B) Write questions to the answers.

1. … … … … …? No, she wasn’t

2. … … … … …? Yes, she did.

3. … … … … …? The first physician in Italy.

4. … … … … …? She established school for the disadvantaged.

5. … … … … …? When given the right materials and tasks.

6. … … … … …? No, they prefer work to play.

7. … … … … …? They need carefully prepared environment.

8. … … … … …? She worked with each student individually.

9. … … … … …? The ultimate goal is to intervene less and less.

10. … … … … …? As an aid to life.

17. Describe the Maria Montessori’s picture. Try to decode the abbreviation “LE” in the picture. Use the expressions: it is likely to be, it is unlikely to be, it is sure to be, I suppose it to be, I believe it to be, I think, It means, etc. You may hope for the key in the following units.

18. Read each statement below carefully. Check either “agree,” “disagree” or vague to show what you think.

Statement	Agree	Disagree	Vague
1) Jan Komensky believed that caring and polite teachers should guide children’s learning.
2) Rousseau considered senses to be more efficient and desirable than learning in the classroom.
3) Emma Willard didn’t want women to get any education.
4) The words “Education is not preparation for life: education is life itself” belong to John Dewey, an American educator.
5) A school should resemble a loving home. Children should develop self-discipline.
6) Maria Montessori attended a technical school and then a medical school.
7) A. Makarenko was an educator, writer and a well-known poet.

19. Study the inside information: “Times of Transition.” Discuss it in small groups. Summarise it in a written form.

Teachers must manage more than 30 major transitions every day, including housekeeping routines, different instructional activities, collecting and checking tests and other papers, and the like. During these transitions, discipline problems occur twice as often as in regular classroom instruction. Classroom management expert Jacob Kounin has identified some common patterns that can derail classroom management during times of transition.

Flip-flops. In this negative pattern, the teacher terminates one activity, begins a new one, and then flops back to the original activity. For example, in making a transition from math to spelling, the teacher says, “Please open your spelling books to page 29. By the way, how many of you got all the math problems right?”

Over-dwelling. This bad habit include preaching and spending more time than necessary to correct an infraction of classroom rules, e.g. “Anna, I told you to stop talking. If I told you once, I’ve told you 100 times. I told you yesterday and the day before that. And believe me, I’m getting pretty tired of it…”

Fragmentation. In this transition, the teacher breaks directions into several steps instead of giving the instructions in one fluid unit. For

example, “Put away your reading books. You shouldn’t have any spelling books on your desk either. All notes should be off your desk,” instead of the simpler and more effective, “’Clear your desk of all books and papers.”

Thrusts. Classroom momentum is interrupted by random thoughts that just seem to pop into the teacher’s head. For example: The class is busily engaged in independent reading when their quiet concentration is broken by the teacher who says, “Where’s Bob? Wasn’t he here earlier this morning?”

Дата добавления: 2015-11-14