Teach them to converse well

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Part of The Philippine Educator

Title: Teach them to converse well
Language: English
Year: 1947
Rights
Fulltext: ~·f. ~EACH THEM TO CONVERSE .'· __ · · · ·"{; . . WELL - . '' - . · By . JOSE FELICIANO Division Superintendent of Schools for Bukidnon . ' Undoubtedly no other art is more To think and talk in terms of the other useful to man than -the art of · conver- penon's interest. sation: as a child, he becomes conscio'-'s To bring .ln a per.sOn who is being left : of his membership in the family group outside a conversation. when he begins .to learn to talk, and To use correct forms of language. from that time forward talking be- To clothe his thoughts in appropriate conies to hi~ an absolute necessity, a words and phrases. part and parcel of his earthly existence. To arrange his ideas in good order. To contribute his share to a conversaIn society or in the world of leisure tion. , the most sought-after members and the Never to be sharp, c.;rt, or sarcastic. members who contdb~te most to the Never to become too inquisitive. gaiety and the savor of life are usually Never to indulge in gossips or idle those who have acquired the ability to ' talks. converse fluently and effectively. In the To change the topic of convers;J.tion professional, business, or political world, w'hen it is becoming unpleasant to . tuo, such persons often meet with sue- others. ce:ss where their less skilled compan- · To avoid heated arguments. ions or associates lick the dust or have To avoid becoming a bore by always the worst of it. talking about himself. CONVERSATIONAL SKILLS TO DEVELOP In oraer to become a truly effective conversationalist, a person must learn: To be a good listener. To talk neither too much nor too little. To overcome self-consciousness or timidity. To develop self-confidence. To develop poi:se of mind and of body. To develop graciousness. To develop tact. To develop thoughtfulness and consideration for others. To acquire pleasant address or manner in conversation. To speak .with clear utterance. To speak readily on topics of general or special interest. 29 To avoid loud talking. To avoid contradicting others. SUBJECT-MATTER Any topic which "is within the comprehension and experience of the pupils is fit to use for a conversational lesson, but naturally some topics or subjects have greater appeal and more widespread interest than others. The following are examples: Timely Topics. Timeliness, the fact of occurring at the proper or opportune moment, is an important consideration in choosing a topic. People like to talk about the latest events, the most recent news, the newest ideas, a_nd ., the things that have just happened, -cause by discussing such topics .. they • .·: a feeling that they are abreast of, a ~ not behind, the times. ·"h"f .' 30 PHILIPPINE EDUCATOR ' - " Animals. Animals, whether wild or do.-..~· mestic, becau5e"they are .so much a part · ..... of the !i-ring world and so full ~f in'terest, make a very strong appeal to practically everyone .. What normal persons do not like dogs, cats, chickens, ho-rses, cattle, pigs, · fish, 'Qirds? What children wouldn't like to keep a pet animal of some kind or other if they have a chance to do so? Therefore, the various forms and phases of animal life may be counted good subjects for conversation. Am.usem.ents. People, young or old, are generally interested in pastimes and entertainments, and so there will be no ;. • dearth of zest in talking about such things as motion pictures, games, parties, excursions, fiestas and festivals, picnics, dancing, special· days and holi,days, tfu~ters, athletic sports, playtliings. Hobbies. We know that in these exciting times there is hardly a person whose interest in life is centered solely on his daily occupation. Most of us like to work at or study something · which is not our main business but which makes our lives happier and fuller; moreover, everyone likes to talk about his particular hobby, whatever it may be-perhaps stamp collecting, gardening, raising poultry, eooking, fishing, making gadgets, buntings, or what not. Adventu?·es. Adventure3 are always stimulating and . thrilling subjects ·to talk about, and what school boy or girl has had no adventures in this day of crow(led and surprising events? In every youth's life there is usually an adventure connected with a week-end trip or holiday, an outing or camping expedition, or a difficult undertaking. Even our most commonplace experiences may not be without their moments ·of excitement or moments of fun, unless we .have become completely callous or indifferent in. our attitude towards life. The Familia?