Английский язык. Сравнительная педагогика. Елена Столбова

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СКАЧАТЬ priorities. Teachers with appropriate attitudes will spend extra time working with students who are having difficulty.

      When teachers do have the appropriate attitude toward school-work, they present it in ways that make their students see it as enjoyable and interesting. Teachers should not expect students to enjoy learning in the same way they enjoy a ride on a roller coaster. Instead, there should be the quieter but consistent satisfaction and feelings of mastery that come with the accumulation of knowledge and skills.

      Teachers with negative attitudes toward school learning see learning activities as unpleasant but necessary drudgery. If they believe in a positive approach toward motivation, they will attempt to generate enthusiasm through overemphasis on contests, rewards, and other external incentives. If they are more authoritarian and punitive, they will present assignments as bitter pills that students must swallow or else. In either case, the students will acquire distaste for school activities, thus providing reinforcement for teacher expectations.

      Other evidence of inappropriate teacher attitudes toward school activities includes: emphasizing the separation of work and play, with work pictured as an unpleasant activity one endures in order to get to play; introducing assignments as something the class has to do, rather than merely as something they are going to do; the use of extra assignments as punishments, etc. Teachers with negative attitudes also discuss academic subjects in a way that presents them as dull and devoid of content.

      Teachers must communicate to all of their students the expectations that the students want to be fair, co-operative, reasonable, and responsible. This includes even those who consistently present the same behavior problems. If students see that teachers do not have the faith in them, they will probably lose whatever motivation they have to keep trying. Thus, teachers should be very careful to avoid suggesting that students deliberately hurt others or enjoy doing so, that they cannot control their own behavior, or that they simply do not care and are making no effort to do so. Such statements will only establish a negative self-concept and will lead to even more destructive behavior.

Vocabulary:

      subordinate – подчиняться

      curriculum – учебная программа

      achieve – достигать

      assign – назначать

      praise – похвала

      omit – пропускать

      satisfaction – удовлетворение

      punitive – карательный

      reinforcement – усиление

      devoid – лишенный

      concern with – заинтересован чем-л.

      acquire – приобретать

      remedial – облегчающий

      respond – реагировать

      feedback – обратная связь

      deepen – углублять

      drudgery – тяжелая работа

      distaste – испытывать отвращение

      emphasize – подчеркивать

      faith – вера

      2. Give English equivalents:

      Неправильный, вмешиваться, способности, разумный, усилие, похвала, соответствующий, ответственность, избегать, утверждение, самооценка, показатель, поощрение, понимание, накопление знаний и навыков, разочарованный, поведение, учебная деятельность, охватывать.

      3. Translate these expressions:

      Alternative activities, negative attitude, acknowledge, expectation, to be capable, extra time, roller coaster, external incentives, destructive, cognitive development, enjoyable, inappropriate attitude, self-concept, positive approach, teacher expectation, to devoid of content, to allow.

      4. Answer the questions:

      1. When do the pupils acquire negative attitude toward the school curriculum?

      2. Why should teachers omit criticism?

      3. How does a teacher serve at times?

      4. What makes a negative self-concept?

      5. What must teachers do with basic priorities?

      6. What is the main responsibility of a teacher?

      7. When do students lose motivation?

      5. Translate into English:

      1. Учитель может устанавливать минимальные цели в классе.

      2. Обучение – это не то же самое, что катание на американских горках.

      3. Похвала и поощрение не должны мешать достижению целей обучения.

      4. К концу года ученики приобретают отрицательное отношение к обучению в школе.

      5. Учитель будет тратить дополнительное время для работы со студентами, имеющими трудности.

      6. Такое положение может привести к отрицательной самооценке и разрушительному поведению.

      7. Учителя должны предоставлять студентам право выбора.

TEXT B

      6. Read and translate the text.

      John Amos Comenius (1592–1670) was a Czech teacher, educator, and writer. He served as the last bishop of Unity of the Brethren, and became a religious refugee and one of the earliest champions of universal education, a concept eventually СКАЧАТЬ