Topic 1. The future profession. What is a good teacher like?

Topic 1. The future profession. What is a good teacher like?

Task 1. Read the text and answer the questions after it.

What makes a good teacher?

From where do we get our strength in the labour, the inspiration, the creative power? Who leads us delicately and cleverly, skillfully and capably to the country of knowledge? The tutor-guide. The teacher. We remember the warm words of the first teacher. The teacher! What a high word! They say: the teachers are the second parents. Two persons in the world: a father and a mother with their sacred simple pedagogy of the discovering good in people, and the eternal ideas as bread, labour, Motherland entered our consciousness and taught the best feeling at us.

Whoever we become, however height we rise from the earth cradle, from heart to heart the invisible threads of memory go through the science of teacher, his heart dedicated to children. The teacher tries to carry the knowledge to the pupils with love, delicacy, understanding, devotion, wisdom of the heart.

However, everybody knows can never thank the teachers for what they did for us. We must appreciate and respect teachers and their profession, and thank the teachers for their kindness, love and tenderness.

What Makes a Good Teacher?

It’s not easy task to be a teacher, though it’s considered to be a noble profession. Not everyone dares to become a teacher because teaching is also very difficult work with a great deal of complicated situations. Teacher is a model for his pupils, besides he helps them to overcome different problems. At first sight it seems that teaching is easy and amusing work, but in reality a real teacher needs a lot of gifts. It is necessary not only to know the subject you teach, but to be able to hold the interest of audience and control the situation. Pupils praise a teacher who is confident and who obviously enjoys his profession and specialization. People who do not love children or are not tolerant can’t simply be teachers. Besides a good teacher always finds an individual approach to every pupil no matter how “difficult” his character is. We deal here with humanity and creativity of a teacher while working with children. A child should feel the atmosphere of trust, attention and affection towards him. Only love for children make people become teachers and they are never sorry about their choice.

Communication with children also plays a great role in the profession of a teacher. A teacher has an excellent opportunity to give his knowledge to children by means of communication. Pupils’ success in great degree depends on their teacher and his professional skills. A good teacher devotes his life to children, which lets him win children’s love and respect. It’s nice if a teacher possesses a strong pleasing voice, so that his students could follow the topic of an explanation. He stresses the most important items; a born teacher is not motionless. He is constantly gesticulating, moving his arm, hands; he uses mimic very often for us to understand the material.

Teaching is rewarding and stimulating work. Working with children a teacher stays young. Still there are many difficulties on this profession. Sometimes it’s practically impossible to direct a child’s energy into the right channel; there are problems with their discipline. We should take a child as an individual, a person. Little children are very energetic; they can’t sit and concentrate for a long time. We shouldn’t prohibit them to stand up for example and go out. It’s necessary to do physical jerks at the lessons. We must pay a great attention to their bearing otherwise their physical state may suffer and reflect on their health.

In other words, we must direct all our forces to the children’s adaptation to the surrounding world. Teachers should try to do their best to develop a child’s individuality. Our task is not to hurt a child, his self-esteem; we must protect children against the development of various psychological deviations. To sum up, a composite ideal teacher has infinite knowledge and energy, a sense of humour a talent for discipline, alongside with personal charm and internal patience; he/she possesses impeccable teaching techniques. Think it over seriously before choosing the profession of a teacher.

1) What kind of profession is teaching?

2) What does a teacher need?

3) Why is communication important for every teacher and pupil?

4) What is difficult about being a teacher?

5) How can we characterize an ideal teacher?

6) Can you describe your first teacher?

Task 2. Say if the following statements are true or false.

1. Teaching is considered to be easy and amusing work.

2. A child should feel the atmosphere of trust, attention and affection towards him no matter how “difficult” his character is.

3. It is not necessary for a teacher to possess a strong pleasing voice.

4. Working with children a teacher becomes older.

5. Teachers should try to do their best to develop a child’s individuality.

Task 3. Find in the text, translate and learn by heart the following words and word combinations.

1) благородная профессия, 2) решать разные проблемы, 3) поддерживать интерес аудитории, 4) вдохновение, 5) находить индивидуальный подход к каждому ученику, 6) создавать атмосферу доверия, внимания и любви к детям, 7) никогда не жалеть о своем выборе, 8) при помощи общения, 9) профессиональные способности, 10) посвятить свою жизнь детям, 11) завоевать любовь и уважение детей, 12) владеть безошибочными техниками преподавания, 13) использовать мимику, 14) направлять детскую энергию в нужное русло, 15) адаптация ребенка к окружающему миру, 16) развивать индивидуальность ребенка, 17) развитие психологических отклонений, 18) идеальный учитель в совокупности, 19) внутренне терпение, 20) на первый взгляд, 21) в значительной степени, 22) прирожденный учитель, 23) запрещать детям вставать и выходить из класса, 24) уделять большое внимание самочувствию детей, 25) самооценка.

Task 4. Read and analyze the following information and decide if you should become a teacher.

Are You Compassionate?

