The Choice
Not an easy one, to be sure:
We call them “Republicans”
and “Democrats”:
self-righteousness, sometimes half blind,
versus greed, often naked;
entirely real fascists against
sometimes dubious progressives.
On one hand, possible dictatorship,
oligarchy, democracy’s end here;
on the other, cultural anarchy
weaponized by pity,
the cruelest of false virtues.
Both sides flirt with visions
of anarchy
masking a hunger for power,
to bully and frighten the rest of us,
throwing us to confusion
whether stirred by the 1619
Project or the latest billionaire.
Both sides support mass
slaughter of children and women
“for the sake of security,”
crowing for blood or weeping
tears to disgrace a crocodile.
How can anyone sane,
decent, honest, caring,
choose between them?
And yet they are not equal.
I ask myself: Has either side
shown signs of bending
toward decency, even
honesty?
Does either side admit
its human fallibility?
Has either side ever
corrected before a truth
it did not, exactly, welcome?
Did it then change,
even if reluctantly?
Or does it drive relentlessly
toward the farthest edge
of its own lunacy,
double down in hatred,
threaten our destruction
rather than admit error
and never defeat?
If a time comes when we must choose
between two madnesses
that cannot face a truth
they do not wish to face;
that live a fantasy
of vengeance, lies, and hate,
drunk on certainties
that face any doubt with calls
for silence, removal, blood;
that will not turn the helm an inch
to escape the ice before them
and certain catastrophe
for the rest of us—
then there will be no choice.
Nevertheless, there is the question:
is it a necessary evil
to choose between evils
when it is simply an evil
to refuse the choice?
No, it is not an easy one.
_____
Christopher Bernard is a poet, novelist, and essayist. He recently helped to organize and host “Poets for Palestine: A Poetry Marathon to Benefit the Middle Eastern Children’s Alliance” in San Francisco.
USE OF INTERACTIVE METHODS FOR TEACHING NATURAL SCIENCES IN PRIMARY SCHOOL
BOSHLANG’ICH MAKTABDA TABIIY FANLARNI O’QITISH UCHUN INTERFAOL METODLARDAN FOYDALANISH.
ИСПОЛЬЗОВАНИЕ ИНТЕРАКТИВНЫХ МЕТОДОВ ПРЕПОДАВАНИЯ ЕСТЕСТВЕННЫХ НАУК В НАЧАЛЬНОЙ ШКОЛЕ.
The daughter of Muhammadjonova Farangizbegim Ma’mirjan,
Student of Fergana State University.
Abstract
This article examines the effectiveness of using interactive methods in the process of teaching natural sciences in elementary school. In modern education, due to the ability to attract and motivate students, methods based on the principles of learning the game are actively developing. The advantages of this approach include increasing students’ interest, activating the learning process, and focusing on developing critical thinking. The results of the research show the positive effect of interactive methods on the effectiveness of teaching natural sciences in elementary school, which confirms their potential as an innovative educational tool.
Annotatsiya
Mazkur maqolada boshlang’ich maktabda tabiiy fanlarni o’qitish jarayonida interfaol metodlardan foydalanish samaradorligi ko’rib chiqiladi. Zamonaviy ta’limda o’quvchilarni jalb qilish va rag’batlantirish qobiliyati tufayli o’yinni o’rganish tamoyillariga asoslangan usullar faol rivojlanmoqda. Ushbu yondashuvning afzalliklari, jumladan, o’quvchilarning qiziqishini oshirish, o’quv jarayonini faollashtirish va tanqidiy fikrlashni rivojlantirishga alohida e’tibor qaratiladi.Tadqiqot natijalari interfaol metodlarning boshlang’ich maktabda tabiiy fanlarni o’qitish samaradorligiga ijobiy ta’sirini ko’rsatdi, bu ularning innovatsion ta’lim vositasi sifatida salohiyatini tasdiqlaydi.
Аннотация
В данной статье рассматривается эффективность использования интерактивных методов в процессе преподавания естественных наук в начальной школе. В современном образовании благодая способность привлекать и мотивировать учащихся активно развиваютсия методы, основанные на принципах обучения в игре. К преимуществам такого подхода можно отнести повышение интереса учащихся, активизацию процесса обучения и ориентацию на развитие критического мышления.Результаты исследования показали положительное влияние интерактивных методов на эффективность преподавания естественных наук в начальной школе, это подтверждает их потенциал как инновационного образовательного инструмента.
