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Studies have shown that the aforementioned type of communication clearly prevailsin interpersonal communication. Pease (2004) maintains that verbal component ofspeech makes up to 35% of communication whereas the rest occurs at a non-verballevel; Łasiński (2000) suggests it is about 50%. From a teacher’s perspective theability to read and interpret non-verbal messages coming from students, sometimestermed intuition or perception, seems to be exceptionally important (Wołowik, 1998).Ignoring signals coming from students during a lesson may result in a situation inwhich the planned method of presentation does not adapt and thus the educationaleffect is impaired.In the course of presentation another factor, mentioned earlier, appears i.e. distance,defined as personal distance from other people, something that Pease (2002) calls‘territory’ and the ‘speaker’s safety zone’, whereas Hall (after Pease, 2004) namesit ‘speaker’s own space’. In the course of studies on non-verbal expression (calledproxemics after Hall) considerable significance was given to distances people whoengage in interaction tend to keep between them as well as their reciprocal arrangement.Pease (2004) lists four types of spacing zones: private (15−46 cm), personal(46−120 cm), social (120−360 cm) and public (more than 360 cm). Inevitably, eachindividual zone may determine the method of presentation as well as its adequatereception as they define the distance to listeners- students.Perception of presentation – natural barriersIn the course of every presentation there appear to be many disturbances that maymake it difficult or even impossible to communicate. Such situations are especiallytroubling for beginners, young inexperienced teachers. Łasiński (2000) points outto the following barriers of efficient communication that may have an impact onperception of presentation (Table 1)Table 1. Barriers to effective communication (Łasiński (2000), modified)Semantic Psychological Physical and external• Lack of professionalpreparation• Distorted information• Multitude of information• Incomprehensible subjectmatter• Incomprehensible terminologyor language• Speaker’s speech defect• Negative attitude• Shyness• Lack of interest in thesubject• Excessive emotionalinvolvement• Disregard for listeners• Dogmatic thinking• Lack of concentration• Monotonous speech• Inability to focus onlistening• Tiredness• Noise• Whispering• Temperature• Venue• Time of day• Power cut or computerbreak-down• Too many listeners• Inadequate room arrangement• Time pressure56
Dress rehearsalHow should a presentation be prepared so that set goals are achieved? The onlysolution seems to undertake perfect preparation both of its subject matter and of itsmethodological aspects as well as having a ‘dress rehearsal’ to test full readiness fordelivery. Such a rehearsal allows for final corrections and helps boost confidence inits success. It is also an opportunity to assess the teacher’s skills and the extent ofpreparation.The following factors are helpful in rehearsing a presentation (Pijarowska andSeweryńska, 2002):• reading the entire presentation aloud• practicing in front of the mirror using notes; and• speaking in a normal and/or louder voice (voice experiments)An element which is extremely important in achieving success both in rehearsaland in real-life presentation is success visualization, or projecting an image of asuccessful presentation. A good presentation is easy to understand, visual, interesting,vivid and prepared with competence (Łasiński, 2000), and, if prepared well,it may considerably enrich educational system and geography teaching.In schools in the 21 st century, in the time of unprecedented development of informationtechnologies, GIS and the Internet, enormous importance is given to presentationskills of geography teachers regardless of the elected methods and techniquesof geography instruction.References:1. DETZ J. 2004. Sztuka przemawiania. Gdańskie Wydawnictwo Psychologiczne,Gdańsk.2. HEIG P. 2004. 30 minut, aby zostać dobrym mówcą. Wydawnictwo „KOS”, Katowice.3. JAY A., JA, R. 2000. Skuteczna prezentacja. Wydawnictwo Zysk i S-ka, Poznań.4. ŁASIŃSKI G. 2000. Sztuka prezentacji. Oficyna Wydawnicza Wydawnictwa eMPI 2 ,Poznań.5. OKOŃ W. 1987. Wprowadzenie do dydaktyki ogólnej. PWN, Warszawa.6. PEASE A. 2004. Mowa ciała. Jak odczytywać myśli innych ludzi z ich gestów.Wydawnictwo „Jedność”. Kielce.7. PIJAROWSKA R., SEWERYŃSKA, A.M. 2002, Sztuka prezentacji. WSiP, Warszawa.8. PIOTROWSKA I. 2003. Ewaluacja metod nauczania w edukacji geograficznej. W:Edukacja geograficzno-przyrodnicza w dobie globalizacji i integracji europejskiej.PTG, Uniw. Opolski, Opole.9. STRYKOWSKI W., STRYKOWSKA, J., PIELACHOWSKI, J. 2003. Kompetencje nauczycielaszkoły współczesnej. Oficyna Wydawnicza Wydawnictwa eMPI 2 , Poznań.10. WOŁOWIK W. 1998. Język ciała uczniów i nauczycieli. Atlas II. Wydawnictwo ProfesjonalnejSzkoły Biznesu, Kraków.57
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Changing Horizons inGeography Educa
Page 5 and 6: ContributorsAnouk AdangFaculty of G
Page 7 and 8: Margaret C. KeaneSt Mary’s Univer
Page 9 and 10: Artur ReligaDepartment of Geography
Page 11 and 12: Contents1. Exciting Geography......
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21 and 22: Ministry of Education. Having in mi
Page 23 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41 and 42: • an organizer and manager of a l
Page 43 and 44: Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55: formulated one of key principles in
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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