·. Person;;;, places, and things with which \Ve are quite fa~i Ii~r need not become threadbare . or colorless .topics of conversation because even in an old thing we can somehow find something fo admire, love, ·~r appreciate. An old man in a community may be a favorite or an outstanding character because he is a great storyteller and dispenses words of wisdom. A stretch of clean beach may have alway;;; · attracted people to it morr1ings, lifternoons, and evenings because of the beau- .' tiful things they see and thE> pleasant · times they h·ave there. F~mjliarity does· not have to breed contempt: CLASSROOM PROCEDURE Having decided on the specific aim or aims and on the particular subjectmattel' of instruction, we must plan our teaching procedure in such a way .as to attain the highest degree of ,success possible. ' The first step in a conversational lesson is the motivation by means of which the teacher endeavors, with all ·the in. genuity and persuasive power of which s'he is capable, to arouse the will to learn on the part of the pupils. Unles::; such an . inward desire has been actively stimulated and kindled; any method which the teacher may use is bound to meet with disaster. The second step is the selection of the specific method or methods through which the pupils are given opportunities to practic~ conversation in accordance with the rules of good address and g-ood manners. Dramatization, dialogue, group di;:;cussion, club meeting, question-and-answer, story-telling- anri story reproduction, interview, informal debate, conference, impersonation, pupnet show, marionette show-all these FOR MODERN OPTICAL XEEDS-SEE KEEPSAKE OPTICAL--80 Escolta I . - .·I _ ... "' -~' ART Ij;DUCATION 31 .are effective devices whereby pupils and students can be trained in the art of conversation. Whatever device the teacher may choose, the important thing is to make the' spirit of the game enter into the class exercise .and put life into it. The third step consists in the actu.al conduct of the conversational lesson. As soon as the· pupils are ready for the game the teacher should start it, not with too much fuss and formality but with a great deal of enthusiasm. Timid pupils should be encouraged to partiCipate in. the game early and get into the spirit of make-believe. Efforts should 'be exerted to make the llxercise a cooperative undertaking by many rather than a monopolistic· affair by a few. Criticism is the teacher's prerogative, and so good work should be fittingly praised and unsatisfactory attempts fympathetically criticized by her. The fourth step may be termed the instruction phase of tlte, lesson. After the -pupils have played the · game a number of times, the teacher may pro;_ ceed to give instruction on the skills to be acquired by them, as, for example: Give attention to the . person who is talking to you. Avoid loud talking. Don't interrupt a person who is speaking. If you have to contradict a person, do so politely. Don't boast of your gooo deeds. Be pleasant in speech and manner. Be c01·~side:ate of the feelings of others . . Look at the person you are talking to. Express your thoughts clearly and ~ell. Pronounce your words correctly and distinctly. Use good English. CONVERSATIONAL LANGUAGE The teaching of conversation is closely bound up with the enrichment of the pupil,s' vocabulary and tbe improvement of their command of English. Conversation presupposes on the part of the speakers thoughts and ideas, which in turn presuppose appropriate words and phrases if such thoughts and ideas are to be well expressed. Therefore, in order to become proficient or skillful in the practice of the co~versational art, a person must have thorough mastery of language. Because of the power of example and the fact that spoken language is acquired largely through imitation, every teacher is duty bound to use only the best English .at her command. The pupils reflect their teacher's address or manner of speaking as well as her speech habits. Englisb is rich in expressions of sociability which, if used with charm and propriety, do much to smooth copversation and add spice to it. Here are examples ·of . such expressions: (It is certainly worth anY: teacher's effort to make her pupils or students learn to use them.) W1th pleasure. If you please. I am pleased to know you. Thanks! Thank you. Thank you very much. Thank you kindly. Yes, sir. Yes, Mr. Damasco. No, sir. No, Mr. Ramos. ' • May I go now? How do you do?-! am \·l'ry well, thank you. ' I :: PHILIPPINE EDUCATOR 1 am gla-d to ~ee you. Welcome! ~ W elcoine home l · You will always have a welcome here. You . are welcome to pick the flowers. I am sorry that you are sick. I am sorry ·I can't come to the party. 1 am very sorry to hear of your mother's illness. _ I . am sorry for that blind man.. It is so good of you to come! I am so glad! Have you met my sister?-No, I do not know her. I beg your pardon. Please excuse me. ' Excuse me; I have to go now. ·Please. do me ' a· favor. .Do you mind if I smoke? May· you be happy! Take a seat, please. I see what you mean. I have seen so little of you. I will see you to the station. Make yourself at home. I am charmed with your house-it is so _ cozy and .. attract~ve! Are you comfort:;~ble in that chair? Are you enjoying yourself? Would you like a cup of coffee? Would you like to go to the show? What would you like to eat? [ should like to ask you to dinner. How cleverly Y\>U do it! [ won't do it an·y more, I promise you. Will you come in? )hall I do this?