The Teenage teachers

Л.М.Кузнецова, Ж.Л.Ширяева

ARE TEACHERS BORN OR MADE?

Учебно-методическое пособие по разговорной практике для студентов cтарших курсов английского отделения

факультета иностранных языков

Липецк - 2005

УДК 43 (071.1) Печатается по решению

ББК 81.432.1 – 923 кафедры английского языка

ЛГПУ / протокол № 1 от

9/09/05г.

Л. М. Кузнецова, Ж. Л. Ширяева

ARE TEACHERS BORN OR MADE? Учебно-методическое пособие по разговорной практике студентов старших курсов английского отделения факультета иностранных языков - Липецк: ЛГПУ, 2005. – 97с.

Данное учебно-методическое пособие предназначается для студентов старших курсов языковых вузов и имеет целью изучение многогранных сторон профессии учителя. Английские статьи чередуются с русскими и посвящены той же тематике. Такой подход позволяет выработать умение систематизации изучаемых лексических единиц, а также сделать речь старшекурсника более аутентичной.

Предлагаемый комплекс упражнений носит коммуникативный характер.

Рецензент: доц. КОИО В.П. Бойко

© ЛИПЕЦКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ

Липецк – 2005

CONTENTS

Preface 4

Pop quiz: Are you a true teacher? 5

Classroom vocabulary 6

The Teenage Teachers. Peter Willy. 7

Pop questionnaire: The Teaching Style Profile. 10

Как я неделю работала учителем. Ира Бжахова. 13

Some Personal Qualities of a Teacher. W. Dent. 16

Учитель на идеальном фоне. Анатолий Витковский. 17

What makes a teacher special? Paul Bress. 19

Если ваш ребенок не любит школу. Елена Питерская. 23

Inspiration. (the opinions of the British) 27

A Teacher’s Profile. Luke Prodromou. 30

Студенты-педагоги не хотят идти в школу. Нина Перелыгина. 34

Recognising Excellent Teaching. Richard Collins. 35

Как управлять учителем? Д.Б. Тонких. 39

Funny moments for teachers. (teachers’ stories) 42

Insight into the Profession. What Makes a Good Foreign Language Teacher?

Daniel Cooper. 44

Ты существуешь ради учеников, а не они ради тебя. Борис Филиппов. 47

An Ideal Language Teacher: What is he like? Sarah Morrison. 50

Teacher Stress. Joy Jones. 52

Мучения сельского учителя. («КП «Воронеж») 58

Learning and Loving it. Bruce Choy. 61

High School Students Speak on the Ideal Teacher. Hoa Moc, Jessica Robinson.

«Клянусь научить всему, что знаю сам». Андрей Рябцев. 67

Bad Behaviour. John Franklin. 68

Реформировать нужно не школу, а зарплату учителей. Игорь Плахин. 72

Teachers: Are They Too Vulnerable to False Accusations? (the opinions of the

UK teachers) 74

Пойдет ли мужчина в нашу школу? С. Гуров. 79

Is a Teacher Born or Made? (the opinions of the American school-children) 81

Supplement. 83

Are Teachers Born or Made?

Preface

Nowadays teachers in most countries have an image problem. They want to be loved by students and respected by parents but more often than not they find themselves mistrusted and misguided.

Indeed, teachers all over the globe consider themselves hard-working and dedicated, however badly-paid. Furthermore teaching is a stressful and challenging job.

Work through this text-book and decide for yourself what makes teaching difficult.

Pop Quiz:

Are You A TRUE Teacher?

Let’s Find Out:

1. Do you ask guests if they have remembered their scarves and mittens as they leave your home?

2. Do you move your dinner partner’s glass away from the edge of the table?

3. Do you have an involuntary desire to correct your interlocutor’s if he happens to make any?

4. Do you hand a tissue to anyone who sneezes?

5. Do you refer to happy hour as “snack time”?

6. Do you declare “no cuts” when a shopper squeezes ahead of you in a checkout line?

7. Do you say “I like the way you did that” to the mechanic who repairs your car nicely?

8. Do you ask “Are you sure you did your best?” to the mechanic who fails to repair your car to your satisfaction?

9. Do you look forward to winter/summer holidays?

10. Do you say everything twice? I mean, do you repeat everything?

11. Do you sometimes do some tasks in your sleep though you are not supposed to?

12. Do you ask a quiet person at a party if he has something to share with the group?

* If you answered yes to 4 or more, it’s in your soul – you are hooked on teaching. And if you’re not a teacher, you missed your calling.

