Difficulties awaiting young teachers сочинение
Обновлено: 30.06.2024
- Для учеников 1-11 классов и дошкольников
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‘ The new school through the eyes of a young teacher’
‘ Every day, as for the first time, you enter to your home school,
The teacher is waiting for you and your class;
There are thousands of new discoveries’
I think every teacher, partial to his or her profession, is interested in what the school in the future will be. In general, every year there are a lot of changes in education, someone thinks it is to the good, others, in particular, outrage so many changes in the educational system. In other words, no one stays indifferent to this issue. I often thought about it. What is for me, as a young teacher, the school of the future? What characteristics should have the school in the XXI century?
My successful school of the future – is a school, where understanding among teachers, leaders, children and their parents is on the first place. The main purpose of my school of the future will be to teach and bring up children, but not to write and collect a huge number of different reports and documentation, as it is happening now. In this school, the children will and able to acquire knowledge, and teachers gladly give them the knowledge and the parents are the companions of the school and teachers are not on the sidelines, or even worse, be configured categorically against them. Also, in my understanding, the school of the future must be a promising and prestigious educational institution. And in such a school there will be no shortage of personnel; young professionals, who have graduated from higher educational institutions will go working themselves. Moreover, the profession ‘teacher’ will be the first on their list and desirable, and they will not despair in it. And after that, there will be a teacher, opening to everything new, understanding child psychology and characteristics of students, knowing his subject. His aim is to help children find themselves in the future, to become independent, creative and self-confident people. The teacher of the new school is a creative, diversified, highly moral man with an active lifestyle, partial to his work and to the destiny of his disciples.
It will be the important fact that there will be favorable creative climate within the team. There must be not formal, but compulsory mentoring of more experienced teachers the beginners who do not have the experience, so called, young teachers. This approach will ensure continuity and understanding of generations in education; give tradition and history in reliable hands of the young and already professional junior colleagues. By no means, the fair wage and excellent social guarantees provided by the government and the district for such schools will attract attention. This will create the additional conditions for attracting the worthy professionals to work at school.
New school is a center of interaction with both the parents and the local community, and with the institutions of culture, health, sports, recreation and other social organizations. School of the future as a center of leisure will be open on weekdays, on weekends and school holidays for concerts, plays, sports events, and will be a family-friendly place. Also, students across the country, regardless of the area of the village, where this school is situated, will be able to communicate distantly with students of other countries.
School of the future will be a modern building with original architectural and design solutions, with a functional school architecture – dining room with a healthy and delicious meal, a media library and a library, a high-tech educational equipment, broad-banded Internet, literate textbooks and interactive training aids with lots of conditions for sports and creativity. I believe that the creation of favorable conditions at school will form a completely new educational environment and allow to release harmoniously developed personality into adulthood, able to set goals and to choose he appropriate means for achieving them, the person who will be free to communicate with others and defend their points of view without aggression, who will make contribution to the positive development of society. For this purpose, our school will provide opportunities for the next generation of development ways of thinking that do not contradict the norms of ethics, aesthetics and cultural traditions.
Theretofore, we, the teachers of schools, must work, overcoming all difficulties, teach children, improve our own experience and every time, entering the class with a smile on our face, remember the great words: ‘From century to century sounded the call of visionary, ‘Master, educate your disciple, to sit at his feet!’
3. How to direct a child's energy into the right channels.
4. Ideal upbringing.
XXI. Translate these sentences:
1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким (that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5. Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и помою посуду, а ты сделаешь все остальное, ладно? — Хорошо. 7. Несколько человек остались на волейбольной площадке, а остальные игроки пошли в бассейн поплавать. 8. Вы ищете ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it).
XXII. Try your hand at teaching.
1. The situation gives below could cause difficulties for the teacher. Describe how you would handle the situation in the teacher's position. Decide amongst your group which is the most practical solution;
Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he would come to school and tell about the wonders of Timber.
As it turned out, Bill did not own a dog and none of his relatives or close friends had such a dog.
Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.
Notice:
a) The following forms express annoyance and irritation.
— Do try to work on your own.
