Culture of the future teacher Английский язык. Курсовая
- Тема: Culture of the future teacher
- Автор: Бахытжан Абаканов
- Тип работы: Курсовая
- Предмет: Английский язык
- Страниц: 36
- Год сдачи: 2007
- ВУЗ, город: ЮКГУ (Чимкент)
- Цена(руб.): 1500 рублей
II 1 How do we know a Good Teacher?
1.1 A possible concept of a Good Teacher
We are accustomed to the idea that a teacher should be someone who loves children. In fact, many a novitiate thinks she has done extraordinarily well when in answer to the question, "Why do you want to become a teacher?" she answers with feeling, "I love children." It's a disarming answer, especially to the interviewer who may have given the question a considerable amount of thought. It's a good thing that she loves children, that she realizes that loving children is an asset in a teacher. But if she thinks that is the end rather than the beginning, she has a long way to go.
Children do need to be loved and accepted by their teachers. The young teacher who naturally warms to children has the fundamental ingredient of acceptance, but her growth as a fine teacher will depend upon her ability to reach deeper and deeper levels of acceptance. What these are can only be briefly suggested:
accepting children on the basis of enjoying their vitality, their charm, their freshness, their creativeness
being able to handle the expression of raw emotion occasionally involving negative feeling toward the teacher, especially in younger children
appreciating differences among children with respect to ratio between potential and overt accomplishment
including the concept of children-within-families but not with the attitude of pointing an accusing finger at the family for what the child may lack.
In fact, it is probably true that a deeply accepting teacher is involved almost not at all in the process of blaming either the child or the family. Instead she is always looking for ways into rather than ways out 0/her responsibility as a teacher.
"What makes you think you would be a good teacher?" often brings the direct reply, "I get along very well with children." One might hope for a reply that included the idea that the teacher gets along well with people, and children are people. Teachers are happiest and most successful when they are natural communicators-personalities who realize the best in themselves through their interaction with other human beings.
Not all professions are equally dependent on this quality. To be in rapport with children is essential but good rapport is not the same for all stages of growth, nor is there any one formula for what it should be at any one stage. Teachers can get into rapport through:
offering warmth, protection, unspoken understanding (most essential in the younger years)
establishing an atmosphere of camaraderie that keeps feeling a little under the surface (important to children of the middle years)
being themselves happy, positive people in whose presence it is natural to feel good about life
having great resources of knowledge and experience which they can transmit without exerting pressures
their talents for helping children to discover the intricacies of the world around them
being able to teach others how to learn for themselves, thereby establishing confidence in the child's sense of his own prowess.
Actually, the modern educator is deeply concerned with learning. He has broadened the concept of learning so that he talks of growth as much as he talks of knowledge. But it is an error to assume that knowledge-functioning, meaningful information-and the processes by which knowledge is attained and absorbed are not essential in his system of goals and values. The good teacher needs:
an organized reservoir of knowledge of the world in which he lives-its physical nature, its work processes, its social forms and problems, its historical background
as much awareness of the concrete, here-and-now environment as of the sources and origins which are remote in time and space
understanding of the conceptual development of children in order to judge intelligently the kind of information which children can absorb at different stages of their growth
to have his own information so deeply absorbed and integrated that he can draw on it imaginatively and freely without being too bound to lesson plans and courses of study
knowledge of the psychological nature of the learning process so that he teaches within a framework of basic principles such as:
- children like to learn unless something interferes with their motivation
- children learn most successfully when they are identified with their teachers as people
- children learn best through a wealth of direct vital experience which can be supplemented in gradual doses with vicarious experience as they grow older
facility in the tools of acquiring knowledge -the three R's in the early years; the skills of research, reference and organization in the later years, and in modern methods for helping children acquire these skills
an approach to problem-solving that has the scientific attitude at the base, a willingness to search for evidence behind opinion, a high threshold for prejudice
delight on his own adult level in clarifying confusion and an equal delight in the dawning of understanding on the part of children and in their growing ability to fathom ever more complex relationships.
Children need teachers who have:
sensitivity to all the ways in which life experiences can be re-expressed by children
experience with expression through the arts on their own level
developed values concerning the life-problems which each growing generation rediscovers and struggles with for itself
beliefs, ideals, and a quality of devotion to a way of life that is transmitted to children in the atmosphere which the teacher creates.
The good teacher needs to bring a fine blend of strength and delicacy to her job. She needs to be person so secure within herself that she can function with principles rather than prescriptions that she can exert authority without requiring submission, that she can work experimentally but not at random, that she can admit mistakes without feeling humiliated. In her role as a teacher she has to maintain an intricate system of delicate balances between:
giving support, sympathy, comfort, protection, and nurturing reliance, independence, growing up
clearing away confusion, being the agent of reality and remaining sensitive to the importance of phantasy in wholesome growth
allowing a full measure of freedom from restraint and prohibition and establishing clear limits and boundaries of acceptable behavior
being efficient, orderly, careful and not becoming rigid, exacting and executive
being soft, understanding, yielding but not sentimental or sloppy.