* If you answered yes to 8 or more, well, maybe it’s “too much” in your soul – you should probably begin thinking about retirement.

* If you answered yes to all 12, forget it – you’ll “always” be a teacher, retired or not!

w Do the questions set really indicate a person whose job is teaching?

I. Share your impressions about the trainee teaching you had. Provide answers to the questions below.

II. What is your general impression of the trainee teaching you had?

III. What school was it in? What class were you in charge of?

IV. How would you characterize your pupils? Were all of them smart and agreeable people? Did any of them misbehave?

V. What topic did you discuss? Was the class’s leading teacher helpful? What aids did you use at your lessons?

VI. Did you have any hurdles to deal with? What was the most difficult thing during your trainee teaching?

VII. What did you do when your pupils began to tune out of the lesson? Did you manage to find a way with all of them?

VIII. Did you have any funny situations during the lesson?

IX. Did you enjoy your trainee practice? Do you think you will be able to work as a teacher? Is teaching your vocation?

The expressions below can come in handy.

§ To conduct a lesson /in a lesson/

§ To do teaching practice/teacher training=trainee work/teaching

§ Classmistress /classmister

§ To attend one’s lessons /to play truant /to skip one’s lessons

§ To give smb stimulating and challenging tasks

§ To keep smb quiet /to restore discipline

§ To bottle up one’s irritation /to hold down one’s anger

§ To be fraught with smth

§ A trainee teacher = a teacher trainee

§ A good teacher

§ To disrupt lessons

§ To have a vocation for teaching

§ To give handouts

§ To give smb differentiated tasks

§ To endear smb to smb

§ To have a pet in class

§ To have a poker face

§ To look up to smb

§ A regular teacher

§ To copy off from smb /to cheat at the lesson

§ To set smb a task /to devise (=to make up) tasks

§ An underachiever /a slow learner

§ A painstaking /an unnerving profession

§ To fill in for smb

§ A flexible teacher

§ To conduct optional /extracurricular classes

§ To be responsive /sensitive to smb’s needs /problems

§ Vulnerable /delicate pupils

§ To be defiant /willful /disruptive

§ To be enthusiastic and willing to study

§ To make /keep smb interested in smth

§ To handle (deal with) a tricky situation at the lesson

§ To impart knowledge to smb /to be skillful in passing knowledge on to smb

§ To mark smb down

X. Define the expressions which you failed to use in your answers to the above given questions. Translate these expressions into Russian and make up sentences of your own to illustrate their usage.

XI. State the difference between a novice teacher and a trainee teacher.

THE TEENAGE TEACHERS

The best way to learn is to teach. This is the message emerging from experiments in several schools in which teenage pupils who have problems at school themselves are tutoring younger children – with remarkable results for both sides.

According to American research, pupil-tutoring wins “hands down” over computerised instruction and American teachers say that no other recent innovation has proved so consistently successful.

Now the idea is spreading in Britain. Throughout this term, a group of 14-year-olds at Trinity comprehensive in Leamington Spa have been spending an hour a week helping children at a nearby primary school with their reading. The younger children read aloud to their tutors (who are supervised by university students of education) and then play word games with them.

All the 14-year-olds have some of their own lessons in a special unit for children who have difficulties at school. Though their intelligence is around average, most of them have fallen behind on reading, writing and maths and, in some cases, this has led to truancy or bad behaviour in class.

Jean Bond, who is running the special unit while on sabbatical from Warwick University’s education department, says that the main benefit of tutoring is that it improves the adolescents’ self-esteem.

“The younger children come rushing up every time and welcome them. It makes the tutors feel important whereas, in normal school lessons, they often feel inadequate. Everyone benefits. The older children need practice in reading but, if they had to do it in their own classes, they would say it was kids’ stuff and be worried about losing face. The younger children get individual attention from very patient people. The tutors are struggling at school themselves so, when the younger ones can’t learn, they know exactly why.”

