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There appears no deterrence to people who falsely accuse - whether it is a pupil accusing a teacher over "violence", a patient accusing a doctor over "misconduct", or a woman accusing a man over "rape". With all of these cases, there must be something that the party wrongly accused can get redress, and for the perpetrator to be rightly punished. From the days of witch-hunting, nothing has changed - the accuser always appears to have more weight in the eyes of the law and the press, than the accused. This must stop as this injustice shows acute naivety of our legal system in relation to humankind (i.e. the law cannot understand that many people lie to achieve their aims).
Martin Adams, UK
There is a difficult balance that has to be struck between protecting children from real abuse and giving the teacher the human right not to be punished or penalised in any way until proven guilty. I hope anyone who has made a false accusation has time in adulthood to reflect on the damage they have caused - not only to the innocent teacher, but to future generations of abused children who may no longer be given the credibility they deserve.
Richard, UK
Anyone working with children nowadays has no power of discipline over the children whatsoever, thanks to "politically-correct" do-gooders, and parents failing in their responsibility to instill discipline into their children from birth! I abhor child abuse, but a "clip around the ear" never did me any harm!
Rob, England
So - a child can disrupt lessons and the teacher can do nothing. The child can be verbally aggressive and the teacher can do nothing. The child can be physically aggressive if not violent, and the teacher can do nothing. If the teacher attempts to prevent the little darling "expressing itself" all hell breaks loose. If the child makes an allegation, even if it has no basis whatsoever in fact, the teacher is suspended and faces one inquiry after another. When finally found innocent the teacher's name has been dragged through the mud and the child isn't even named. That sounds fair, given the standards of this Government.
John B, UK
Teachers are in an impossible position of being expected to discipline other people's children without either upsetting the children or being seen to threaten the position of authority parents like to believe they occupy in the minds of their offspring (even though many prove unwilling or incapable of living up to this image). Marjorie Evans, like many many other teachers, has been the victim of a witch-hunt. Teachers' careers, reputations and lives should not be held in the balance by the petty machinations and resentments of those whose shortcomings they are expected to compensate for.
Unfortunately, because of this country's warped and bitter attitude to the teaching profession, this is precisely what is happening in schools of all sizes across the country, and particularly in primary schools and in small "neighbourhood" communities.
Beth, UK
Children's complaints should be taken seriously but let’s have enquiries carried out in private. The big problem we have now is that teachers endure 'trial by media' and are usually branded guilty by just an accusation.
Helen, UK
Somehow our common sense is not playing an expected role in our society. The legal battle was unnecessary; it actually disgraced itself by revealing its weakness and ineffective system clearly.
Y, UK
Bring back the cane! I am saying this as a number of teenagers and young adults don't want to go into teaching. It is not just the low salaries, but most of us had classes with one or two characters that spoil the rest of the class. When I was in year 8, the whole of my form was put onto class detention for a week due to one immature little boy. Detentions don't punish the ones in trouble nor does excluding them as I see them going to town etc. Teachers should be exempted from smacking laws.
Helen, UK
They said corporal punishment was too extreme for disciplining naughty children, so they banned it - fair enough. They then said that physical contact with naughty children should be banned, like flicking them around the ear etc, so they did that too. Now, they say shouting and raising your voice is too extreme for disciplining naughty children. Is this pushing the boat out a little too far? I think so. I mean, what are they going to say next? Perhaps they will ban direct communication between the child and teacher altogether. Maybe the teacher will just appear on a big TV screen in front of them offering the children no interaction whatsoever.
Jeff, UK
/from “The Professional”
December 24, 2003/
Set Work
I. Define the following lexical units:
To be cleared of allegations; to have one’s life turned upside down; to grass up sb; hot water; to place sb in mortal peril; vulnerable; to get out of hand; to get hauled; trendy education methods; yob; a deterrent to sb; to accuse sb over sb; to get redress; to give sb the credibility; to be penalised; whatsoever; to abhor; to be verbally aggressive; to face an inquiry; to live up to one’s image; shortcoming; to brand; in private; to be put onto class detention; to flick sb around the ear; to exempt.
II. Find in the article the English for:
Плохо относиться к кому-либо, обижать, ущемлять права; столкнуться с новыми обвинениями; достоверные улики; необоснованные, беспочвенные обвинения; сместить баланс; защита детских прав; выдавать деньги на карманные расходы; ужимки, шалости; отличить правду от вымысла; что-то сводится к чему-либо; повысить голос; взять ситуацию под контроль; исключенные из школы ученики; не по их вине; упавшие духом учителя; запрещать; подобие чего-либо; виновник; иметь больший вес в чьих-либо глазах; по отношению к…; наивность; найти равновесие; несправедливость; можно обвинить кого-либо; поразмыслить; «доброжелатели»; воспитать дисциплинированного ребенка; срывать уроки; замарать чье-либо доброе имя; жертва нападок; мелкие махинации; злое и язвительное отношение к чему-либо; всевозможного рода школы; «тип», мерзкий ученик; опозорить; здравый смысл; отпрыск; общение; дисциплинировать; проблемный класс.
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III. Sum up the article. Point out its main aspects. | | | VII. Points for discussion. |