The best teachers are patient, understanding, and kind. They can put themselves in their students' shoes and imagine what the students are thinking and feeling, thus anticipating what they need in order to learn and thrive. When a student is struggling, good teachers hide their frustration and refrain from making disdainful comments that only make the situation worse. Instead, compassionate teachers will try anything and everything in order to reach each and every student. It can be challenging at times, but great teachers know that what separates them from the rest of the pack is the heart and soul they bring into the classroom.

Are You Passionate?

Effective teachers are passionate about many things: children, learning, their chosen subject matter, the art of teaching, and life in general. They bring the full force of their personalities into the classroom and spark excitement into the learning process. While it can be challenging to maintain a high level of passion over the course of a long career, the most outstanding teachers actively cultivate ways to reignite love for the job and the world of Education. When their students enter the classroom each morning, they can instantly sense that the teacher is there for them, with a high energy enthusiasm that makes learning anything more exciting.

Are You Persistent?

Teachers absolutely cannot give up. As challenging as the job can be at times, the best teachers know that their diligence and commitment to getting the job done well are the engines that fuel the whole classroom operation.

Are You Up for Challenges?

Teachers can't give up or be easily discouraged from meeting their students' learning goals. They should expect to encounter roadblocks and obstacles, but they must remain single-minded in their focus on both short- and long-term objectives. Moreover, effective teachers accept the inherently difficult nature of the teaching profession as part of the overall fulfilling nature of their careers. This relentless commitment to excellence is contagious on campus and adds an intangible value to the students' experience.

Are You Results-Oriented?

Through informative assessments, utilization of the latest pedagogical techniques, attention to detail, and sheer willpower, the best teachers use all the tools at their disposal in order to help their students meet or exceed expectations. It's also important for teachers to be results-oriented and always on the lookout for the latest instructional innovation. When their professional diligence pays off with student triumph, these teachers are reinvigorated and recommitted to their mission as educators.

Are You Optimistic?

Don't even think about becoming a teacher if you are a "glass half empty" type of person. The concept of self-fulfilling prophecy plays a huge role in teaching because teacher expectations often determine student outcomes. In other words, good teachers know that their students will only succeed to the extent that they are encouraged and believed in. By approaching each student with only the highest of expectations, these educators visualize student success long before it actually occurs. This is one of the most magical aspects of being a teacher.

Are You Flexible?

There is no such thing as a "typical" day in the life of a classroom teacher. Thus, good teachers approach each day with an open mind and a sense of humor. They aren't easily discouraged by bumps in the road or hiccups in the schedule, whether these issues be big or small. With a multitude of factors impacting every minute of the day, strong educators must be willing to bend when necessary, with a smile.

 

Task 5. Read the abstract from the interview with senior students.

Г. Спенсер

Свободное образование

Эллен Кей (1849–1926) – шведская общественная деятельница, активистка движения за права женщин, охрану материнства и детства. Сторонник свободного воспитания, автор книги "Век ребенка" (1899). Эллен Кей считала, что изменения в мировоззрении человека приводят к изменениям в обществе. Ребенку необходим мир, в котором он сможет свободно развиваться. Нужно предоставить природе ребенка "спокойно и медленно помогать самой себе". Лозунг "Жить ради детей" Кей заменила новым: "Дайте жить детям". Педагогика, по ее мнению, должна не подстраивать ребенка под окружающий мир, а помогать ему раскрываться. Свободная личность будет отстаивать свои права и идеалы, встречаясь со злом и несправедливостью. Это направление педагогики опиралось на теорию Льва Толстого о свободном образовании.

"Взрослый человек сошел бы с ума, если бы какой-нибудь шутник-титан вздумал в течение одного только дня так общаться с ним, как он целые годы обращался со своим ребенком". Э. Кей

Обучение действием

Джон Дьюи (1859–1952) – американский философ, социолог, психолог. Основоположник прагматизма. Автор книги "Школа и общество" (1899). Основная идея: "Ребенок является центром педагогической вселенной, и все средства образования должны вращаться вокруг него". Идеи Дьюи вдохновляли первых советских педагогов, создавших в 1920-е годы единую трудовую школу. Позже, при Сталине, утвердилась авторитарная модель школы. В 2000 году был издан полный перевод труда Дьюи "Демократия и общество" (1936). Дьюи предлагал превратить школу в модель демократического общества. Рассматривал образование не как подготовку к взрослой жизни, а как саму жизнь. Для этого школьную жизнь нужно приблизить к повседневной. Образование по Дьюи – не ограничение, налагаемое на ребенка, а содействие его развитию. В обычной школе ребенок получает знания, а потом учится их применять. У Дьюи ребенок, сталкиваясь с проблемами, решает их, получая нужные знания и навыки. Педагогическая программа строится, исходя из интересов, способностей, потребностей и уровня развития ученика. Цель – научить ребенка самоконтролю, создавая ситуации, которые требуют активного действия.