Key words: Interactive method, teaching science, educational events, primary school, attract students, active learning, educational technologies, motivation to learn, academic performance, educational innovation, game technologies.
Kalit so’zlar: interfaol metod, fanni o’qitish, ta’lim o’yinlari, boshlang’ich maktab, o’quvchilarni jalb qilish,faol o’rganish, ta’lim texnalogiyalari,o’rganish motivatsiyasi, o’quv samaradorligi, ta’lim innovatsiyasi,o’yin texnalogiyalari.
Ключевые слова: Интерактивный метод, преподавание науки, образовательные мероприятия, начальная школа, привлекать студентов, активное изучение, образовательные технологии, мотивация учиться, академическая успеваемость, образовательные инновации, игровые технологии.
Enter:
In the modern world, education is increasingly interactive and adapted to the needs of students. One of the main methods successfully integrated into the educational process is game technology. In particular, the use of various interactive methods in the teaching of natural sciences in primary school brings great benefits for both students and teachers. Interactive methods have a unique ability to interest and motivate students. Instead of the traditional approach of boring kids into science, gamified apps offer an interactive and immersive experience. Children have the opportunity to learn through play, which helps to master the material more deeply and increases the motivation to learn subjects. The use of interactive methods during the lesson allows students to apply their knowledge in practice.
Virtual labs, simulations, and scenario labs produce and experiment with physical experiments in a controlled environment to provide scientific research[1]. It helps children to develop abstraction. Inreactive methods make it possible to adapt the educational process to the individual production of each student. Many game programs create a personalized, personalized offering that allows students to learn the material within the program and document based on their skill level. This is especially easy in a co-ed school, where students’ knowledge and skill levels may vary.
Many interactive methods help develop cooperation and teamwork skills. Students can work together to solve problems by sharing ideas and strategies. Not only does this help develop social skills, it also teaches children to work effectively in a group, which is important for their future success in school and in life. Interactive methods not only help students learn scientific concepts, but also teach them the skills of working with modern technologies. In today’s digital world, the ability to use computers and software is becoming increasingly important. Games help children develop digital literacy and confidence in using technical devices[2].
In today’s world, technology plays an important role in education, especially when it comes to teaching science in elementary school. Interactive methods become a powerful tool for engaging students in the learning process by stimulating their interest in science and teaching them basic concepts and skills. In this article, we will consider how the use of interactive methods can increase the effectiveness of learning science in elementary school. One of the main problems of teaching science in primary school is the insufficient attention of students and their low level of motivation. Interactive methods offer a solution to this problem by providing interactive and interesting ways to learn scientific concepts.
Interactive methods can offer students a variety of tasks, including solving puzzles, conducting experiments, and interacting with virtual models. Such tasks not only make the learning process more interesting, but also allow students to actively participate in the learning process, which helps to better master the material. Interactive methods, as well as the basic necessary for learning science helps develop skills[3]. For example, solving problems in a playful way requires students to think analytically, logically, and to work in a team. These skills are important not only for the successful acquisition of scientific knowledge, but also for further academic and professional activities.
One of the main advantages of interactive methods is the ability to adapt the educational material to the individual needs of each student. Many gamification programs offer a personalized approach that allows teachers to create learning programs that match each student’s learning level and ability. This is especially important in elementary school, where the difference in student readiness can be significant[4]. Interactive methods also help to develop students’ creative thinking. Many games offer the opportunity to create their own projects or experiments, allowing students to put their knowledge into practice and develop their unique creative abilities. The use of interactive methods in teaching science in primary school is an effective and promising approach. They help engage students in the learning process, develop basic skills, and stimulate creative thinking.
In modern education, games cease to be just entertainment and become a powerful educational tool, opening up new opportunities for the development of students and improving the quality of education. In the modern world, where computers and gadgets have become an integral part of everyday life, primary school education will have new forms and methods. This applies especially to the subjects of the natural-scientific cycle. In recent years, there is a tendency to actively introduce interactive methods into the educational process [5]. The use of games becomes not only an effective educational tool, but also a way to motivate students.
