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TEACHERS ABILITY DURING EFL LESSONS
Ibragimova Durdona
3 Course Student at Termiz State Pedagogical Institute
Khaitova Gulhayo
Teacher at TerSPI
https://doi.org/10.5281/zenodo.14415266
ABSTRACT:
In this article, we discuss the abilities demonstrated by teachers in their
teaching activities, their types, and the associated skills. Additionally, we explore "Auxiliary
Forms of Education," which are considered relevant today for improving the quality of
education, as well as their effectiveness in expanding students' knowledge and preparing
them for independent learning.
KEYWORDS:
ability, pedagogical ability, perceptive ability, didactic ability,
organizational ability, constructive ability, communicative ability, cognitive ability, moral
qualities, volitional qualities, emotional qualities.
An individual's ability is defined as a set of characteristics that enable them to master a
specific activity successfully and perform it creatively. Every person is a unique individual
whose distinct traits determine their aptitude for certain activities. Success in work or a
particular field largely depends on one's abilities.
Thus, ability is a combination of individual traits formed in life, which indicate a person's
capacity to perform a specific type of activity at a high level. Moreover, ability refers to a
person's individual potential and opportunities, distinct from knowledge, which is the result
of study. Ability is a feature of a person's psychological and physiological structure. It differs
from skills and expertise.
Ability is regarded as a gift bestowed upon a person. For example, a capable teacher
achieves better results than their colleagues under the same working conditions. In many
discussions, we hear people say, "That teacher still knows a lot," even if the teacher has
limited experience. This indicates that the teacher possesses several pedagogical abilities,
observational skills, pedagogical tact, and strong interpersonal skills, which help them excel in
teaching despite their lack of extensive experience.
To be successful in their profession, every teacher must have pedagogical mastery. A
teacher with pedagogical mastery achieves significant results with minimal effort, introduces
innovations through their work, and is always accompanied by creativity. Only those who are
talented and capable of pedagogical work can attain pedagogical mastery. Ability emerges and
develops through the process of activity. It differs from skills and proficiency, which result
from practice and learning. The development of ability, however, requires talent and
intelligence, which progress based on the anatomical and physiological characteristics of the
human nervous system.
For effective pedagogical activity, every teacher must possess and continually develop
the following abilities:
1. Cognitive Ability – This refers to abilities related to specific fields of study, such as
mathematics, physics, literature, and others. Teachers with such abilities possess not only the
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knowledge required for the course but also a broader understanding of the subject. They
constantly observe and analyze discoveries in their field and may even innovate in pedagogy
themselves.
2. Explanatory Ability – This is crucial and involves effectively delivering educational
material in an understandable manner, clearly explaining a topic or issue, and fostering active,
critical thinking in students. A teacher must be able to adapt, simplify, and convey complex or
unclear material in a way that is accessible to students. A capable teacher considers the level
of students' understanding, what they know, what they do not, and what they may have
forgotten. Some teachers, especially less experienced ones, might assume certain material is
straightforward and requires no further clarification, leaving some students confused. A
skilled teacher places themselves in the students' position, recognizing that what seems clear
to adults may be challenging for students.
3. Observational Ability – This involves understanding the inner world of students,
comprehending their personalities, and observing their psychological capacities. Teachers
with such abilities can detect even subtle changes in a student’s emotional state based on
small signs or external behaviors.
4. Speech Ability – This refers to the ability to clearly and precisely express emotions
and thoughts through speech and gestures. It is vital for teachers to communicate effectively.
5. Organizational Ability – This includes, first, the ability to organize a group of students,
motivate them to solve important tasks, and, second, effectively manage one's own work.
By possessing and enhancing these abilities daily, teachers can ensure their pedagogical
work is both impactful and efficient.
1. The Ability to Earn Respect – This refers to the capacity to exert direct emotional and
volitional influence on students and, as a result, gain their respect. Respect is not only
achieved through this but also through the teacher's strong knowledge of their subject,
kindness, politeness, and other qualities. This ability is closely tied to the teacher's personal
attributes, particularly their volitional qualities (such as courage, resilience, decisiveness, and
strictness) and their sense of responsibility for educating and nurturing students. Students do
not favor teachers who demand harshly or instill fear. Teachers who establish proper
relationships with children, form friendships, and build sincere interactions demonstrate a
presence of pedagogical tact.
2. Communicative Ability – This involves effectively communicating with students,
finding the best approach to engage them, and establishing purposeful and cooperative
pedagogical interaction. It reflects the presence of pedagogical tact and the ability to create
meaningful connections with students.
3. Developing Pedagogical Ability – Enhancing abilities specific to teachers as specialists
is essential for creating opportunities to further enrich and refine their skills. Certain methods
and approaches are highly effective in fostering pedagogical abilities, such as:
• Self-improvement
• Creative approaches to work
• Studying advanced practices
Following the "mentor-student" tradition
Actively participating in training programs
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Engaging in scientific and practical conferences
Attending regular seminars
Carrying out independent practical exercises
A teacher must serve as a role model for students through qualities such as morality,
politeness, pleasant manners, honesty, discipline, responsibility, teamwork, integrity,
humility, diligence, adaptability, fairness, and conscientiousness.
In conclusion, it is worth emphasizing that a teacher's emotional qualities significantly
impact students’ thorough understanding of their subjects, adherence to institutional rules,
and the development of essential moral values. A teacher’s emotional attributes play a crucial
role in fostering collaboration, achieving harmony, and striving toward common goals with
students.
References:
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J. Hattie. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to
Achievement. Routledge. 2008 – 378 p
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D. Stephen. The Skillful Teacher: On Technique, Trust, and Responsiveness in the
Classroom. 1990. – 213
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B.H. Xodjayev. Umumiy pedagogika nazariyasi va amaliyoti. Toshkent. 2017 -
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