Imporlantthanwhatheleaches.

_. ^{KarlMenninger}

'•If•I••I.If.atItIf•IeIIfeIf41IfIfIfIfIfIfIfIfIf.IfIfelflfIfIfIf.IIIfIfIfIIfIfIfIf4IfIfIfIfIfIfIfIfIfeIfIfIfIfIfIfIfIf••

ClassCommunication

ProblemSolving

Allteacherswouldliketohavewell-behavedclasses.Afterall,teachingaclassw1thlittleornod•sc1plmaryproblemsisagreatjoy.Howwell-behavedaclassisdependstoalargeextentonhowwellateachercanencouragegooddisciplinaryhabits.

TeacherN.hasstrongopinionsaboutwhatisandwhatisnotallowedinaclassroomTheproblemisthattheseop1monsoftentakeintoaccountonlyonetypeotstudentandonetypeoflearning_Allotherformsarenotacceptableandneedtobeeliminatedattheexpenseofsquashingastudent'smotivationtostudyHermethodtendstounjustlyrewardstudentsthatfitthemoldandpumshthosethatdonotWhatfrequentlyhappensisthatsomestudentsrestst

55

beingforcedtofitthemoldandrebelinanywaytheycan.Theyevenbandto­gethertodisruptclassJUSttoupsettheteacherorbecomeimpassiverebelsthatthtnktheycandowhattheywant.

Role-playthesituationwhenTeacherN.describeswhathappensduringherclassesandaskshercolleaguesforadvicebecauseshedoesn'tknowhowtoreacttobreachesofdiscipline.

Hermoreexperiencedcolleaguesgiveheradvicehowtomaintaincontrolwithouthamper­Ingthestudentsfreedom

Youmayenlargeonthefollowing·

disciplineworksbestwl1en

itismetedoutimmediatelyandfairly;

nooneisabovetherules;

itisconsistent:

-theteacherkeepsacoolheadanddealswiththeproblemwithlittleornoemotion;

thedegreeofpuntshmenthtsthecnme;

theteacherfocusestheattentionoftheentireclassontheproblemstudentandbnngstntoactionthedynamicforcesofpeerpressure,

theteacherneverinsultsastudent,neverattackscharacter.

^{······················································} _.

Luckyistheteacherwhocanloolcacross

^{theroomandnotseeoneboredface. :}_.

_{,...............................................}

_{EbbertHubbard.}

^{.................•.........,}

Role-playaconversationbetweentwohighschoolstudents.

OneofthemisquitehappyintheschoolandnoneoftheschoolrulesreallyupsetshimIher.heIsheltkesthewaytheschoolisrun,heIshelikestheteachersandtheclass­mates.HeIshedoesn·thaveanyparticulartdeasaboutchangingschool

Theotherisnothappyintheschool.HeIsheissuretherearemanythingswrongwith

theschool.HeIshefindstheatmosphereoftheschooltoomuchformalandstressful,theschoolcurriculum-toooverloadedHeIshehasstrongopinionsabouthowtheschoolshouldberunandwhatitsatmosphereshouldbe.

Ex.3ReadthepoemandspeakonhowateachershouldteachhisIherstudents.

_{TEACHER'SPRAYER}

Iwanttoteachmystudentshowtolikethislifeonearth

Tofaceitsstrugglesanditsstrife

Andimprovetheirworth.NotjustthelessoninabookOrhowtheriversflow,

Buthowtochoosetheproperpath

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Wherevertheymaygo

Tounderstandeternaltruth.Andknowtherightfromwrong.Andgatherallthebeautyof

Aflowerandasong

For1fIhelptheworldtogrow

Inwtsdomandingrace.ThenIshallfeelthatIhavewonAndIhavefilledmyplace

AndsoIaskyourgurdance.God,ThatImaydomypart

Forcharacterandconfidence

Andhappinessofheart

_{(byJamesT.Metcalf)}

Classdiscussion

1.Doyouagreethatinadditiontoteaching'thelessoninabook'thereareotherfactorsthatmustbetakenintoconsiderationbytheteacher?Theyhavemoretodowiththedevelopmentofpersonalitythanwithactual/earning,althoughtheyareconducivetobetterlearning.

Youmayenlargeonthefollowing:

-fosteringdemocracy,

-teachmgchildrentoworktogether,

-developingtheindividual'sthinkingabrhtiesandcreatrvity.

-promot1ngself-study

Whatelsecanyouaddtothislist?

2.Someonesaidthatgoodteachingisone-fourthpreparationandthree-fourthstheatre.Developtheidea.

3.Doyouagreewiththewordsthatthehardestpartaboutbeingagoodteacheristhatyouhavetodoiteveryday?

