Essentials of pedagogical profession. Учебное пособие

4.Read the definitions given below and find the words to them in the text. Translate the words and their definitions into Russian. You are given the first letter.

1)i_______ to say or do something that makes somebody stop what they are saying or doing

2)l_______ to gain knowledge or skill by studying, from experience, from being taught, etc.

3)a_______ to take something into the mind and learn or understand it

4)a_______ to gain something by your own efforts, ability or behavior

5)o_______ to happen

6)p_______ to help something to happen or develop

7)e_______ to travel to or around an area or a country in order to learn about it

8)p_______ to supply something needed or useful

5.Complete the table with appropriate parts of speech. Use a dictionary. Translate the words into Russian.

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choose

resolution

judgment

inspire

believe

encouraged; encouraging

education

facilitator

divert

observe

6.Define and explain the grammar form of the words in bold.

7.Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion. Then choose one of the topics and write an essay.

1)Advantages and disadvantages of the Montessori Method.

2)The Montessori classroom.

3)Where and why the Montessori Method was popular.

4)What countries use the Montessori Method today?

5)Why isn`t the Montessori Method used at universities?

6)Give short definition to each of Montessori`s principles.

Unit 4.

Korchak – The fighter for children`s rights

Text 1.

Janusz Korczak – the fighter for children`s rights

Janusz Korczak was the pen name of Henryk Goldszmit, a Polish Jew doctor and author. Goldszmit first gained fame in the early 1900s writing storybooks for children and childcare books for adults. Born into a highly assimilated Polish Jewish family in Warsaw in the late 1870s, Goldszmit trained as a pediatrician. He developed groundbreaking views on raising children, urging adults to treat them with both love and respect. As his reputation as an author grew, Goldszmit became known throughout Poland as Janusz Korczak. (paragraph 1)

In 1911, Korczak took a position leading a new Jewish orphanage in Warsaw. For decades, he and his close colleague, Stefania

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“Stefa” Wilczyńska, operated the children’s home according to Korczak’s philosophies on raising children. Every child in the home had duties and rights, and everyone was responsible for their actions. The home itself was run as a “children’s republic.” The young residents regularly convened a court to hear grievances and dispense justice. (paragraph 2)

Korczak also gave the children of the home central roles in the production of Mały Przegląd (The Little Journal). Mały Przegląd was a regular supplement published in the Polish-language Zionist newspaper, Nasz Przegląd (Our Journal). Unlike many other children’s periodicals at the time, the children themselves chose the topics they wrote about and determined what would appear in the pages of their newspaper. (paragraph 3)

Korczak’s national profile grew as he began making radio broadcasts as “the Old Doctor.” He read stories, interviewed children, and lectured in a casual style that made his weekly show popular with both children and adults. Rising anti-Semitism in Poland in the mid-1930s caused Korczak to lose this position. (paragraph 4)

In fall 1940, German authorities created the Warsaw ghetto. Conditions in the overcrowded and undersupplied ghetto were extraordinarily difficult. Starvation and disease caused dozens of thousands of deaths, leaving many children orphaned and unattended. (paragraph 5)

Korczak’s ghetto diary records his constant struggles to provide food and medicine for the growing number of children under his care. His diary also describes how he tried to preserve the children’s mental and emotional well-being. The small staff kept the children focused on their studies and organized lectures, concerts, and theatrical performances. (paragraph 6)

In late July 1942, German authorities began the mass deportation of hundreds of thousands of Jews from the Warsaw ghetto to their deaths at the Treblinka killing center. Korczak’s Polish friends outside of the ghetto offered to help him escape the deportations by hiding him or providing him with false identity documents. Korczak would not consider leaving, however. He and his staff decided they would not attempt to save themselves. (paragraph 7)

In early August 1942, with their dedicated caretakers assisting them, nearly two hundred children walked through the crowded streets of the ghetto to deportation site. Korczak and the staff tried to keep the children from panicking. Witness accounts describe the group’s march through the ghetto as orderly and dignified. The

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children and their caretakers were all killed the day they arrived at Treblinka. (paragraph 8)

Janusz Korczak’s career as an author, a doctor, and a champion of children’s rights continues to inspire educators and childcare experts today. Korczak was equally proud of his Polish nationality and his Jewish identity.» (paragraph 9)

(provided by https://encyclopedia.ushmm.org)

1.Give detailed answers to the following questions:

1)What was Janusz Korczak’s true name?