I think that there is a main question in teaching. How do we know a good teacher? The answer to the question asked in the title is approached in two ways: an analysis of a possible concept of good teaching and a discussion of the problems involved in evaluating good teaching. Conclusion: there is no such person as the good teacher but it is possible to know when a teacher is good and what good teaching is.
What good teaching is and how to recognize when a teacher is good are closely related problems, as baffling as they are persistent. Except for those who claim an intuitive power of knowing the instant they step into the classroom whether or not the teaching and teacher are good, supervisors and administrators under the necessity of passing such judgments are faced with truly bewildering dilemmas.
Here, for example, is a teacher who obviously violates most of the accepted principles of good teaching. But year after year his pupils return to visit him with affection and appreciation.
Here is another teacher whose pupils score high in all achievement tests, who learn to read better and more quickly that other comparable groups but who seem to develop very little in social attitudes and relationships.
Here is a teacher, warm and understanding, whose room is a veritable bit of life with birds singing, white rats peering out of cages, geraniums blooming in window boxes, children happy and contented. But her pupils show a general sloppiness and lack of accuracy in the tool subjects that are definitely disturbing.
Here is a teacher whose pupils become identified with problems of the community and even of the world. They correspond with children in ware-devastated countries; they serve on traffic patrols; they send letters to their congressmen. But when they are confronted as individuals with anything requiring a study, concentrated effort they seem utterly incapable of settling down.
Here is a teacher who believes in discipline, who proclaims aloud that ''order is heaven's first law," and gets it. Her teaching techniques are almost flawless but the children do not learn.
On the upper levels, here is a teacher who proudly points to the fact that practically all of his pupils go on to high school and college, and make good records. In contrast, here is another teacher whose pupils marry early, settle down into happy family life, and occupy obscure positions in the social scene.
And we ask-how are we to judge in the last analysis which teaching is of most worth?
Difficult as it is, every educator responsible in any way for the education of teachers must to the best of his ability stake down what he, out of his experience, thinks a good teacher is. What is expressed in the flowing paragraphs is by no means a complete account of our concept of good teaching but it may be sufficient to indicate an orientation toward a way of thinking about the problem. In any event it would be impossible to draw up a set of criteria without regard to the needs and goals of a particular situation.
The object of research the consideration of function of the teacher in developing innovation culture of a future teacher.
The subject of research the role of function of the teacher in developing innovation culture of a future teacher.
The aim of research to find ways of developing innovation culture of a future teacher.
The task of research:
1. To analyze theoretical material on the problem of research.
2. To reveal function of the teacher in developing innovation culture of a future teacher.
3. To find the advantages of function of the teacher in developing innovation culture of a future teacher.
Following methods of research were used during the writing of the work:
- research and analysis of methodical literature;
- determined observation on usage of studying materials;
- experimental usage of additional visual and entertaining materials.
The articles from methodological journals, educational and methodological literature were also used during writing of the work.
1. Ager, D.E., Clavering, E., and Galleymore, J. 1998. Teaching process.
2. Allwright, R.L. 1999. 'Abdication and responsibility in language teaching', Studies in Second Language Acquisition, 2: 105-21.
3. Allwright, R.L. 1999. 'Perceiving and pursuing learners' needs' in Geddes and Sturtridge, pp. 24-31.
4. Altman, H.B., and James, C.V. 1997. Foreign Language Teaching. Pergamon Press.
5. Altman, H.B., and Politzer, R.L. 1997. Individualizing Foreign Language In¬struction. Final Report. US Department of Health Education and Welfare, ERIC Documents ED 051 722.
6. Bachman, J.G. 1997. 'Motivation in a task situation as a function of ability and control over the task', Journal of Abnormal and Social Psychology, 69:272-81.
7. Bartley, D.E. 1999. Role playing. Collier Macmillan.
8. Beswick, N.W. 1972. Schools Council Working Paper 43. Evans/Methuen Edu¬cational.
9. Beswick, N.W. 1975. Organising Resources: Six Case Studies. The Final Report of the Schools Council Resource Centre Project. Heinemann Educational Books.
10. Blake, T. 1982. 'Storage and retrieval systems for self-access centres' in Geddes and Sturtridge.
11. Blundell, L., and Stokes, J. 1981. Task Listening. Cambridge University Press.
12. Bockman, J.F. 1971. The process of contracting' in Altman and Politzer, pp. 119-22.
13. Bockman, J.F., and Bockman V.M. 1972. 'The management of individualized programmes' in Gougher.
14. Boud, D. (ed.) 1981. Developing Student Autonomy in Learning. Kogan Page.
15. The British Council 1978. Individualisation in Language Learning, ELT Docu¬ments, 103.
16. The British Council (Pickett, G.D.) 1978. The Foreign Language Learning Pro¬cess, ETIC Occasional Paper.
17. Brown, H.D. 1973. 'Affective variables in second language acquisition', Lan¬guage Learning, 23: 231-44.
18. Brown, S. 1980. 'Self-access at Saffron Walden', Appendix 1 in Sturtridge and Bolitho.
19. Carroll, E.R., McLennan, R., Boyd-Bowman, P., and Gougher, R.L. 1971. 'Report and recommendations of the committee on adapting existing mater¬ials to individualized instruction' in Altman and Politzer.
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