The tutors agree. “When I was little, I soused to skive and say I couldn’t do things when I really could,” says Mark Greger. “The boy I’ve been teaching does the same. He says he can’t read a page of his book so I tell him that, if he does do it, we can play a game. That works.”

The younger children speak warmly of their new teachers. “He doesn’t shout like other teachers,” says eight-year-old Jenny of her tutor, Cliff McFarlane who, among his own teachers, has a reputation for being a handful. Yet Cliff sees himself as a tough teacher. “If they get a word wrong,” he says, “I keep them at it until they get it right.”

Jean Bond, who describes pupil tutoring as an “educational conjuring trick”, has run two previous experiments. In one, six persistent truants, aged 15 upwards, tutored 12 slow-learning infants in reading and maths. None of the six played truant from any of the tutoring sessions. “The degree of concentration they showed while working with their tutees was remarkable for pupils who had previously shown little ability to concentrate on anything related to school work for any period of time,” says Bond. The tutors became “reliable, conscientious caring individuals”.

Their own reading, previously mechanical and monotonous, became far more expressive as a result of reading stories aloud to infants. Their view of education, which they had previously dismissed as “crap” and “a waste of time”, was transformed. They became firmly resolved to teach their own children to read before starting school because, as one of them put it, “if they go for a job and they can’t write, they’re not going to employ you, are they?” The tutors also became more sympathetic to their own teachers’ difficulties, because they were frustrated themselves when the infants “mucked about”.

In the seven weeks of experiment, concludes Bond, “these pupils received more recognition, reward and feelings of worth than they had previously experienced in many years of formal schooling.” And the infants, according to their own teachers, showed measurable gains in reading skills by the end of the scheme.

/ from an article by Peter Willy in the Sunday Times /

Set Work

I. Complete these statements by choosing the answer which you think fits best.

1. The majority of the tutors in the Trinity experiment are pupils who

a. cause discipline problems for their teachers.

b. frequently stay away from school.

c. are below standard in basic skills.

d. are unable to read or write.

2. According to the writer, the tutors wouldn’t normally practice reading in class because

a. they would find it humiliating.

b. they wouldn’t be able to concentrate.

c. their teachers wouldn’t consider it necessary.

d. their teachers would get impatient with them.

3. The main reason that the tutors make such successful teachers seems to be that

a. they enjoy being the center of attention.

b. they can relate to their pupils’ problems.

c. they are never strict with their pupils.

d. their pupils enjoy playing games with them.

4. Pupil tutoring is described as “an educational conjuring trick” because

a. no one understands why it works so well.

b. it has caught the attention of the media.

c. educational authorities are suspicious of it.

d. it is a simple idea with extraordinary results.

5. The most significant result of the experiments so far carried out seems to have been that the tutors

a. learnt to overcome their fear of reading aloud.

b. improved their pupils’ ability to concentrate.

c. benefited from an increase in their self-respect.

d. came to see the importance of the writing skill.

II. Find in the article the English for:

Репетитор /заниматься репетиторством; нововведение; пользоваться постоянным успехом; четырнадцатилетние подростки; группа для тех, кто плохо успевает в школе; отставать по к.-л. предмету; прогуливание уроков; плохая дисциплина на уроке; вести в… группе; главное преимущество; самооценка; бежать к к.-л., кинуться к к.-л.; чувствовать себя неловко; проще простого, задания для маленьких детей; индивидуальный подход к к.-л.; иметь проблемы с обучением, успеваемостью; тепло отзываться о ком-л.; строгий учитель; неправильно прочитать слово; образовательная уловка, хитроумный прием; провести эксперимент; заядлый прогульщик; в возрасте от 15 лет и старше; тугодум, плохоуспевающий; подопечный, ученик; добросовестный и внимательный; чье-то отношение к чему-л. изменилось; решительно настроенный; понимать проблемы, с которыми сталкиваются учителя; формальное, традиционное обучение; показать значительные результаты; не ходить в /пропускать школу; чей-то уровень успеваемости ниже среднего; выходить из себя, терять терпение к к.-л.; преодолеть страх; имеющий отношение к школе.

III. The article offers a number of verbs which describe pupils’ truancy. Find them.

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