2)What is he famous for?

3)Who was Korczak by profession?

4)How did he treat children?

5)What institution did he work for?

6)What Korczak’s ideas were used in the children`s home?

7)What did children help Korczak to produce?

8)In what way was The Little Journal different from many other children`s periodicals?

9)What did Korczak do on the radio?

10)Why did he lose his position on the radio?

11)What were the living conditions in the Warsaw ghetto like?

12)What did his ghetto diaries describe?

13)Where were the ghetto children as well as adults sent to in late 1942?

14)Did Korczak try to save himself?

15)What did people witness in early August 1942?

2.Match the words on the left with their definitions on the right.

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3.Read the definitions below and find the words in the text. Translate the words and their definitions into Russian.

1)u______ to force to advance or accelerate; drive forcibly in a particular direction (par. 1)

2)t______ to behave in a particular way towards somebody/ something (par. 1)

3)r______ to care for a child or young animal until it is able to take care of itself (par. 1)

4)s______ the state in which somebody suffers or dies because they have no food (par. 5)

5)d______ the act of forcing somebody to leave a country, usually because they have broken the law or because they have no legal right to be there (par. 7)

6)e______ to get away from a place where you have been kept as a prisoner or not allowed to leave (par. 7)

7)a______ an act of trying to do something, especially something difficult, often with no success (par. 7)

8)s______ to keep somebody/something safe from death, harm, loss, etc. (par. 7)

9)i______ who or what somebody/something is (par. 9)

10)p______ having or expressing personal satisfaction and pleasure in something (par. 9)

4.Make collocations using the correct word from the list below. Then, use the collocations to make sentences.

5. Define the grammar forms of the words with –ing and –ed endings, given in bold.

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6. Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion. Then choose one of the questions and write an essay.

1)Why did Henryk Goldszmit use a pen name Janusz Korczak?

2)Why do you think Janusz Korczak worked for children`s home?

3)What is known about Korczak`s personality? What features of character did he have?

4)Why didn Korczak and his staff refuse to save themselves?

5)What was the attitude of Korczak`s contemporaries to him and his pedagogical ideas?

Text 2.

Janusz Korczak`s pedagogical system

1. Study the following words and phrases:

Janusz Korczak was the precursor of the fight for children’s rights. He considered a child to be a human being of standard value from the moment of birth through successive stages of its life. Everyone has the right to be themselves. He formulated his educational views in numerous articles and pedagogical works, among others are How to Love a Child, The child’s right to respect, Educational Moments, The Rules of Life, Playful pedagogy.

According to Korczak, upbringing is first of all care, defence, the duty to protect children from the weaknesses of the surrounding world. He drew attention to the lack of a clear division between upbringing and care. The main goal in Korczak’s education system is to strive for self-education. He was an opponent of the education system based on coercion and rigid principles, strict discipline, and ruled out corporal punishment. According to Korczak, upbringing

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was supposed to be a creative process of constant search for own effective forms and methods.

Korczak proposed a system of encouragement towards the child, while he was guided by basic pedagogical principles:

1)co-management – involving the introduction of the Local Government Council, the Peer Court and the Parliament of Dom Sierot. Through these children’s institutions Korczak gave children the right to communicate with adults in order to establish common rules governing life at Dom Sierot,

2)co-hosting – involving self-service of pupils through the oncall system, which operated at Dom Sierot,

3)influence of public opinion – it manifested itself in reflections

on what duty to entrust to whom, in plebiscites of kindness, court judgements.

Janusz Korczak applied the innovative education system in his own educational practice at Dom Sierot, at Nasz Dom and on summer camps. His educational techniques include self-control and selfesteem.