Classcommunication

Role-play

1.ActoutaconversationbetweentwostudentsofMinskStateLinguisticUniversityOneofthemhasalreadydecidedtotakeupteaching.Theotherf1ndsteachingabsolutelybonngandbadly-paidHewantstousehislanguages1nbusinessorinbankmg,whereJObsaremuchbetterpaidandtherearegoodchancesofpromotion.

57

2.YourpartneristheHeadmasterofaprestigiousschool.Youareareporterfromalocnlnewspaper.Youaregoingtowriteanarticleaboutthisschoolitsachivementsar1dfmdoutwhatmakestheschoolsopopularandsuccessfultnterv1ewyourpartner

Use:aneffectivecurriculum.extracurricular(after-sclwol)activities,wellqualiftedstaff.

theatmosphereandtheenvironment,tobewellsuppliedwithmodemeqwpment,com­putermeveryclassroom;awell-stockedlibrary;regularvisitstoplacesofeducationalInter­est:effectivet1ome-school/inks;fore1gnlanguages,dance,music,swimmingtv#iontc

J.ActoutaninterviewbetweentheHeadmasterofaprivateschoolandateacherapplyingforajobatthisschooL

Herearesomeexpressionsdenotmgopinions.beliefs,views.

Ifeelstronglythat..Iaminfavourof...

Istronglyapprove(of)...Myownfeeling1s...

IamundertheImpressionthat...Tomymind...

Iamapassionatebelieverin.Inmyview.

Ican'tmakeupmym1ndwhereIstandonthis.Isupposetheymighthaveapointthere

Ipresumemostpeoplewouldsharethisviewpoint.Imustadm1t...

I'mafraidI'mtemptedtoagree.

Itallseemsabitimprobabletome.

Ifyouaskme.nobodyistotallyopen-minded.

Imayseeeyetoeyewiththemonsomeofthoseissues

Problemsolving

Mostpeopleunderstandthatteachingisoneofthemostimportanta'ldvaluablepro1essions.Howcanyouexplainthefactthatinmanycountriesteachingisregardedaslow­statusworkandthat'swhyitisbadlypaid?

Agroupofsecond-yearstudentswereaskedtownteafewwordsabouttheirfavounteschoolteachers.Herearesomeoftheirideas:

Kate

Firstofall,therewasnothingoftheconventionalinherandherteactungmctlwdswetehighlyindividual.Herveryvulnerabilityandinabilitytosuppressanyonefumedloherad­vantage,becausethewishtopleaseherandthefeartodisappointherweresuff1c1entboosters.

Lena

IneverfeltanytensionwhichisinevitablyexperiencedinanyclassButatthesametimesheneverallowedthemaJortargetofstud1esslipoutofherattent1on.neversacrif1cedwo1ktoamerelygoodrelationshipwithus.

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Tat/ana

Ourteacherwassoflextbleversatileandspontaneous,withabag-full-of-tricksuphersleevethatweneverfeltborodmherclass.

Olga

Sheapproachedeveryonemd1vidually,bothnursingandpersuadingthestubborn,comfort­

mgthedowntrodden,andmorcllesslyexpressmgherdisapprovalofsomebody'sflop.

Dima

Shewastotallyaversetousualteachersself-consciousness,favounngJOkesinherownaddressgentlypickmgonusmhertum,andlettingtheatmospheremclassbeabsolutelyrelaxed

Julia

Hermanneroftreatingusallwasveryeven,thatisshehadnofavouritesoroutcasts,sheneverdemandedbeyondourabilities,butatthesametimesethighstandardsofacademicachievement

_{.••••••.......•.•...•...•.........•..........••..•....•••••.........•.••}

.

Tltemediocreteachertells,

_. ^{Thegoodteacherexplains,}

_{. Tltesuperiorteacherdemonstrates,}

.

^. _{Thegreatteacherinspires.}

_{. WilliamWord}

^{'·····································································}

_LfWriting

Chooseoneofthefollowingtasks:

1.Writeaboutateacherwhoinfluencedyoumost.

2.Writeadescriptionofyouridealteacher.Thenmakeahstofallthethingsateachershouldn'tbeordo.

3.Jotdownideasforalettertoafriendexplainingwhyyouwantordonotwanttobea

_teacher

^{....•.......•...••.....•••.•............•••••...•.•.....................}_.

^{Teachersopenfftedoorbut}

_{youmustenferbyyourself. ;}

_{.....................}

_{Chineseproverb.}

^{.......•••......................•..............•...}

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RevisionandConsolidation

_{I.GiveRussianIBelarusianequivalentsforthefollow;ng:}

1.totakeupacareer

2.toputupresistance

3.tocopewithproblems

4.togetdisillusioned

5.toputscornonchildren

6.todisruptclass

7_toturntosmb'sadvantage

B.todemandbeyondsmb'sabilities

9.toseth1ghstandardsofachievement

10.newcomer

11.tobeup-to-dateinasubject