— Just speak up a little!
b) You can make your commands sound more polite by using either a low rising tone or words, phrases and structures like "please; I'm afraid; I think; perhaps; don't you think; I (don't) want you to. ; I (don't) expect you to. ; would you like; would you, please; . will you; . could you; what if. ; let's/let's not."
Assignments:
1. Practise giving instructions to pupils in a polite manner, use the phrases below:
go on to the next exercise, carry on (proceed) reading, repeat what you said, copy this off the board, work in twos (threes), share the textbook, try the next item, practise the irregular verbs, listen carefully to what I say, etc.
2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.)
мне нужен топик на одну из тем
difficulties awaiting young teachers.
reasons for children's being unmanageable.
how to direct a child's energy into the right channels.
ideal upbringing.
НУЖЕН ТОПИК НА ТЕМУ TREVELLING! СРОЧНО, МОЖЕТ КТОНИДЬ ПОМОЧЬ.
i need topic difficulties awaiting young teachers.Can u help me pleas!
Reasons for children's being unmanageable
Мне нужен текст о моде, стиле, можно об искусстве в целом, листов на 5, и уровня повыше.
Где можно найти топики
"Difficulties awaiting young teachers"
"Reasons for children's being unmanageable"
"How to direct a child's energy into the right channels"
"Ideal upbringing"
coчинение topic Ideal upbringing
Помогите с топиками!!))плз
difficulties awaiting young teachers.
deal upbringing.
Foxy
я писал про воспитание сочинение, может пригодится
Perfect upbringing.
Most children are put to bed with tales of princesses and fairies, but not me. When I was little boy, my father would prop open a book, titled something along the lines of Evolution for Children and read to me about the first cell division. I also remember coming into the living room to watch Walt Disney cartoons and my father happily suggesting Champions’ League on NTV+, instead. I did not quite understand what I was being shown. Nevertheless, I was exposed from very early on to the world of soccer. It did not occur to me to embark on a formal study of soccer and stake roubles on Rubin Kazan in game against Barcelona’s win until recently. I was always interested in the field, however. There was not church in my childhood. My father had planted a seed that grew in time. When I was in the 9th grade, my father did not have to ask anymore. I voluntarily would watch Champion’s League on television. In school, I tended to not give a second thought to The Grapes of Wrath, but anything by Tolstoy, Dumas, and Austen stirred my imagination. Stories of times and cultures unlike mine, plucked melodically at my psyche like a harp. Ukrainian, French, English (especially the English) presented to me another way of life, alluringly different from my Russian one. I am the one who spent hours in front of TV-set in vain – I do business there. I can’t remember some abusing with parents. I got mellow early and don’t make many troubles for them. Watching soccer stamped on my geography and language knowledge. I know where’s location of ‘Camp know’, ‘La Skalla Theatre’, know that Finland is Suomi , why habitants of Madrid are named ‘futoners’ guide and many other interesting things completed my brainwork. What is more, I made a choice of career and don’t feel nervous like other students. I will be guide in touristic agency. When I have children, I will grow them up more or less liberally. I will give them right books, will not let them watch Japanese animated cartoons (‘anime’). I won’t impress to children that they are anything but ordinary and will have a great future, because I think that a man should make his future by oneself , find a place in a permanent opulent world. And think that American idea that everyone is winner is stupid, the children psychic can’t form in a right way without such exhortative words like “You lost Pasha!”. Every living being should realize that life is only worth a damn because it's short. It's designed to be consumed, used, spent, lived, felt. We're supposed to fill it with every mistake and miracle we can manage. Life is short and we should complete it with wins and defeats. The earlier they understand it the better I brought them up.
Foxy
про молодых преподавателей. напишите. что привлечь внимание младшеклассников можно только при помощи интерактивных программ, множества развивающих игр, и что нужно готовиться на каждый урок как на открытый. а молодому преподавателю у старшеклассников добиться расположения сложно. есть 2 пути: первый - кричать, много кричать, быть строгим. заставлять учеников делить 3 слова на 2 части и искать в каждой главную мысль. либо второй путь, кот-й многие аспиранты изибрают -быть своим среди учеников , т.е на экзамене говорить "тройка устраивает?", также пытаться шутить с мещанских вещей, кот-е травят те у кого в классе наибольший авторитет..и т.д. в общем в этом русле развивайте свою мысль..напишите какими качествами обладает преподаватель выбравший первый путь, какими - второй. и закончить можно топик каким-то пребложением со словом "дилемма"
and write your own sentences with the new words and phrases.