Korczak’s educational methods:

• a peer court with a code of forgiveness. The code was the “cor- nerstone” of Korczak’s upbringing. The court was supposed to overcome negative ways of children’s behaviour and seek to correct them, as well as inspire children,

• the local government council was responsible for meeting the needs of co-residents in connection with requests, petitions and regulated cooperation between children and adults,

• children’s parliament – the most important institution of chil- dren’s self-government, its task was: confirming or rejecting rights established by the self-government council, making decisions on holidays and important events at Dom Sierot,

• plebiscite of kindness and animosity (+ meant “like”, – meant

“don’t like”, 0 – “is indifferent to me”) used among pupils,

• a board for communication with children, on which all notices, announcements and orders were posted. It forced the educator to think about every undertaking, protected against hasty oral decisions, and taught the children patience while waiting for decisions,

• the children’s newspaper Little Review taught planned work, boldness in expressing one’s beliefs,

• the children’s on-call system included: cleaning work, kitchen work, helping the weaker ones, etc.

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• the “wardrobe” of things found, where such things as a “book found on the table” were placed,

• a shop that issues certain items free of charge at a certain time of day,

• a letterbox where children put letters with questions, requests, complaints.

An important role in Korczak’s upbringing system was played by a guardian – an educator. A good educator must first get to know himself/herself before he/she wants to get to know the children. The educator should be characterized by diligence, ongoing and constant getting to know the child and understand the child’s world. The educator should put into practice the child’s right to be a child, the child’s right to respect. The primary task of the guardian-edu- cator is to support the development of the child. Korczak made children co-responsible for the outcome of upbringing, putting them on an equal footing with adults. He emphasized the mutual influence of children and adults on each other. He drew attention to the important role of parents in the upbringing process and appealed to them to be more interested in the experiences of their children.

Thanks to innovative educational methods, Nasz Dom and Dom Sierot became real homes for orphaned and abandoned children. It replaced a family home to them. Korczak’s educational system was applied in Poland, Israel and many other countries. Korczak himself became a pioneer and creator of a new direction in childcare pedagogy.

(provided by https://muzeumtreblinka.eu)

2.Give detailed answers to the following questions:

1)What was Korczak’s attitude to children?

2)What was upbringing for Korczak?

3)What was Korczak’s main purpose?

4)What educational system did he disapprove of?

5)What was upbringing supposed to be according to Korczak?

6)What system did Korczak propose?

7)What were his basic pedagogical principles? Give short definition to each of them.

8)Did Korczak apply his pedagogical system? Where? How?

9)What did his educational techniques include? Explain the words.

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10)What Korczak’s educational methods do you find interesting?

11)What role did the code play in Korczak’s upbringing?

12)What for was the court needed?

13)What were the functions of the local government council?

14)What was the task of children`s parliament?

15)What was a board for communication with children used for?

16)What did the newspaper Little Review contribute in teaching?

17)What did the children`s on-call system consist of?

18)Who plays an important role in Korczak’s upbringing system?

19)What should a good educator do and be?

20)What role did Korczak give to parents in upbringing process?

3.Find the phrase in the text and give the Russian equivalents to them.

successive stages of its life; the weaknesses of the surrounding world; drew attention; a clear division; rigid principles; corporal punishment; constant search for; a system of encouragement towards the child; in order to establish common rules; the innovative education system; his own educational practice; a code of forgiveness; the cornerstone of Korczak`s upbringing; was responsible for; a board for communication with children; protected against hasty oral decisions; free of charge; get to know himself/herself; put into practice; the outcome of upbringing; putting them on an equal footing with adults; the mutual influence; orphaned and abandoned children

4.Match the words on the left with their definitions on the right.

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5.Explain the words in bold and then make your own sentences with them.

6.Look up the following compound words and translate them into Russian. Define what part of speech they belong to.

7. Complete the table with the verbs from the text. Then make the nouns to these verbs using the appropriate endings where necessary. Use a dictionary if necessary. The first one is done for you.

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