-Yes, please. 9ftentimes it is necessary· that be·ore the conversational game starts the eacher should provide her class with a i::t of -vlords and expressions that are ~ssentially related to a given topic and chat the st1:1dents fully understand: For ~xample, the following tist should be milt up cooperatively by both the teach•r and her class before a conversation m airplanes is commenced: Airplane parts: cockp{t, propeller, landing- wheels; wings, motor, fuselage. aeronautics: aviation, flying, aerial navigation. · · ' aeronaut: aviator, . pilot, flyer,_ airman, airwoman, aviatrix. aircraft : airplane, aeroplane, land plane. s~apl ane, waterplane, amphibian, helicopter, gli.der. ai?·port: aviation field, flyi~g- ~ield, landing field. · air_ base: airport and headquarters for military airplanes. hanuar: a shed for airplanes. nmway: .a way or track for airplanes in landing or taking off. air pocket: any current or condition . in the air that causes an airplane to drop suddenly. . 'airway : route for aircraft from airport to airport. air line: a system of transportation by .aircraft, or the company owning such a system. air mail: mail sent by aircraft, or the system of sending mail by aircraft. air-minded: having much int•3rest in aviation. air 1·aid: an cial!y for city. attack by airplanes,) espebombihg a position or a airc1·a(t carrie1·: a ship desig-Tied to carry aircraft and so built tha.t aircraft can be launched from it and landed on it. c~e1-ial t1·ansporta tion: travel by air. bureau of aeronantics: bureau in charge of aviation or navig-ation in the air. fli_qht: trip in an airplane: group of airplanes flying through the air together, as, .a fli_qht of ten airpl11nes. to land: to come to the ground, or, in the case -of a seaplane, to alight on the surface of the water. to take off: to leave the g-round or the water. to taxi: to run along· the ground or on the water when starting or coming in after a landing. An airplane or a seaplane taxis to get into a position for rising. POR MODERN OPTICAL NEEDS-SEE KEEPSAKE OPTICAL-80 Escolta _ , rrrt-!i"'~1 ''PRESTDENTIAL, TABLE .TALK-' -;,.~~ ' 33 ' I t.~ . . (Continued f1·pm pag_e 9~ ~ ~ ·.- the school for the year 1947-1948. They ·;:.c, · did not prov1de {unds for. new classes. {:;- The Bureau of Edu~ation ·was -<!Tierely I·~' . ~. ·:.- , authorized to use its savings to open It seems that 'the legisbtors- got scared b:y the tax proviso'· of the bllt (election time is coming, you k~ow), and they pigeonholed it. That' is ,~hat happened to the bill that would have brought a b~tter kind 'of education to thc;msands ~· ' !: . additional clas-ses. The savings will f: ' come from last school year's funds for ~'::::_, ~ .. . > \. tl1e operation of elementary . classes. The estimated savings will be about P3,000,000. At the rate of P1,700 per class. there will be about 2,000 ne,\• ,classes this year. Thai~ is about all-not so wonderful a record! The PPSTA was interested i.n two bills: One proposed to improve the salary allocation for teachers and oth~r employees in the educational ser~1ce of the Goverll<1Tlent. This bill did not go through. The other bill was the one which would have brought far-reaching reforms in t.he present educational system. The bill proposed to return Grade \ v·n and to eliminate the double-single session program. The bill proposed to levy a school tax of P2 and to impose a tuition fee of not more than P20 if the school tax fund was not sufficient. q,f chilc'!,ren. . :• The_ '"'hole thing leaves us a little sad but not disillusioned. We know that we 57,000 teachers are l}Ot yet organized enough. We need more unity so that those pathetic lit~le voic<:s can be heard. You out there i-n the various school ·div., isions who have not replied ·to our call for merribership---<may we hear from you soon. With the results in the last session of Con'gress as they· were, we have to work harder. May we hope .to see more action 'from school divisions and local teachers' associations this year .. May we be able to '.reach more of you through I()Ore subscrip'fions to the Philippine Educator? Congress is not exactly laughing at us, but certainly they' are not noticing us much. N_ ot yet: They are waiting for the lime when we wake up t~ our possibi.litics as a united group. Colnpany 878 RIZA L A VENUE PUBLISHER 0 IMPORTER • GENERAL M'ERCHAN'l' FOR SALE: OFFICE SUPPLIES: Worldng Sheet. Jou1·nal, Ledger. Ink. Paste, Ribbon. Carbon Paper, Pen Points, BOOKS: Basic Tagalog. English-Tagalog Vocabulary, Practical Self-Study of the National Language, Mga Alamat ng Pilipinas, EDUCATIONAL SUPPLIES: Perception Strips, Arithmetic Objectives. White Chalks. Carter's Ink, Theme Notebooks, Class Register. Library Cards, Quadrile Papers, Theme Paper. Dish Washing Machine, Shoe Materials. 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