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Июнь 2021 10-қисм
Тошкент
THE PROBLEM OF THE EXTERNAL ORDER IN THE CLASSES AT THE HIGHER
EDUCATION INSTITUTION
Bakhodir Khamraev,
candidate of Philol. sc., associate prof.
Bekbergan Allabergenov,
candidate of Ped. sc., associate prof.
Zebo Jumabaeva,
teacher
Urgench State University (Uzbekistan)
Annotation.
The article discusses the issue of external order in the process of organizing class-
es in a higher educational institution. The features of the factors influencing the correct construc-
tion of the educational process are indicated.
Key words:
teacher, student, educational process, order, external order, factor.
To date, there is no single answer to the question of the "correct" behavior of a teacher in the
classroom process. Each teacher has his own individual style of communication with the student,
with the parents, his own special manner of teaching, but a professional culture of interaction,
pedagogical ethics should be fundamental in the work of a teacher.
It is indisputable that the success of students' teaching in a subject often depends on the person-
ality of the teacher and the manner of his communication with the audience. Some teachers are so
afraid of students that they can hardly concentrate on the perception of the subject. Students simply
respect other teachers and are ready to show all their possible skills and abilities in the classroom.
The personality of the teacher, his culture of behavior seriously affects how the student will
perceive information on the topic under study. At the same time, everyone should understand that
the teacher not only teaches the Russian language, but also lays down an understanding of whether
one should keep his word, whether it is possible to offend another, whether a person has the right to
his own opinion. The teacher teaches this in the course of the educational process, demonstrating
to the students examples of this or that behavior [1].
The main goal of the student is to gain knowledge.
The better the student understands the new topic, the easier he will be to master the subsequent
educational material, the faster he will complete his homework, the higher his grades will be.
In order not to miss anything from the teacher's explanations, you need to be extremely atten-
tive and focused [2].
The old folk wisdom "order is half the battle" can rightfully be attributed to classes at a univer-
sity. There must be a purposeful and reasonable order in every activity. If you do not attach impor-
tance to this, then the learning process in the course of the lesson often goes "without a rudder and
without sails", with failures, and neither the teacher nor the students receive satisfaction.
Order means, firstly, the organization of all external factors and, secondly, the internal order
in the lesson, depending on its goals and content, the level of training of students, didactic tasks,
dividing it into clear stages.
Consider the so-called external order.
The simplest, most rudimentary, and most frequently violated element of rational external order
is the exact start and the exact end of the class.
If you do not adhere to the exactly set 80 minutes, then from the very beginning students are
"brought up" in the spirit of the fact that there is no need to take the set time especially seriously,
which then turns into attitude to any work in life. So, the time wasted at the beginning and end of
the lesson can later have quite far-reaching consequences for society,
Let's consider a similar beginning of a lesson with a specific example. The teacher enters the
classroom, the students stand up; some rise slowly, the teacher makes comments to them. There is
talk in the audience, noisy. The teacher declares that he has time and he will wait until complete
calmness is established. It becomes quieter, but then the teacher sees that one of the students is
chewing something. The teacher asks why he didn't have enough time for food. The student re-
sponds, the noise reappears. One of the students drops a book ... etc., etc. Thus, the lesson starts
8-10 minutes later, which is 10% of the lesson time. At the same time, it cannot be said with com-
plete certainty that students are ready for an active perception of the educational material.
Such a beginning of the lesson will completely "wither away" only when it is possible to intro-
duce firm norms of order throughout the university, to attract students to their establishment and
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