XI. Use stare or gaze instead of look where possible:
1. It's impolite to look at people like that. 2. A big crowd stood on the pavement looking at a
broken car. 3. No wonder people stand looking at this picture for hours: it's beautiful. 4. The little
boys stood looking at each other ready to start a fight. 5. Look at her: again she is looking out of the
window with that strange expression of hers. 6. When I looked at her eyes I guessed that she had
cried. 7. The Greek myth runs that Narcissus looked at his own reflection in the water until he fell in
love with it. 8. He stood looking around as if he tried to impress on his memory everything he saw.
XII. Fill in
a) look or seem:
1. The weather . quite warm though it's only 5°C above zero. 2. The children . tired but
they. greatly pleased with the trip, don't they? 3. The host and the hostess . a bit oldfashioned, but
they . to be hospitable and friendly. 4. She . to be very light-minded, but she only. . it, in fact she is
a very serious and hard-working student. 5. My brother says that people usually . what they are and
I believe that people are very often quite different from what they. to be.
b) another or different.
1. The teacher tried to explain the rule in a . way and I understood it at once. 2. The
schoolboy returned the book he had read and asked for. book, but of a. kind, he said, as he wanted
to have a rest from detective stories. 3. I asked for a pair of shoes of a. kind, but the shop-girl said
that the rest of the shoes were not my size.
с) stretch or run:
1. A small stream . along the road. 2. These steppes . to the South for miles and miles. 3.
The path . across the field for a mile and then was lost in the forest. 4. No matter how hard I looked
I saw only a vast plain. before me. 5. The ugly scar (шрам) . right across the man's left cheek. 6.
For how many kilometers does this forest.
d) comfortable or convenient
1. I like to sleep on a camp-bed, I find it very . 2. I believe Friday the only . day for our
meeting, we have only four lectures on that day. 3. Though the flat was rather . warm, light and
cosy, it was not. for our work as it was rather small. 4. These shoes are very. . for wear in wet
weather as they have rubber soles.
e) join or unite:
1. The two streams . at the foot of the mountain. 2. . we stand, divided we fall. 3. One by
one the children . in the game. 4. The partisans’ detachment. the regular army and the enemy lost
the battle against their . forces. 5. All peace-loving people should . in their straggle against a new
war. 6. Won't you. me in a walk?
ХIII. Paraphrase the following:
1. It is of no importance. 2. Rivers flow into the sea. 3. You can't rely on him. 4. Make
yourself at home 5. French is unlike English in having far more verbal inflexions. 6. He seems to
be ill. 7. Connect these points with a line. 8. This street stretches east and west. 9. He refused to live
at the expense of his parents. 10. I disagree with you. 11. I'll drive the car into the garage. 12. Will
you come with us? 13. I met him by chance in London last week. 14. Listen to me, Tom! 15. This
tool is easy to use. 16. These are not the same people with the same name. 17. Why is Jane silent?
XIV. Translate these sentences into Russian. Write your own sentences with
the new words and phrases:
1. He looked about the room and caught sight of the case containing the jewels which had
been carelessly left open on the table. 2. The difference was curious between her intense
expectation of the previous day and her present indifference. 3. United we stand, divided we fall. 4.
My father reminded me that I was entirely dependent upon him. 5. The many men he ran across,
belonging to a different world, had filled him perhaps with admiration and envy. 6. I'm always doing
things on the spur of the moment — to my own inconvenience and other people's. 7. It made him
uncomfortable to alter his plans and think out something new. 8. He was angry with Norah because
she had not let the matter rest.
XV. Retell the text: a) in indirect speech; b) as if you were Anne.
XVI. Write: a) a letter from Anne to a friend of hers about her first experience at
school, b) an answer of a friend of Anne's to this letter.
XVII. Make up dialogues based upon the text between: a) Anne and a friend of
hers, a young teacher discussing their first lessons; b) Anne and Miss Enderby
discussing the problem of discipline in class; c) Anne and her college teacher
discussing situations like that described in the text.