One of the main advantages of using game technologies in teaching science in primary school is the fun and interactive nature of teaching. Rather than the traditional methods of reading a textbook and completing paper-based tasks, students can immerse themselves in virtual worlds where knowledge is acquired through play. This allows them to better understand the material and memorize the educational material more effectively. Inreactive methods also help students develop basic skills such as problem solving, critical thinking, cooperation and communication. After all, many educational games require students to analyze situations, make decisions, and interact with other participants. This helps them not only to master a certain material, but also to develop universal skills that are useful in life. An example of the successful use of interactive methods in teaching science in primary school is the development of specialized curricula and programs. Such applications are interactive tasks, experiments, quizzes and simulations that allow students to experiment, learn and teach through a game experience. In addition, interactive methods can be successfully integrated into the educational process using special equipment such as interactive whiteboards or virtual reality. This allows students to literally immerse themselves in the material being studied, which makes the lessons more memorable and interesting. However, it should be remembered that game technology should be used in moderation and in accordance with educational goals.
Frequent use of methods can cause students to lose attention and distract them from the main material [6]. In general, the use of interactive methods in teaching science in elementary school opens up new learning opportunities and makes lessons more interesting and interactive. It helps to master the material better and develop the basic skills of students, which makes this approach an important element of modern education. The introduction of technologies in modern education has become an integral part of education. This is especially important in primary school, where the foundations of knowledge and skills are formed on which further education is built [7]. Interactive methods play an important role in the educational process, especially in subjects related to natural sciences. Interactive methods are an innovative approach to learning, which includes the use of various game elements and techniques in educational tasks.
Advantages of using game technologies
1.Motivation hobby
Game elements such as tasks, achievements, scores and levels can motivate students and make the learning process more interesting and exciting.
2.Interactivity
Interactive methods allow creating interactive environments where students can interact with the material and receive quick feedback.
3.Visual and audio effects
The use of graphics, animations and sound effects helps to better memorize the material and understand the concepts.
4.Individualization of education
Interactive methods allow to adapt the educational material to the individual needs of each student, while providing a personalized learning experience.
Using Game Technologies in Elementary School Science Teaching
1.Virtual Labs
Using computer simulations, students can conduct experiments and research without leaving the classroom, which is especially important for schools with limited resources
2.Education games
Games in which students solve problems and problems related to natural sciences help them better understand and remember the learning material
3.Visualize abstract concepts
Use interactive programs and animations to visualize complex concepts such as diffusion, magnetism, and electricity will help.
4.Creating role-playing games
Role-playing games in which students play the role of scientists or researchers allow them to enter the image of the scientific community and understand the principles of the scientific method.
In recent decades, the world of education has witnessed a revolution in the use of technology for teaching. Interactive methods, game technologies, in particular, have become a powerful tool for attracting students’ attention and effective learning. The use of various interactive methods in the teaching of natural sciences in primary school, where the foundations of knowledge and skills are formed, plays an important role in stimulating children’s interest in science and forming their basic competencies. One of the main challenges faced by primary school teachers is to attract children’s attention and make the learning process interesting and fun. Interactive methods provide different tools to solve this problem. Through games designed specifically for learning, students can immerse themselves in interactive and fun scenarios where they not only learn new concepts and facts, but also apply them, solve problems and solve problems.
In conclusion, the use of game technologies in elementary school science teaching is an effective and innovative approach that not only improves understanding of scientific concepts, but also helps students develop cooperation, critical thinking, and problem solving. This approach makes it possible to create an interesting and stimulating learning environment where every child can use their potential and become interested in the world of science. The use of interactive methods in teaching science in primary school is an effective and innovative approach that helps students to actively participate, develop their skills, and increase their motivation to learn science. This method not only makes learning more interesting and exciting, but also prepares children for the modern digital world where technology plays an increasingly important role.
