The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in Teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of Teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of Teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding Teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and Teaching foreign language are put forward.

One of the main functions of the education institution is to socialize students and accelerate their socialization process. It can be said that the most relevant textbooks on socialization are social study books. On the other hand, we should consider the Teaching methods, which are an integral part of the Teaching profession. But it seems that besides all the variables and factors involved, one of the reasons for the ineffectiveness of Teaching educational content in schools, especially social studies Teaching, is the frequent and excessive use of traditional methods (lectures, explanations, etc. ). This paper is written with a qualitative approach and with a descriptive-analytical approach, criticizes traditional Teaching methods (disadvantages such as passivity, inflexibility, teacher activism, etc. ), Two most effective Strategies to Teaching of social studies are: 1. "Project Strategy", 2. "Current Events Strategy". This paper analyzes the project strategy, such as the reasons, the necessity and importance of this strategy in Teaching social studies, project segmentation, project outline, how to evaluate projects, various stages of knowledge project design. We learn in analyzing current events strategy of important issues such as the nature of current events strategy, features and coordination of current events, the importance of current events strategy in Teaching social studies, how to use it in social studies education, current events discussion and criteria and so on. Since this article is a kind of applied research, our target population and target audience are educational science students at Farhangian University and elementary school teacher.

This article is an attempt to address a major issue which is widely neglected in the area of pedagogical studies. Unfortunately, the mere focus of educational researches has been on the issue of Teaching foreign languages. It is wrongly presumed that any person who is an expert on a subject- including literature - can be automatically considered as a teacher in that field. Here, the focus is on the major contemporary developments in the field of Teaching poetry and the introduction of a number of practical Strategies as resource ideas for the teachers of English poetry. The importance and impact of reader-oriented theories on Teaching methods is an instrumental factor and is the major concern of this article. Therefore, the article creates a balance between the theoretical issues in the field with practical advice- in the form of Strategies inspired by reader-oriented theories - for the teachers of English poetry.

According to the production of science and the fundamental transformation of education, it should be combined with the use of active educational methods. Teacher training centers play a role in training teachers and students by providing new curricula. The current objectives are to review and present the plan in the field of educational research methods in chemistry. A good chemistry teacher should choose methods for his Teaching that students are actively involved in learning and studying and create challenges for them. But the teacher chooses the methods that are compatible with the characteristics of most of the students. With this, according to the review of resources for Teaching Strategies in Teaching chemistry, conceptual design methods, conducting interesting and educational experiments at the beginning of the class, using proverbs, Teaching in natural environments, asking questions before students and creative education, from entering and methods A show is suggested.

Introduction: Learning is one of the important psychological processes in which permanent changes in the behavior are brought about.Literature review: there are different kinds of learning Strategies which differ in degree of complexity. Simple learning such as verbal information form the building blocks of complicated learning such as problem-solving and cognitive Strategies.Discussion: In nursing education, it is necessary to pay special attention to all kinds of learning including attitude, intellectual skills, motor skills and cognitive Strategies. Therefore, the nursing instructors and educators are required to become familiar with different kinds of learning and the appropriate Teaching method for each of them. In this article, a series of learning Strategies together with an appropriate method for its effective realization are presented.

Teaching geography helps students improve their ability to understand spatial, cultural, and social concepts of the surrounding world. Effective Strategies that teachers can use in Teaching 10th-grade human geography were examined. Based on the investigations, six effective Strategies are suggested for 10 lessons of 10th-grade geography. The first strategy to be considered is the use of the project method, which strengthens teamwork and is closely related to real and observable issues in students' lives. The second strategy under consideration is the use of educational technologies. By utilizing technology-based educational tools and resources such as software, videos, interactive maps, and educational sites, teachers can increase interest and interaction in the geography education process. These technologies can be used as complementary tools to reinforce knowledge and understanding of geographical concepts. The third strategy is the exploration and problem-solving strategy,in this way, students can easily connect geographical concepts with environmental realities. This method helps students understand the concepts more deeply and see their connection with the real world. The fourth strategy involves current events, allowing students to learn about different styles of information. The fifth strategy is a field study, where learners directly engage in field activities to achieve learning goals.

The aim of this study was to discover the philosophical foundations of Teaching in Teaching-learning Strategies to determine the position of identifying these foundations in the field of thought and practice. The research approach was descriptive-analytical and of qualitative and documentary type. Data were collected using text analysis technique and taken from texts of different sources, using form and note taking. To answer the research question, six epistemological questions were asked in line with various Teaching models. The results showed that knowledge in the Teaching models of information processing is relative and subjective and the type of knowledge in the Teaching models of this family can be classified as sensory knowledge, experimental intellectual knowledge and partly intuitive knowledge. The results in the philosophical schools section supporting these models included the classical schools (idealism and realism), the school of pragmatism, naturalism, existentialism, and postmodernism (individual and social constructivism).