XVIII. Miss Barrett, a young teacher from Bel Kaufman's 'Up the Down
Staircase', once "had an epidemic of unprepared students". Study the reasons they
gave for neglecting to do their homework. What other reasons could they have
given? Elect one student to play the part of the teacher who should respond in each
case. Role-play the whole situation.
Why I Didn't Do My Homework
— I know homework is essential to our well-being, and I did it but I got into a fight with
some kid on our way to school and he threw it in the gutter.
— My dog chewed it.
— I didn't know we were supposed to do it.
— I fell asleep on the subway because I stayed up all night doing my homework, so when it
stopped at my station I ran through the door not to be late and left it on the seat on the subway.
— I did it but left it home by mistake.
— The baby spilled milk on it.
— My brother took "my" homework instead of "his".
— The page was missing from my book.
— I lost my book and just found it.
— There's no room in my house now my uncle moved in and I have to sleep in the hall and
couldn't use the kitchen table.
— Someone stole it.
XIX. Translate the following putting it in your own words. Comment on what
yon have read:
. Детей нет — есть люди, но с иным масштабом понятий, с иным запасом опыта,
иными влечениями, иной игрой чувств. Помни, что мы их не знаем.
Все современное воспитание направлено на то, чтобы ребенок был удобен,
последовательно, шаг за шагом, стремится усыпить, подавить, истребить все, что является
волей и свободой ребенка, стойкостью его духа, силой его требований.
Вежлив, послушен, хорош, удобен, а и мысли нет о том, что будет внутренне безволен
н жизненно немощен.
Обратили ли вы внимание, как часто, когда раздается в передней звонок, вы слышите
Во-первых, замок у входных дверей трудный, во-вторых, чувство, что там, за дверью,
стоит взрослый, который сам не может сладить и ждет, когда ты, маленький, поможешь.
Вот какие небольшие победы празднует ребенок, уже грезящий о дальних
путешествиях, в мечтах он — Робинзон на безлюдном острове, а в действительности рад-
радехонек, когда позволят выглянуть в окошко.
(Януш Корчак. Как
XX. Arrange a talk on the following topics
1. Difficulties awaiting young teachers.
2. Reasons for children's being unmanageable.
3. How to direct a child's energy into the right channels.
4. Ideal upbringing.
XXI. Translate these sentences:
1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного
деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким
(that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы
уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты
решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5.
Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и
помою посуду, а ты сделаешь все остальное, ладно? — Хорошо. 7. Несколько человек
остались на волейбольной площадке, а остальные игроки пошли в бассейн поплавать. 8. Вы
ищете ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it).
XXII. Try your hand at teaching.
1. The situation gives below could cause difficulties for the teacher. Describe
how you would handle the situation in the teacher's position. Decide amongst your
group which is the most practical solution;
Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could
perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he
would come to school and tell about the wonders of Timber.
As it turned out, Bill did not own a dog and none of his relatives or close friends had such a
2. Learn to use alternative ways of controlling the class, using polite requests
rather than direct commands.
a) The following forms express annoyance and irritation.
— Do try to work on your own.
— Just speak up a little!
b) You can make your commands sound more polite by using either a low rising tone or
words, phrases and structures like "please; I'm afraid; I think; perhaps; don't you think; I (don't) want
you to. ; I (don't) expect you to. ; would you like; would you, please; . will you; . could you;
what if. ; let's/let's not."
Assignments:
1. Practise giving instructions to pupils in a polite manner, use the phrases
go on to the next exercise, carry on (proceed) reading, repeat what you said, copy this off
КНИГИ 419186 АВТОРЫ 128103 СЕРИИ 43306 ЖАНРЫ 504 ГОРОДА 1139 ИЗДАТЕЛЬСТВА 16491 ТЕГИ 336272 СТАТЬИ 612
3. How to direct a child's energy into the right channels.
4. Ideal upbringing.
XXI. Translate these sentences:
1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким (that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5. Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и помою посуду, а ты сделаешь все остальное, ладно? — Хорошо. 7. Несколько человек остались на волейбольной площадке, а остальные игроки пошли в бассейн поплавать. 8. Вы ищете ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it).