List of used literature:
1.Decree of the President of the Republic of Uzbekistan on the Action Strategy for Further Development of the Republic of Uzbekistan (Collection of Legislative Documents of the Republic of Uzbekistan, 2017, No. 6, Article 70
2.SH.M. Mirziyoyev Decision No. PQ-4391 on July 11, 2019 “On measures to introduce new management principles into the system of higher and secondary special education”.
3.Son of Achilov Nurbek Norboy (2020). Pedagogical and psychological fundamentals of formation of space imagination and creative ability in students. European Journal of Research and Reflection in Educational Sciences, 8 (4), Part II, 38-40.
4.Khudaykulov, Abdulla Eshkuvvatovich, and Zilola Shavkatovna Zhurakulova. “The use of gaming technologies in teaching English in primary school.” Pedagogy and psychology in the context of modern research into problems of personality development. 2015.
5.Alexandrova, Liliya Minikhaevna, and Ksenia Ildusovna Filatova. “The use of gaming technologies in fine arts lessons in elementary school.” Symbol Science 4-2 (2016): 72-73.
6.Anisimova, Alena Anatolyevna. “Using gaming technology as a means of bilingual education.” Municipal Education: Innovation and Experiment 3 (2012): 49-51
7.Y.U. Egamberdiyeva. Cooperation of students in the educational process and its importance, current problems of preschool and primary education. International scientific-practical conference 18.11.2022 (529-531b)
8.Y.U. Egamberdiyeva. Historical development of approaches directed to increasing student cooperation in the educational process. Ethiopian international journal of
9.Y.U. Egamberdiyeva. Preparation of a Future Primary Educational Teacher to Professional Activities. International Interdisciplinary Research Journal Volume2 Issue 4, Year 2023 ISSN: 2835-3013 https://univerpubl.com/index.php/synergy
JUST STUPID, I GUESS — OR BLIND —OR INATTENTIVE — OR…
“So, Jean — (somebody), I said, “do you believe in love at second sight? I mean — Rum toddy, Waitress, for her; I’ll have a screwdriver — going dateless ‘s obscene! Dumb! Big crime to do! Shouldn’t I have realized the very first time?”
VAN/ITY (for Natalya)
The happy inconvenience of forced reliance on these, the sole tools I own
for prying below your oh so frozen golden skin,
The patient persistent application of these blunt lips, this inagile tongue,
trying to learn entire the inarticulate soul hiding within —
peeling it away layer by layer
from the long & blonde cool slim softvanilla Ukrainy icecreamcone
lying frostdelicious beside my pillow.
I (reluctantlustily) Bonaparte after you Kutuzov:
who hawkodineyed watch for every movement upon your flanks and
(engaging not, engaging, not) withdraw, withdraw
withdraw apace, another pace—
all communication broken,
knicking off my van/
/ (engaging not, engaging not)
/
/ till
/
/ suddenly
/
/
/ confront we :Borodino
/
/ frontal attack into your center
/ bodies blood contorted everywhere
/ ferocious punishment on either side
/
The c/ity of tsars ash against stars and ice
and our dreadful painful slow long extraction begins.
FISHING WITH A LINGUIST
I never claimed my German was good
but I can conjugate worm and hook,
and I can understand your language
by knowing of your hopes and anguish,
of your cathedrals and your ruins.
We all communicate in Human.
I’m not fluent in Russian or Greek,
but I practice my Reason and Grace.
PEOPLE LIVE IN CIRCUMSTANCE
Prophets
coffin fears.
They undim the years
and make futures clear.
Each instant starts new infinities and we want to learn our world before it leaves and the present in constant process of departure is all of time we possess and we want to change reality we say but won’t imagine others until prophetic language speaks itself and inertia is the prophet’s strongest weakness.
Poets,
clothed in words,
are philosophers
who live as paupers,
ambassadors of imagination, and their hands acting as mankind’s tongues make
the machinery that molds humanity and their chisels read our marble’s manuscript to free its sheltering angels. The poets’ sort of characters presses their texts on the stubborn world’s soft tissues.
Healers
seek to cure
the pains of the world,
improve the impure
with powders potions pellets promises prayers prophylactics and prosthetics and redeem the work of their harbinger barbersurgeons, barbarous locks smiths, who balded us while tonsured ones whittled our natures away.
