С) Make up situations using the following conversational formulas of threat or warning and act the dialogues in class.

Don't you dare! If I catch you. Do that again! You'd better not... I won't have that sort of thing again! Look sharp! Look out! I won't hear it again!...did you hear me? Mark my words! I'll give it hot to you! You'll get it hot! I won't have it. Take care (not to...). Be sure (you don't...). You've been warned.

Suggested circumstances:

\. You don't like the idea of your younger brother having mixed up with some rough boys you disapprove of.

2. Your pupil is a bully and he has just been naughty in spite of
your numerous warnings.

3. Some boys and girls badly treat a newcomer to the class and
consider him to be an absolute outsider.

4. You've found out that a pupil of yours while on vacation from
school was guilty of some misbehaviour.

5. In spite of your numerous attempts you can't impose silence at
the lesson and you catch somebody who is making much noise.

6. One of your pupils does not fulfil his allotted role of the monitor.

7. You try to put your foot down on account of your pupils' mis­
behaviour during the recess.

8. You reprimand a lazybones who is lagging behind the group in

your subject.

IV. Discuss the following points:

1. The role and place of a teacher in our society
Note: Consider the following:

The social role of a person in the society depends upon the amount of esteem, admiration and approval we get from our immediate so­cial group, as well as society in general. It also depends on such cri­teria as well-being and intelligence. In the course of the discussion try and answer the following questions:

a) Is the social status of a teacher high in our society?

b) Do you think that the ability to speak a foreign language con­
fers a high status on an individual in our society? What do you think
of your own status as a language teacher?

c) What is the role of a teacher in the upbringing of the younger
generation?

2. The personality of a teacher

Note: Consider the following:

Our personality fundamentally affects our reactions under differ­ent circumstances. Some individuals tend to be attracted by certain roles which they hope will satisfy their personal needs, such as a desire for.power or caring for others. A typical description of per­sonality types might include the following:

Authoritarian: shows tendency for liking authority and exercis­ing power

Affiliative: shows tendency for preferring to form close relation­ships with others

Conformist: shows tendency for wanting to think and act as oth­ers do

Aggressive: shows tendency towards aggressive behaviour in or­der to achieve aims

Co-operative: shows tendency to work closely with others in per­forming tasks

Achieving: shows tendency towards wanting to achieve status, power, success

In the course of the discussion try and answer the following questions:

1. Do you think that only certain types of personality make ideal
teachers?

2. What do you think is the best explanation of personality: that
it is basically fixed, or that it develops and changes?

3. What do you think of the view that we exhibit different aspects
of our personalities in different situations, e.g. teaching different age
groups?

4. Do you think that a good teacher is the one who has an inborn
gift for teaching or can the skill of teaching be taught?

INSIGHT INTO PROFESSION KEEPING ORDER IN CLASS

Talking Points:

1. What do you think is the best approach to keeping order in class? Do you think this skill is an inherent ability? Or is it acquired through training and practice?

2. Do you think you kept order well during your recent teaching
practice? If so, what is it that helped you to maintain discipline?

3. Do you regard any of your experience as a pupil valuable? If
so, what is it?

4. Have you any exemplar, e.g. a teacher of your school-days who
is a model to you in this respect?

I. a) Read the following text:

Naughty — or Inquisitive?

The inherent naughtiness of children! Heavens above, do teach­ers really believe such rubbish? Evidently so, for the phrase comes from a letter you print and Mr. Tomkins, a head, no less, writing a two-page article, says it is "in the nature of children to be mischie­vous." Do they really think that the child is already naughty or mischievous as it emerges from the womb? I doubt it. What they probably mean is the inherent inquisitiveness of children which pro­vides the fundamental drive to learning. Part of this learning is de­rived from the testing-out of adults with whom the child comes into contact, and unfortunately the pressures of society often make adults impatient or selfish or even, occasionally, sadistic in their respons­es. Inquisitiveness becomes frustrated or distorted into naughtiness (in the eyes of adults, though not necessarily those of the child), The prime function of school should be to nurture, and where necessary, restore inquisitiveness to its fullest vigour; but how can we achieve that with woolly formulations about "naughtiness"?

