Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

One-on-one interaction or one-on-one interaction with the whole group. Examples of individual interaction in learning include pair work, dialogue, and tutoring. Pair work and dialogue is an interaction between students, while dialogue and tutoring is an interaction between a student and a teacher. The strength of interaction between students is that each pair can complete their activities at their own pace and at their own level compared to teaching the whole class. One-on-one interaction also encourages learners to learn actively, keeping them engaged through individual learning. Therefore, it is very important to combine pair and group tasks in the lesson.
Teacher-centered class vs. student-centered class. The teacher-centered classroom is a pedagogy that is in line with a high power distance education culture. The classroom used in this study is defined as "The teacher who initiates all communication. Students in the class only speak when invited" [19; 69]. The teacher-centered orientation includes the concepts that learning is about transferring information and transferring knowledge. The strength of a teacher-centered classroom may be that it provides all students with the same educational opportunity for everyone. A potential weakness of the teacher-centered class is that the learning demands of individual students are difficult to meet. On the other hand, the student-centered classroom is the pedagogy of a distance learning culture and usually refers to a classroom in which students are expected to take initiative. A student-centered orientation includes the belief that teaching should be about spreading understanding, promoting conceptual change, and intellectual development. The power of a student-centered class is to make students more active in learning.
Creativity versus control. Creativity and control seem to correlate with each other. As the control in learning weakens, the creativity of students’ increases. Preference for one correct answer, error elimination, and routine work are pedagogical tools for building a strong culture of uncertainty avoidance. The fields of study in mathematics and science generally use the one-correct-answer system as a common practice throughout the world. It could be said that students and teachers who study mathematics are more likely to share a strong culture of uncertainty avoidance compared to students and teachers in other departments such as music and art. On the other hand, creativity and open-ended questions shape the pedagogy for a weak culture of uncertainty avoidance. Emphasis on creativity in teaching and learning means freedom from control or routine.
Teachers who support the role of "transmitter" give students immediate answers and may hinder students' independence by preventing them from thinking. Students who are spoon-fed while studying are not given the opportunity to think for themselves. Student independence is discouraged in teaching and learning where a transfer model is preferred. However, there should be respect for different educational cultures that have different approaches to learning, and each culture has developed specific systems for developing thinking skills and learning approaches.
In the world of literature study, readers can develop knowledge of a number of schemes, for literature also has their schemes. For example, experienced readers will learn that expect from a story or poem, such as a plot or rhyming scheme. How the complexity and difficulty of reading increases, students can develop new and improved schemes. For example, students can develop knowledge about how writers can use flow consciousness as a technique of writing. Research has shown that students improve both writing and reading skills understanding while studying the structural qualities of stories. Reading research shows that schemas help people to develop a mental context for finding meaning.
For example, when students realize that their own reaction to the poem was too literal, they begin to see the difference between how they interpreted the poem and how others have done it. Students may begin to realize that certain poems use metaphors, comparisons, or other turns of speech. With practice students can develop more flexible models that can I hope it will help them to better know and understand the future reading. During the school year, students should be able to showcase your growing knowledge base by expressing your own observations about character, motivation, metaphor, symbolism, theme, atmosphere, etc.
The Dialogue Learning Model Suggests a Teaching Method literature with critical thinking on skills. There are also dispositions in natural way. Using a dialectical or dialogic approach, the teacher students make judgments or decisions about what they have read that should be explained and defended during class discussion. Discussion is a way for students to check the correctness of their decisions by comparing their own reasoning with the reasoning of others.
The teacher helps the learning process by guiding discussion and helping students think about their thinking. Students are given the opportunity to reflect and come to their own final judgments after the end of the discussion. Students can keep their original answer, or they may revise it due to what they learned from the class discussion. Finally, students’ opportunity to demonstrate what they have learned through written, oral or other evaluation activities.