XXII. Try your hand at teaching.
1. The situation gives below could cause difficulties for the teacher. Describe how you would handle the situation in the teacher's position. Decide amongst your group which is the most practical solution;
Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he would come to school and tell about the wonders of Timber.
As it turned out, Bill did not own a dog and none of his relatives or close friends had such a dog.
Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.
Notice:
a) The following forms express annoyance and irritation.
— Do try to work on your own.
— Just speak up a little!
b) You can make your commands sound more polite by using either a low rising tone or words, phrases and structures like "please; I'm afraid; I think; perhaps; don't you think; I (don't) want you to. ; I (don't) expect you to. ; would you like; would you, please; . will you; . could you; what if. ; let's/let's not."
Assignments:
1. Practise giving instructions to pupils in a polite manner, use the phrases below:
go on to the next exercise, carry on (proceed) reading, repeat what you said, copy this off the board, work in twos (threes), share the textbook, try the next item, practise the irregular verbs, listen carefully to what I say, etc.
2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.)
LABORATORY EXERCISES (I)
1. Listen to the text "Anne Meets Her Class", mark the stresses and tunes, repeat the text following the model.
Respond as shown in the models, check your replies.
Combine the sentences into one conditional sentence.
4. Write a spelling-translation test:
a) Translate the given phrases into English.
b) Check them with the key.
5. Answer the questions using the phrases "to like the idea/dislike the idea".
Translate the given sentences into English. Check your sentences with the key.
7.Listen to the Jokes connected with school life. Get ready to retell them in indirect speech.
TOPIC: CHOOSING А CAREES
TEXT A. WHAT'S YOUR LINE?
School! Lessons, games, clubs, homework. A bell rings. You go to a classroom. A bell rings. You have lunch. A bell rings. You go home.
But one day you go to school for the last time. What to do after that? You realize that the time to choose one job out of the hundreds has come. It's going to be a hard choice and nobody can make it for you.
Before you can choose, you ask yourself quite a lot of questions. What do you know you are good at? What do you enjoy doing? Perhaps you enjoy working with your hands. Or you may prefer using your head — your brains. Are you interested in machines? Or do you like meeting people? It's difficult to know all the answers to these questions until you have left school and actually begun work.
Many young people consider teaching as a career. It's not surprising: after your parents your teacher may be the most important person in your life. With all the teachers you meet, you think there isn't anything you don't know about the work. That's where you are wrong, since only those who are in it can appreciate it. Have you ever asked yourself why most teachers are so devoted to their work and privately think, though they may not like to admit it openly, that they serve humanity doing the most vital job of all? Those of us who spend our days in schools know how rewarding the job is. At the same time it is not easy and a real challenge to your character, abilities and talent, as teaching is a constant stream of decisions.
Children in your classroom aren't just boys and girls. Every one is a unique individual who has never been before and will never again exist. If you like people, you will love teaching. To be a good teacher you must be genuinely interested in what you are doing.
The most important things in the world are awareness and learning — wanting to know every day of your life more and more and more. Because every time you learn something new you become something new. An ignorant teacher teaches ignorance, a fearful teacher teaches fear, a bored teacher teaches boredom. But a good teacher catalyzes in his pupils the burning desire to know and love for the truth and beauty.
John Steinbeck, writing about his school days said, "I've come to believe that a great teacher is a great artist and you know how few great artists there are in the world. Teaching might even be the greatest of the arts since its medium is the human mind and the human spirit." What an incredible responsibility to be the guardians of the human spirit and the human mind! I think, that is the reason why humanity has the deepest respect for teachers.
I would never stop teaching and I'm sure that you, having chosen it for your career, feel the same way. If you don't feel that way then, please, for all our sakes, get out! The human mind and the human spirit are too wondrous to destroy. But if you are prepared to accept the responsibility, I wish you all the luck in the world.
Поперечные профили набережных и береговой полосы: На городских территориях берегоукрепление проектируют с учетом технических и экономических требований, но особое значение придают эстетическим.
Опора деревянной одностоечной и способы укрепление угловых опор: Опоры ВЛ - конструкции, предназначенные для поддерживания проводов на необходимой высоте над землей, водой.
Общие условия выбора системы дренажа: Система дренажа выбирается в зависимости от характера защищаемого.
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