A. LIFE AT SCHOOL

Date: 2015-10-07; view: 540.

John Smith works as a teacher of foreign languages at a comprehensive school. He carries a heavy load of mixed responsibilities. John has some timetabled periods and remedial classes five days a week. He teaches carefully prepared lessons. Once a month they have parents evenings. John talks about the children's progress and the course of study.

The beginning of term is hectic. But class work often drags towards the end of term.

Sometimes John has to make an effort to get up an appetite for teaching every day. But he realizes that one of the advantages of teaching is that it's so rewarding to work with children.

Education consists first of all of continuous contact between teachers and pupils. One of the marks of a fine teacher is his affection for children. Sometimes the teacher doesn't try mentally to get into the child's shoes. It's one of the main reasons for lack of understanding and accord between instructors and pupils. Only the person who never forgets that he or she was once a child can become a real teacher.

John is in the habit of saying that studying cannot possibly be an easy, pleasant game which brings only delight and pleasure. If everything the child does at school is easy for him, his mental

processes will become lazy in time. It seems strange, but lazy, thinking occurs most frequently in tal­ented children if the process of studying isn't challenging to them. Not to allow the pupils to be idle is also a unique educational task.

John is sure that one can scarcely get on without some knowledge of a foreign language. He uses videos, recordings, and other learning aids alongside the books. His pupils are well - disposed towards his methods of teaching.

But education does 110t mean merely feeding facts to pupils. It should be geared to the chil­dren's needs and abilities. Most pupils are bitter about the way unpopular subjects are being forced down their throats.

The common problems which affect the smooth running of the school are: failure with work, poor behaviour in class, attendance (truancy, unpunctuality, lateness), pupils who are dissatis­fied with school. There is a wide range of responses: detention, involvement of the parents, a telling off, a word of advice. All pupils are expected to wear the school uniform and take pride in their per­sonal appearance.

The most difficult task of education is to teach feelings . .Emotional closeness is unthinkable if the teacher meets with his pupils only in class and if it is only there that his influence is felt.

John Smith is a form teacher and he chairs the school's Environmental Club. The science teachers and humanities teachers\vork together on visits to nature reserves so that every child expe­riences planned outdoor education. One of the levels of involvement in: environmental education is the use of "theme days". These are co-ordinated by the pupils in the Environmental Club and involve groups of pupils in a day of problem solving exercises and working alongside adults from environmental interest groups and related industries. Over the years some meetings of the members of the school's Environmental Club have been ofa practical nature (e.g.: planting trees), some have been planning meetings and some have been largely social events with a buffet but involving speak­ers on environmental issues. These meetings and after-school and weekend activities of the Club (e.g.: badger watching, canalside walks, farm visits, sponsored walks) have maintained the pupils' interest.

To live in society means to be able to waive one'sjoys in the name of the well- being and peace of others. It's very important that every child should learn the highest joy - the joy of the exciting experience aroused by caring for another person, animals, birds and plants.

John is proud of their Environmental Club. He is body and soul absorbed in his work. John Smith likes his profession and fortune favours him.

Unit 11