Psychological phenomenon of facilitation as a specific type of teacher's activity

The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment.

Results and their discussion

Learning requires a teacher to help the pupils to understand the learning materials. What the teachers observe through the learning environment, many students do not stay passive but only active. Thus, the teachers need to create an environment that pushes the students to learn the learning materials. This beneficial environment can give a scope for the students to participate in a great degree in learning materials. Participation is likely to help the teacher for better guidance that can enhance performance and success for the students (Arrington, Kulesz, Francis, Fletcher & Barnes, 2014).

Firstly, facilitative education should be by knowing the structure of the Ukrainian society and era we live, keeping in the mind the requirements and needs of any improvement activities to be done. Nowadays we have to make students to love the lessons, to help and facilitate them in good manners otherwise a pupil may hate both a teacher and a lesson and as a result he/ she will not achieve and will fail. A teacher wouldn't behave just as an officer that does his/her job according to the curriculum and after a lesson gets away, but behave himself/herself as a parent providing students a help, love. In such a way, facilitative things would be more useful during the processing of this subject (Івашкевич Ер. & Комарніцька, 2020).

Of course, as it happens usually extremism is not good, even if our students don't find everything ready. When we help them, we should keep the balance otherwise students will become lazy and want to find everything ready. They might think that we don't need to study hard and whipping effort however our teacher will help us, and could not make mental exercises (think a lot) (Alahmadi & Foltz, 2020). Again, without helping them and letting to study alone may push them to pessimism and they may not succeed (de la Garza & Harris, 2017). The students might become despair and then give up. In this aspect, the soft language, a friendly face and an optimistic heart facilitate pupils to get success in the training course. facilitative education cognitive activity

A separate group of facilitative tasks is a group of unforeseen situations that represent various reinforcement strategies with the aim of improving the behavior or activities of students. These processes include preventive and reactive strategies. This group of tasks can be classified into three types: independent, interdependent, and dependent group contingencies. Independent group contingencies refer to reinforcement interventions that apply the same assessment criteria and reinforcements to each student. Dependent group contingencies refer to interventions that require a single student (or a few students) to reach a designated criterion in order for the whole group to receive reinforcement (e.g., when a student attains a 100 percent score on a test, the teacher will hand out presents to the entire group). Interconnected group of unforeseen situations require that whole groups of students reach a certain criterion for obtaining reinforcements (for example, team members need to cooperate for a team project, and the whole team gets an estimate for their final product). Returning to preventive-reactive classification, both preventive and reactive strategies can be applied to the whole class population (for example, by discussing class rules or giving group conclusions) or to some individuals (for example, allowing a student, who is easily distracted, to sit alone during independent seatwork or placing a student temporarily outside the classroom when showing disruptive behavior) (Astle & Scerif, 2017).

So, we believe that the facilitative process is incomplete if non-verbal means, which are not used at the lessons. The use of non-verbal means of communication, such as gestures and facial expressions, is a very useful way of discovering the meaning of words for first-year students, since this can avoid long explanations in both the mother tongue and the language having been studied. Teachers can use gestures and facial expressions to specify the meanings of new words or phrases, and to organize tasks for the group's speech activity. For example, “Sit down” instruction can easily be accompanied by mimicry and gesture that will help understand the disclosure of the meaning of this expression. So, you can reveal the meaning of the words “drink”, “eat”, etc. Teachers have to use a number of gestures to control the class: listen, all repeat, get into pairs, pay attention, wrong, try again. These words are also facilitative ones.

Facilitative oriented language teaching aims are not only giving students practical knowledge of Grammar and target language, but also, they have to develop the understanding of how the language is used for a natural process of communication. Formal aspects of language - Grammar, Vocabulary, Phonetics - are presented in the facilitative contexts, so that students develop a direct understanding of how these forms have to be used in speech.

The facilitative method dramatically changes the traditional approach to the use of Grammar rules, when students firstly report all knowledge of Grammar phenomenon. Now their consciousness is directed at solving different speech problems; and rules-instructions have to be given at certain doses during the whole process of automation, help to arrange a speech unit. This approach to the use of rules is called by us “quantization".