Teachers
reach our minds
by opening blinds
to show us our signs
bright enough to darken our sight, reveal our oceans’ icebergs, use their mistakes instincts and stimuli to instruct our eternal youth eager only to grow old.
Scholars
caulk the cracks
in the walls of fact
caused by careless lack
of application as their brains’ gray boredom yearns to learn about all the abouts to catalog and diagram and quest to close the gap between the sag of our intellect and the stretch of actuality, but our tired libraries strive for arson because we know when nothing is left all will be understood.
Rulers
view their role
as plugging the holes
in their fated goals
and they deploy their troops their laws their clubs their crusades their mobs and their parades to advance their cause of making the patch of our earth a carpet for their comfortable feet and leave us as shirazless as Shiraz. We say we need rulers to draw our lines straight but the rules rulers impose are intended for us ruled ones only.
Soldiers
know: to kill
they must always drill
and harden their wills
to deform enemy stones into tombs and they expect command and stratagem to stand up their haughty uniforms against opponent motley and bayonet resistant pacifists.
Judges
budge the law
from hammer to saw,
from justice to fraud,
they are the chaste prostitutes who should always be on trial for verdicts that sentence abstinence with masturbation and we must prepare to wear our loudest scarf to their dockets their gallows and their guillotines.
Prophets live in confusion, poets in fantasy, healers in contagion, teachers in ignorance, scholars in mystery, teachers in ignorance, rulers in entitlement, soldiers in destruction, and judges in wickedness.
Unemployed, Dating, Self-Esteem Issues
I wish I was naked with you,
but when I am naked with you
I wish I was invisible.
But you might find me by touch,
so I wish I were room temperature.
But you might find me by smell
so I wish I was sleeping in your bed for a week beforehand.
But you might find me by sound
so I wish to hold my breath for as long as it takes
for you to fall asleep waiting for me to come back
from wherever you think I vanished to.
But when I reappear, I would have no present
and you would think I had gone somewhere and returned empty-handed
and that empty-handed sheepishness
is why my self-esteem is so low.
That is why I am not answering your phone calls.
Disney women of the 1980s
The women of Disney’s Saturday morning cartoons were not princesses.
They lived serious lives and were empowered, but somehow we have forgotten them. We should remember three: Gadget Hackwrench, Rebecca Cunningham, Sunni Gummi.
Gadget Hackwrench was a S.T.E.M. gearhead who maintained an airship. She soldered spy equipment. She could drive, off-road, every vehicle that fit a mouse. She dressed in mechanic’s coveralls and was the only Rescue Ranger who wasn’t obsessed with their own image.
Rebecca Cunningham was a single parent who ran a shipping company. She owned a plane. She masterminded supply chain management, international trade regulations, and her daughter’s PTA. Her main employee was a man who starred in a movie without a single female protagonist and she was uncompromisingly his boss. And she did all of these things on screen.
Sunni Gummi infiltrated human castles and posed as a princess, boy crazy and a bit servile to a blonde rich girl until she learned some Hawthornian lessons about life. She became a talented squire, and devised plans on behalf of teenage girls that outwitted politicians, patricians, and her own favoured brothers. She was a savant flute player. She fought with monsters, bare-fisted.She fought with men, naively, but unflinchingly, a pawn played by an older human princess to deflect the violence of Machiavels.
But she represented more than a throwaway piece because no mere pawn could do these things in an urbane world and return home to a rustic family of druids and Gnostic secrets with dignity.
They are not prissy movie princesses. The role model women of Disney were everyday women of Saturday morning.
Let’s talk about working class breakfast cereal and break the chains of royal popcorn. Let’s ask where these women vanished to when we went to college.
Why did we stay silent about their absences when they were replaced in the 1990s by shows named after men like Squarepants, Doug, and other Nickelodeon disappointments?
Why did we let our fascination transfix us on the vapid Disney instead of the empowering one?
Two Magics
Your fairy godmother has a spell to give you an enchanted pizza topping in your suburban driveway. She throws sparkles over a semper vivum.
It stretches and inflates into an egg on a stem. Voila Bipitty bopitty artichoke. A prince steps out of his Range Rover with a Vessi in his handcasting chill.
Netflix looks around.
