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Our Teaching Practice



 

As we are training to be teachers we have our teaching practice in the final years at the Institute. We spend one or two weeks observing lessons in different forms and watching demonstration lessons given by the best teachers of the school, then give lessons ourselves.

I’ve been fortunate enough to have my practice at school No 2, a very good school. The teachers of the school are highly trained, competent professionals, mainly young and energetic, enthusiastic and ready to experiment. They are quite at home in the subjects they teach. The school is well-equipped.

I gave 6 periods of mathematics a week and observed 10 more periods, not only mathematics, but also other subjects in order to become better acquainted with the children I teach. All in all I gave 45 lessons.

The children whom I taught mathematics were active and full of their own ideas. Most of them were friendly and responsive. Discipline was quite satisfactory in my lessons, even when there was no other teacher in the classroom with me. There were only 4 troublemakers who tried to take advantage of my inexperience. Two of them were really “problem” children. Both of them were from the families in which parents didn’t want to and couldn’t bring up their children.

I spent a lot of time in preparing for my lessons. I wanted them to be interesting and I wanted to make my pupils attentive. I understood that the pupils were inattentive and badly behaved only when the lesson was not interesting or when they felt that the teacher was not strict enough with them.

There were many teaching aids at our disposal to achieve effective classroom learning. My friends and I used such of them as a tape recorder, a video player and an OHP projector.

Three pupils in my class lagged behind their classmates having missed many lessons through illness. I tried to coach each of them through individual classes at the end of the school day.

Marking written work in mathematics didn’t take me too much time (it took my friend, a student of Philological faculty, ages to mark compositions). I tried to mark my pupils’ homework in the free periods at school so that I didn’t have to carry a bag full of copy- books home every night.

A teacher has a thousand and one duties. Apart from giving lessons all the student teachers were to organize this kind of extra-curricular work for pupils. I gave a talk on popular English fairy tales and helped the children to hold a meeting on the topic “The Right to Happiness”.

One of the most popular types of mass extra-curricular work is club work. Our students of the Art Faculty helped the members of the school artistic group to organize their exhibition. They put up drawings on stands in the hall of the school and invited the children’s parents and friends. The drawings were imaginative, dynamic and colourful.

When giving my first lessons I was all nerves. But the teachers of the school were so sympathetic and helpful, so willing to give me advice, that I overcame my doubts and regained my self-confidence.

I am proud of my future profession. The practice has proved to be as interesting as it is difficult. I shall teach children to grow up to be courageous, bright and humane.

 

III. Find in the text the English equivalents for the following phrases.

Столкнуться лицом к лицу; иметь в виду; поделиться всем, что знаешь; внушать учащимся любовь к; растеряться; подружиться; учиться в старших классах; быть загруженным писаниной; педагогическая практика; присутствовать на открытых уроках; высококвалифицированный специалист; хорошо разбираться в предмете, который преподаешь; средства обучения; отстать в учебе; пропустить занятия из-за болезни; проверять письменные работы; внеклассная работа; преодолеть сомнения.

 

IV. Read the following extract. Translate the underlined phrases and use them in the sentences of your own.

A few weeks ago Miss Blake, a young teacher, was invited to our school to substitute for Miss Caroline, as the latter had fallen ill. Our new colleague was cheerful, attractive, neat and nicely dressed. I liked the way she treated her pupils. None of them felt confused or incompetent in her presence. I must admit that several teachers advised Miss Blake to get a bit tighter hand over her pupils. They considered that her children might let her down if she didn’t tackle them in the right way. Miss Blake kept the other point of view. Miss Blake never forgot her school years and her teacher Mr. Garton. She remembered him bringing the cane down on the boys who showed disobedience. She would never forget her boy friend’s white face and his look full of hatred. His feelings were hurt. Since that very day she didn’t have much faith in heavy punishment and was sure that it wasn’t power alone that mattered in bringing up children.

 

V. Compare the atmosphere of the school described above to that of the school where you had your teaching practice.Use the following words and expressions:

a) hostile; gloomy corridors; broken windows; obscene words; to be silent; the silence had nothing to do with attention; the girls with pale or made up faces; a lot of clerical work; to be lost; to be disappointed and disillusioned;

b) modern; light; bright; well-equipped labs; spacious halls; a friendly atmosphere; ready to help; experienced teachers; competent professionals; enthusiastic; ready to experiment; sympathetic; helpful; to be quite at home in a subject; active; friendly and responsive; teaching aids; extra-curricular work; to be proud of.

 







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