolPublic-Sr-Sec-School, India, India Terrific! The stories and the videos have produced a great impression on me, my colleagues and students. The book is nice collection of stories which happen to us in our everyday life. The children raise the problem and give answers how to act either in this or that situation. The themes of the stories are actual for India with our religious and caste prejudice. Thanks a lot to the editorial board and the authors. We read, discuss and speak about the event in the stories and then write our own stories. Mikhail, thank you for sending us this very nice book.
  • 27. Kadachieva HaibatKadachieva Haibat Head of the English Philology Department,Head of the English Philology Department, Dagestan state UniversityDagestan state University In tense atmosphere of ethnic conflicts,In tense atmosphere of ethnic conflicts, political clashes, universal indifferencepolitical clashes, universal indifference and aggressiveness the book "Lessonsand aggressiveness the book "Lessons in Kindness. Assessing English throughin Kindness. Assessing English through Students' Stories" can be recommendedStudents' Stories" can be recommended for bringing up tolerance, mercifulnessfor bringing up tolerance, mercifulness and mutual respect. Stories written in aand mutual respect. Stories written in a very intimate, confidential mannervery intimate, confidential manner inspire interest and involvement of theinspire interest and involvement of the reader. It's very interesting to observereader. It's very interesting to observe young authors demonstrate wisdom andyoung authors demonstrate wisdom and deep insight into human nature. Theirdeep insight into human nature. Their observations and meditations areobservations and meditations are notable for their simplicity,notable for their simplicity, transparency, originality andtransparency, originality and comprehensiveness. It seemscomprehensiveness. It seems pedagogically valuable to teach pupilspedagogically valuable to teach pupils to life and to English through theirto life and to English through their contemporaries' vision of life.contemporaries' vision of life.
  • 28. Zinaida MamontovaZinaida Mamontova English Chair,English Chair, Teachers’ DevelopmentTeachers’ Development Institute, MakhachkalaInstitute, Makhachkala I was given a copy of the book “Lessons in Kindness” by Mikhail Nokhov while he was giving a workshop presenting this book to the teachers of English from different schools of our republic. All of them were also given copies. I started reading the book at once and the next day I asked the teachers to write a short story of a similar kind. To my great surprise many of them failed. Then I asked Mikhail to teach them how to do it and during two days he taught them. At the end of the seminar we held a competition for the best teachers’ story. Mind, that it was held under the impression the book produced on all of us.
  • 29. The Teachers Who Use This BookThe Teachers Who Use This Book Damadayeva Patimat, School # 13, with advanced Learning of English Makhachkala Chutueva Tatiana, School # 13, with Advanced Learning of English Makhachkala
  • 30. Yakimetz Galina, School 13 with Advanced Learning of English, Makhachkala
  • 31. The book “Lessons in Kindness” isThe book “Lessons in Kindness” is valuable both in the process ofvaluable both in the process of teaching English and bringing up ateaching English and bringing up a young generation of students. Theyoung generation of students. The idea of bringing up the children in theidea of bringing up the children in the traditions of doing good to people is atraditions of doing good to people is a leitmotif of every children’s story. Theleitmotif of every children’s story. The book widens the students’ notions ofbook widens the students’ notions of means of communication, motivatesmeans of communication, motivates them to talk and to discuss problemsthem to talk and to discuss problems raised in the stories.raised in the stories. More than that, the students areMore than that, the students are provided with the material which isprovided with the material which is similar to the problems they meet insimilar to the problems they meet in their everyday life. They get thetheir everyday life. They get the information from their coevals, whoinformation from their coevals, who are of different cultures, nationalitiesare of different cultures, nationalities and religion.and religion. The exercises following the storiesThe exercises following the stories make them think, digest the materialmake them think, digest the material read , analyze and start speaking orread , analyze and start speaking or writing their own stories.writing their own stories. Such approach helps creating theSuch approach helps creating the atmosphere of trust, friendship andatmosphere of trust, friendship and mutual understanding at the lessonsmutual understanding at the lessons when the students are involved intowhen the students are involved into creative process of learning,creative process of learning, experiencing and expressing their ownexperiencing and expressing their own thoughts in English.thoughts in English. Magomedova Bella, School 13 with Advanced Learning of English, Makhachkala
  • 32. Sharing the Books with the studentsSharing the Books with the students from Dylym Gymnasium.from Dylym Gymnasium.
  • 33. Khachalayeva Natalia, Gymnasium, Dylym I think the book is great I am lucky to know Mikhail and to work with him. My students like the stories very much. They also like the activities after the texts, especially role-playing. The situations in the texts are similar to everyday situations and it is easy for hem to pretend that they are the main heroes. . I suppose the project should go on collecting more stories and teaching our children to be kind and tolerant. The book encourages my students to express their thoughts and feelings in English and it makes me happy. I am, very thankful to the authors of the project for providing the teachers with such a wonderful book.
  • 34. Baturbieva Elmira, Gymnasium # 1, Khasavyurt Idikova Daisis, Gymnasium # 1, Khasavyurt
  • 35. Adzhieva Maya – Lyceum, Khasavyurt Sergeyeva Irina – Lyceum, Khasavyurt
  • 36. The teachers willingly use "Lessons inThe teachers willingly use "Lessons in Kindness" as a classroom resourceKindness" as a classroom resource for their students regarding issues offor their students regarding issues of tolerance that are important totolerance that are important to understand.understand. It encourages them think about their ownIt encourages them think about their own behaviors and attitudes among friendsbehaviors and attitudes among friends and strangers. It helps them as they readand strangers. It helps them as they read and talk about common issues andand talk about common issues and motivates them to write and share theirmotivates them to write and share their own stories of tolerance.own stories of tolerance.
  • 37. For more informationFor more information regarding "Lessons inregarding "Lessons in Kindness" go to:Kindness" go to: www.accesskhas.ruwww.accesskhas.ru “Lessons in Kindness”&“Lessons in Kindness”& “Lessons in Kindness II”“Lessons in Kindness II” or toor to http://access.lingvograd.ruhttp://access.lingvograd.ru

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