Match the words on the left with their meanings on the right.

drive	hamper
retard	manage
faultfinding	inconsistent
secure	keeping to the same principles
consistent	nagging
handle	motivation, stimulus
open mind all winds blow through	free from anxiety

 

2. Answer the following questions:

1.What should be the rule for teachers? 2. Why shouldn’t the teacher be a star performer in the classroom? What should his role be? 3. Do you agree that the emotional balance of the teacher is more important than his knowledge? Give your reasons. 4. Why is the teacher’s constant criticism and faultfinding harmful? Explain why in this case the teacher is the most pitiful victim of all. 5. What is the best way to please the teacher? 6. How must the teacher plan and conduct lessons to build self-confidence of pupils? 7. What are other responsibilities of the teacher besides those connected with subject matter teaching? 8. Do you agree that failure properly used can be instructive?

 

GHDiscussion

Say whether you share the following statements:

1. The situation should be work-centered and free from personality-centered comments and comparisons.

2. If a teacher is neurotic or uncertain, or has the kind of open mind which all the winds blow through, he is not the sort of person who can safely handle conflicts and tensions in others.

& Reading 3

Getting Along with Pupils (Part II)

One of the best ways to become acquainted with pupils is to ask them to help you in various classroom tasks that pupils can perform but in which you hold a directing hand. It is also a good idea to have pupils help each other in work that calls for explanation and practice, for the slow pupils who have not learned from the teacher are more relaxed in pupil-to-pupil teaching and ask questions freely.

A special paragraph about the teacher who calls on the same pupils every day: few teachers realize that they do this, but the fact is that unless you carefully check your name-calling (in the academic sense), you will call on some pupils frequently and on others not at all. One of the writer’s professional colleagues working with student teachers asks, on entering the classroom he is visiting, for a seating chart of the class. As the lesson progresses, the visitor indicates on the chart the pupils who have been called upon to recite or to contribute to the lesson in any way, and at the end of the period he gives the chart to the student teacher. As a rule the student teacher is surprised to learn that he has called two or three times on the same students, while others have been silent all period. Some teachers call on the boys and some call on the girls — or vice versa, some teachers call on the quick pupils, seldom calling on the slower ones — or vice versa; teachers call on the pupils sitting at the right of the room (or the left, according to the teacher) or on pupils at the back of the room (or the front). That every pupil should participate in the lesson according to his ability, with the bright pupils answering the difficult questions or performing the hardest tasks and the slow pupils answering the easy questions or performing the not-so-hard tasks, is a principle that teachers know but often fail to apply. In such cases the pupils see that the teacher does not pay much attention to some members of the class. They are of little value— and to be of little value in any group is not a good experience for child or adult.

The teacher should not be hurt by personal remarks of his pupils. This does not mean that teachers cannot learn a great deal from such remarks; they can, and for their improvement. The important question is, “Why did the child make the remark? ” or “What made the child act as he did? ” Troublesome occurrences in the classroom should be discussed in private, never before the class. Of course, a teacher’s definition of a troublesome occurrence would differ from the child’s. One teacher had a boy in a high school who once asked her:

“Miss B, why aren’t you married? ”

Miss В looked at the boy and said pleasantly, “Why, Jack, who would marry me? ”

“Lots of fellows, ” answered Jack with unexpected loyalty.

“Well, you just bring one of them around, ” said Miss B, and returned to the lesson. A more formal teacher would probably have lectured a child on the rudeness of his questions, the necessity of paying more attention to the lesson, etc., etc., but Miss В used her sense of humour to cope with the situation.

Every teacher can tell some personal anecdotes that resulted from the daydreaming of pupils as the teacher talked on and on. One teacher tells about a lesson on religion he conducted on the topic “The Love of Jesus Christ” to a group of eight-year-old boys. Because he was young and inexperienced, the teacher did all the talking, and at the end of his lecture he optimistically asked, “And now are there any questions? ” One little boy raised his hand. The teacher was proud of himself and asked the boy what his question was.

“Do you know that your eyebrows meet in the middle? ” asked the child.

Do not think that this daydreaming is limited to dull pupils and children. Several months after Miss C’s first day of teaching in high school, one of the brightest senior pupils said, “I never will forget the first lesson you taught us, Miss C.” The beginning teacher was happy, for she had really prepared that first lesson. She said,

“Thank you, Erma. Why do you remember that lesson? ”

“Because you wore such pretty green shoes, Miss C. You haven’t worn them since that very first day! ”

Such is life in a classroom. It is in the classroom thatthe teacher’s feelings of security are threatened, especially during the first two or three years of teaching. For example, during the first years of teaching, the teacher relates everything that occurs in the classroom to himself; someone has truly said (was right when he said) that it takes the beginning teacher at least three years to progress from the question “How am I doing? ” to the more important question “How are the youngsters doing? ”

The teacher must learn to be selfless in the classroom in order to direct full attention to the pupils: their relationships to each other, their relationship to the work of the school, and their relationship to authority represented by the teacher.

Selflessness includes self-regard. Self-regard is possibly a combination of physical and mental well-being and faith: good health; normal attractiveness; belief in the importance of one’s work; competence in doing that work; and faith in the remarkable capacities for growth in human beings, teachers included.

In summary, let us say that emotional balance — or psychological security is a quality that a teacher needs in order to have satisfactory relationship with pupils. The teacher needs to understand himself and to see himself in relation to his environment and most specifically to the classroom. His consistent philosophy of life and of education should enable youngsters to orient themselves to proper patterns of behavior. Most important, however, is the spirit in which the teacher works. Emotions are communicated by contact, and therefore the teacher who looks for emotional security in the classroom must first offer it.

 

4 Do the following exercises

Ex. 1. Give Russian equivalents:

1. Tо hold a directing hand. 2. pupil-to-pupil teaching. 3. a seating chart of the class; 4. in the academic sense. 5. To be of little value is not a good experience for a child or adult. 6. a teacher’s definition of a troublesome occurrence. 7. remarkable capacities for growth in human beings. 8. consistent philosophy of life. 9. emotions are communicated by contact. 10. Selflessness includes self-regard.

Ex. 2. Say it in English:

1. Cпособный (сообразительный, медлительный, несообразительный) ученик. 2. часто вызывать одного и того же ученика. 3. в соответствии со (своими) способностями. 4. замечания, имеющие целью задеть, обидеть. 5. найти выход из положения. 6. норма поведения. 9. чувство безопасности. 10. не удается применить, 11. требовать объяснения.

Ex. 3. Confirm or refute the following statements:

1. The teacher should direct and check all the tasks he gives to his pupils. 2. Slow learners feel less tense when they are explained something difficult by their classmates. 3. All the pupils should contribute to the lesson to the best of their abilities. 4. The teacher should not get offended when his pupils become personal. 5. The inexperienced teacher thinks only about his performance in the classroom. 6. It is the teacher who should first make his pupils feel emotionally secure at the lesson.

Ex.4. Answer the following questions:

1. What is one of the best ways to become acquainted with pupils? 2. Why is pupil-to-pupil teaching useful? 3. What principle do all the teachers know well but frequently fail to apply? 4. Why should the teacher check his name-calling carefully? 5. How can different pupils contribute to the lesson? 6. How should troublesome occurrences be discussed with pupils? 7. Do you agree that the teacher shouldn’t be hurt by personal remarks of his pupils? And if the remarks are rude and offensive?

GHDiscussion

a) Speak of your own experience of getting along with pupils.

b) Team up and work out “The Teachers’ Code”.

JK Role play

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