Actually, I think that such woolliness is often the product of teach­ers' refusal to face up squarely to the basic question relevent to disci­pline in London schools: namely, "to cane or not to cane? " So long as the cane is available, even if only as a last resort, to extract obedience through fear, discussion of alternative policies must remain ham­strung. The learning of complex skills, leadership and the ability to use initiative is not taught through the cane. Caning has ceased even in the Navy's boy training establishments — they found that corporal punishment did not work. Yet some teachers — including correspon­dents to "Contact" — want it restored in London's junior schools. Maybe someone would explain to me why London teachers lag some years behind our military men in this matter, and 190 years behind the Poles, who abolished corporal punishment in schools in 1783.

Charles Gibson

B) Give the message of the article.

c) Answer the following questions:

I. What is the author's argument against corporal punishment?
2. Judging by this letter, what are the arguments of some British ed-
ucatiopists in favour of "caning"? 3. What is the approach of Russian
educationists to the problem of corporal punishment in general?
What are the reasons for it?

D) Write a paragraph to state your point of view on the problem.

II. a) Give a summary of the following article in English:

С самого первого урока

Нина Сергеевна чувствовала, что терпит поражение. Снача­ла она старалась, как умела, ничем не выдавать себя. Первой выходила из класса: быстрой, независимой походкой направля­лась к учительской. А дома долго не могла заснуть, мучительно искала причину...

Она недавно окончила педагогический институт. Предмет свой знала отлично. Всегда считалась первой в группе по мето­дике преподавания. И теперь вот... не справлялась с классом.

Бывали у нее на уроках, конечно, и завуч школы, и директор, но в их присутствии ребята сидели тихо. Внешне все выглядело благополучно.

Молодой учительнице казалось, что она любит детей. А ребя­та ее не приняли.. В первые дни как будто все было хорошо, а потом классы стали похожими на муравейники. На учительни­цу ребята просто не обращали внимания, и она ничего не могла поделать. Попытки овладеть классом приводили лишь к больше­му обострению отношений с учениками. Росло взаимное отчуж­дение, то и дело вспыхивали конфликты. В сердце учительницы поселилось отчаяние. А потом пришел день, когда ей стало как-то все безразлично...

Случай с учительницей К. далеко не единичен. Многие пре­подаватели, хорошо знающие свой предмет, не находят правиль­ного тона в общении с детьми, а потому и не испытывают радо­сти от своей работы. Вина это их или беда?

Иной учитель считает, что самое главное для него — это до­биться в классе дисциплины и порядка. И забывает о том, что методы, с помощью которых они устанавливаются, имеют не

меньшее воспитательное значение, чем сама дисциплина. Мож­но достичь видимости относительного благополучия окриком, угрозой. Некоторые учителя при этом самодовольно приговари­вают; "У меня не пикнут!". Но вряд ли такой педагог пользуется искренним уважением и любовью ребят.

Хочется заранее отвести возможные обвинения в том, что противопоставляется опора на интерес и вдохновение учителя требованию. Ничуть. Нужно и то и другое. Начни Нина Сергеев­на с продуманных, четких инструктивных требований, направ­ленных на создание работоспособного коллектива в классе, — и очень скоро рабочая атмосфера на уроке стала бы привычной. Вот тогда-то она смогла бы развернуть и свое дарование, увлечь ребят творческим порывом и пробудить интерес к знанию...

s

b) Discuss the text in pairs. (The talking point: "How important is the teach­
er's understanding of his relationships with the class?")

c) Answer the following questions:

1. Do you think Nina Sergeyevna's main fault was her failure to keep order in class? Or was it something else? 2. What do you think about different ways of maintaining discipline in class, such as rap­ping knuckles on the table, shouting, etc.? Do they have any effect? 3. Was it difficult for you to maintain good discipline at your lessons during your teaching practice? 4. What measures did you take if somebody tried to undermine the discipline?

d) Make up short monologues dealing with discipline problems in a second­
ary school. Say how you think the teacher should fight against truancy, tardiness,
rowdyism, "I-don't-care attitude", etc.

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