ӘӨЖ 81’255-057.875 THE IMPLEMENTATION OF THE REFLECTION IN INCREASING STUDENTS’ MOTIVATION Муталиева Д.А. Оңтүстік Қазақстан мемлекеттік педагогикалық институты, Шымкент, Қазақстан In many countries, the role and functioning of schools are changing and so is what is expected of teachers and teaching methods. Teachers are asked to teach in increasingly multicultural classrooms; to place greater emphasis on integrating students with special learning needs in their classrooms; to make more effective use of information and communication technologies for teaching; to engage more in planning within evaluative and accountability frameworks; and to do more to involve parents in schools. Education systems therefore seek to provide teachers with opportunities for conducting lessons with a high standard of teaching and to retain students’ motivation and enthusiasm. In this context, reflection activities are considered as activities that develop students’ skills, knowledge, expertise and other academic characteristics. Necessary condition for creating developing environment in the classroom is a stage of reflection. The word comes from the Latin reflection “reflexio” - facing back. Dictionary of Foreign Words defines reflection as a reflection of its internal state, self-knowledge. Dictionary of Russian language treats reflection as introspection, self-analysis. In modern pedagogy the reflection is understood as introspection activities and its results. Here are the samples of the reflection activities: 1. PENDULUM OF MOOD" OR "PICTURE OF MOOD Choose the picture (color, black and white, sad, causing joy). Suggest students to choose pictures from magazines and newspapers in order to display their mood. 2. BOUQUET OF MOOD Ask students to arrange the flowers in a vase (red - there is a problem, need help; yellow - not everything is clear, green - all good). 3. TREE OF SUCCESS Prepare leaves from paper (choose color - red, yellow, green) and offer students these leaves to fix it on the tree picture to show their mood or understanding of the lesson. 4. TREE OF FEELINGS The same activity, but with colored apples pictures, which students should hang on the tree. red - enthusiastic; orange - joyful, warm; yellow - bright, pleasant; green - calm; blue - unsatisfied, sad; purple - anxiety, tension; black - decline, depression. 5. PRES-FORMULA It is an interactive technique, created by a law professor David Mason, from South Africa. In English it is written as follows: PRES-formula (Position-Reason-Explanation or Example-Summary). This method was translated into Russian by A.Gutnikov, vice-president of the association "For Civic Education", the first vice-rector of the St. Petersburg Institute of Law as POPS-formula. The answer given to POPS-formula is a concise and succinct answer to the laws of rhetoric. The value of this process of reception is to allow students to briefly and comprehensively express their own position on the subject studied. Students are asked to write four sentences to reflect on the following four points PRES/POPS - formula: P - position R- reason, explanation (or justification) E- example S - solution, consequence (or judgment) But this technique would not be technologically advanced if we did not offer the beginning of sentences. The first proposal (position) should begin with the words: “I believe that ...”. The second proposal (explanation, justification of their position), begins with the words: "Because ...". The third proposal (focused on the ability to prove the correctness of his position in practice) begins with the words, “I can prove it by the example of ...” Finally, the fourth sentence (a consequence, judgment, conclusions) begins with the words: "Accordingly, I conclude that ....". Thus, we have a unique opportunity to get in a few minutes concise information about the degree of student "immersion" in the material, degree of understanding of the processes, its moral evaluation of a particular event, events, and facts. Consequently, we offer students to express their own opinion, their own position. In conclusion, I want to say that the organization of reflection in the classroom every day is required and acknowledged by a great number of the positive outcomes. This strategy contributes to the increase of the learners’ motivation and academic incentive. A learning motivation is the key to improving the quality of education. The ability to reflect is helpful to learners in the educational activity as well as throughout their life. The reflective skills serve basis to express thoughts, to make decisions, to realize academic potential, to implement critical thinking. We all know that everyone successfully do what he is good at. But any activity begins with overcoming difficulties. In our profession, there is no limit to perfection. Teachers should develop themselves in accordance with the changes occurred in the educational technology and methodology. New ideas and a desire to change something is a must for every teacher striving for professional development. To solve this situation reflection work and constant search for better development activities practice is necessary. Reflection process requires from the student to be an active participant in the intervention, with responsibility for measuring and evaluating his or her skills and behaviors. Also, in order to accurately self-evaluate themselves, the student must first learn the teacher's expectations. That ability of a child or youth to understand and internalize the expectations of others is a milestone in the development of academic and social skills. Finally, student reflection data is typically economical to collect, even in a busy classroom, and can often be used to document the success or achievement. The conclusion recognizes that reflection can be provided in many ways, ranging from the formal to the informal. Student reflection is considered to be an effective tool for academic and behavioral development. In classroom settings, reflection offers several advantages. References: 1. James, P. Teachers in action: Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press, 2008. – 193 p. 2. Armstrong, S., & Frith, G. Practical self-monitoring for classroom use. Springfield, IL: Charles Thomas, 2001. - 236 с. 3. Richards, J.C. & Lockhart, c. “Reflective Teaching in Second Language Classrooms”. Cambridge University Press, 2008. – 220 p. 4. Соловова Е.Н. Методика обучения иностранным языкам: Базовый курс лекций: Пособие для студентов педвузов и учителей. – М.: Просвещение, 2002.- 120 с.