So, we'll propose our own examples of exercises for actualization of the facilitative interaction at the English lessons, which were provided by us for students of the first course at non specialized faculties at the universities. The experiment lasted during February-March, 2023 at Rivne State University of the Humanities. 136 students were participated at this stage of the empirical research.

The example of exercises for actualization of the facilitative interaction at the lessons at the universities

1. Fixing on new, unknown material (speed drills).

The teacher names the first word or phrase from a new lexical model. Students will come up with an entire sentence using the desired structure. The bottom line is that the task should be carried out at the proper pace to maintain a great interest and students' attention. As soon as the pace becomes feasible for students, it is necessary to increase it, so that the exercise was all the time stimulating.

2. Chain Exercises (chain drills).

One student turns to another, saying, for example: “Hello. My name is George. What's your name? Tell about your preferences in studying at the university”.

The other one answers: “Hello. My name is Mary. Different people have different learning preferences. There are many models which can be used to describe these preferences. Learning styles is one that accounts for learner these differences, which can be useful in understanding the different ways we study. It can also be useful to know your strengths and use them to enhance learning.

Learning style refers to a student's specific learning preferences and actions. One student may learn more effectively from listening to the instructor, while another prefers to listen and take notes. Another person learns more effectively from reading the textbook, while another student benefits mostly from charts, graphs and images the instructor presents during a lecture. It's important to note that people don't necessarily have a single definite style. Students can use different styles in different situations, but they often tend toward specific preferences.

Learning style is important in colleges and universities. Each different style have to be described later in more detail, has certain advantages and disadvantages compared with other styles. None is “right” or “wrong.” You can learn to use different styles more effectively.

Instructors also have different teaching styles, which may or may not match up well with students' learning preference. Although you may personally prefer a certain style of teaching, you cannot expect that your instructors will use exactly such learning style that you prefer. Therefore, it is important to know how to adapt yourself to teaching styles.

It is important to note that there are many criticisms of the learning styles model. Some researchers say that there is no evidence that identifying a learner's style and then teaching to it accordingly results increased students' outcomes. Another criticism is that identifying one single learning style or method of learning and focusing on it alone can result in ignoring the other learning modalities, and this could ultimately hamper learning. It is much more useful to think of it like this: if you recognize a learning strength, then use that strength by adding more of it to your learning strategies. But don't stop using the other modalities. For example, if you discover that listening is a strength for you, then it would be useful for you to add listening activities to your coursework, such as downloading lectures and re-listening to them while you are doing other activities (riding the bus, going for a run, or doing the dishes). But listening to lectures on your phone should not replace attending classes, practicing concepts by doing homework questions, or working together in study groups - as these are all things that can enhance your learning as well.

I wish all students to learn the following theories and see if any of the concepts resonate with your own mind” (Learning Preferences and Strengths, 2023).

Then Mary returns to another student and asks: “What's your name? Do you know what it is Multiple Intelligences?”

The student answers: “My name is Nick. We often associate learning at the university with strengths in reading and writing. Though it is true that reading and writing are the most important skills having been used in many courses. You can also apply other learning strengths to contribute to successful learning.

Also, different systems have been used to describe the different ways by which people study. Some students describe the differences between how extroverts (outgoing, gregarious, how to be sociable) and introverts (how to be quiet, private, contemplative people) in the process of studying. Some people prefer divide people into “Thinkers” and “Feelers.”

A popular message is Multiple Intelligences, based on the research written by Howard Gardner. H. Gardner proposed that there were eight different ways of learning, creating things and solving problems. Everyone uses all eight of these intelligences; however, for each individual some intelligences are areas of strength, while others are weaker, leading to different preferences in learning. So, eight multiple intelligences are:

1. Verbal (preferred lexical units).

2. Logical (preferred Math and Logical Problem Solving).

3. Visual (preferred images and spatial relationships).

4. Kinesthetic (preferred body movements and actions).

5. Rhythmic (preferred music, rhymes).

6. Interpersonal (preferred different types of group activity).

7. Intrapersonal (preferred introspection and independence).

8. Naturalist (preferred nature, natural categories).

Here is a more detailed description of different types of intelligences:

The Multiple Intelligences