Terry Trowbridge has appeared in Synchronized Chaos before. He has some grant funding from the Ontario Arts Council and hopes that more poets can benefit from their programs in the next cycle (and Terry votes).
Still, I patch this form, frayed though it may be—
Let it hold the sum of what we see.
Roots and Wings
I was born with roots buried deep,
tangled in the soil of a place
I never chose.
They said, grow where you’re planted,
but the earth felt like chains,
pulling me down
when all I wanted
was to fly.
You see, no one tells you
that wings come at a cost,
that to lift off
means leaving something behind—
a house,
a name,
a past.
I’ve felt both—
the pull of ground
and the ache of sky.
Each promises something the other can’t give,
each holds a piece of me
that the other can’t understand.
And now, I sit between them,
torn like a tree split by lightning—
my roots reaching down
while my heart looks up,
waiting for the courage to choose.
Maybe that’s the lie
we tell ourselves:
that you must pick one,
that you can’t grow
and fly,
that to be grounded
means losing the air,
and to soar
means forgetting the dirt.
But I think
we are both—
roots in the earth,
wings in the sky—
always tugged between where we come from
and where we long to go,
never quite free,
never quite still,
yet whole
in the longing.
Storms, Oaks, Roots
The sky cracked like a bell on the last night of autumn,
cold biting through the marrow, every bone humming.
We live like this—between breakage and bloom,
roots deepened by storms, reaching, always reaching,
downward into soil heavy with rain.
Oaks stand because they must,
holding what the earth gives—grit, flood, wind,
gathering strength from what tries to tear them apart.
We, too, are carved by what we survive,
the lines on our faces tracing the years of drought and plenty.
Pain sets its teeth in us, but still we grow,
hope rising stubborn as new shoots through cracked stone.
There’s no music to it, just the slow rise,
a kind of weathering in silence,
until we learn the language of roots,
how to drink deep from what remains.
Bruised but upright, we live as oaks live,
accepting the storms, holding tight in the wind,
and somehow, finding growth even in the breaking.
No Longer Here in Body, But …
You left in the middle of the night,
the house sighing in your absence, the door ajar,
as if you might return to fill the space again.
But silence consumed your place,
and we’ve learned to live with that weight,
growing larger by the day.
Your boots still by the hearth, worn thin with the miles,
carry the imprint of where you’ve been—
fields turned to dust, rivers that swelled and sank.
I trace the scuffed leather, hoping for something left behind,
a sign you’re still walking somewhere,
beneath a sky we both knew.
Absence doesn’t stay quiet,
it grows loud in the smallest things:
the kettle that doesn’t boil,
the coat never worn again,
the tools untouched, rust creeping in like autumn frost.
You are no longer here in body, but—
you remain in the turning of the soil,
in the way the wind presses through the trees,
in the stones you laid by hand,
one by one, until the walls stood solid.
We keep moving through the days,
because that’s what you’d want—
but the earth knows what’s missing,
and so do we,
every footfall a memory of where yours used to be.
Walking Your Field
I walked your field today, the one you tended
with hands thick from years of toil,
where earth clung to you as if it knew your name.
The furrows are softer now, untended,
but still they hold the shape of your labor,
your will pressed into the soil.
The air held a quiet weight,
a heaviness that comes from things left undone,
the half-mended fence,
the stones you set aside for later.
I stood where you used to stand,
looking out over what remains—
and what’s lost beneath it all.
I remember your boots sinking into the mud,
each step deliberate, as if every grain of dirt
mattered. And it did,
to you, everything mattered—the smallest seed,
the rainfall, the lengthening days.
Now the field feels like a question,
asking how long we can hold what we’ve lost,
how much we can grow without you here
to shape the rows, to tell the seasons when to start.
I plant my feet where yours once stood,
but the earth feels foreign, unfamiliar.
Still, I walk, because that’s all I know,
wanting something to rise from this,
like the crops you coaxed from the barren land,
year after year, with only your hands and hope.
Jeffery Allen Tobin is a political scientist and researcher based in South Florida. His extensive body of work primarily explores U.S. foreign policy, democracy, national security, and migration. He has been writing poetry and prose for more than 30 years.