"Мышление – единственный метод обучения, который можно назвать по-настоящему умным, так как он использует и обогащает ум". Д. Дьюи

Стремление к истине

Рудольф Штайнер (1861–1925) – австрийский философ, эзотерик, реформатор и архитектор. Поддерживал независимость образовательных учреждений от государственного контроля, создатель Вальдорфской школы, автор книги "Образование ребенка"(1907). Основные принципы: стремление не к знаниям, а к истине; "неопережение" развития ребенка. Учебный материал подается эпохами. День разделен на три части: духовный (активное мышление), душевный (обучение музыке и танцу), креативный (лепка, рисование, шитье). Учебный материал дается с учетом соответствия развития ребенка и развития исторического общества. Основной метод – "душевная экономия". Метод состоит в том, что в процессе обучения у детей развивают ту деятельность, которую он может освоить без внутреннего сопротивления организма.

"Я понял, что воспитание и преподавание должны стать искусством, основанным на подлинном познании человека". Р. Штайнер

Не мешайте ребенку

Мария Монтессори (1870–1952) – педагог, первая в Италии женщина-врач. Автор книги "Метод научной педагогики, применяемой в домах ребенка" (1909), "Впитывающий разум ребенка" (1949). Основная идея: ребенок обладает врожденной потребностью в свободе и самовоспитании. Монтессори отвергла авторитарный подход и создала педагогическую среду, которая соответствует потребностям ребенка и поддерживает его активность. Она требовала предоставить ребенка самому себе, не препятствовать ему в свободном выборе, в интересном для него занятии. По ее мнению, дисциплина – это активность ребенка, который делает то, что ему нужно. При этом педагог помогает ребенку, а не навязывает ему факты, мысли и слова. Воспитание по Монтессори призвано развивать волю ребенка, которая является важнейшим условием становления личности. Основной девиз метода Монтессори: "Помоги мне сделать это самому".

"Свобода – это уникальное средство максимально развить личность, характер, ум и чувства ребенка". М. Монтессори

Обучение чувством

Генрих Шаррельман (1871–1940) - немецкий педагог, противник традиционного образования. Автор книги "Трудовая школа" (1909). Основная идея: обучение должно идти навстречу ребенку, позволяя ему самому исправлять свои заблуждения и ошибки. Шаррельман видел школу как трудовое сообщество детей, которые под руководством учителя ставят цели и пытаются их достичь. Противник программы и планирования, сторонник эпизодического изложения. Ученики усваивают материал, задавая вопросы. Направление уроку дает детское любопытство. Учитель следует за спонтанно возникающими интересами детей, давая им знания необходимые здесь и сейчас. Шаррельман обращается не к уму, а к сердцу ребенка, развивая его эмоциональное и эстетическое восприятие.

"Путь от бильярда к геометрической теореме для ребенка гораздо более естественен, чем, наоборот, путь от теоремы к бильярду. Поэтому и по тысяче других причин – свобода метода для учителя и свобода выбора материала для ребенка". Г. Шаррельман

Право быть собой

Януш Корчак (1879–1942) – врач, детский писатель, польский педагог еврейского происхождения (Генрих Гольдшмит). Корчак делил общество на два класса – угнетенных детей и угнетателей взрослых. Он верил в абсолютную ценность детства, отстаивал права детей, защищал их интересы. Его самая известная книга для взрослых – "Как любить ребенка" (1918). Основная идея – нельзя воспитывать ребенка без участия самого ребенка. Дети имеют права. Они могут требовать внимательного отношения к своим проблемам, иметь мнение и свободно его высказывать, организовать свою жизнь, использовать достоинства, скрывать недостатки. Права на протест, на ошибку, тайну, собственность, игру. Книга "Право ребенка на уважение", написанная Корчаком в 1929 году, стала манифестом гуманистической педагогики. В 1942 году отказался покинуть своих учеников, воспитанников Дома сирот, и вместе с ними вошел в газовую камеру концлагеря Треблинка.

"Мы играем с детьми краплеными картами; слабости детского возраста бьем тузами достоинств взрослых. Шулеры, мы так подтасовываем карты, чтобы самому плохому в детях противопоставить то, что в нас хорошо и ценно". Я. Корчак

Учение общением

Роже Кузине (1881–1973) – французский педагог. Требовал упразднить традиционное обучение, так как оно тормозит творческое развитие. Обучение понимал не как воздействие учителя на ученика, а как работу ученика над своим развитием. Предложил метод свободной работы группами – как для игры. Суть метода – полная свобода и познавательная деятельность. Ученики объединяются в группы, выбирают занятие и выполняют его, обращаясь к учителю за консультацией. К примеру, его ученики изучали не историю политики и войн, а историю предметов, одежды, транспорта, жилища. Если девочки хотели научиться шить, им требовалась математика для расчета ткани, крой и шитье. Кузине разделял преподавание и учение. Его метод позволял детям жить, общаться, трудиться в команде и развивать скромность, настойчивость, терпимость и инициативу.

"Мой метод позволяет детям учиться в настоящем смысле этого слова, а не быть учимыми". Р.Кузине

Никакого давления

Александр Нилл (1883–1973) - английский педагог, теоретик свободного воспитания. Автор книги "Саммерхилл – воспитание свободой" (1960). Основная идея: ребенок внутренне мудр и реалистичен. Педагогическое давление уродует ребенка. Не надо на него давить, и он сам будет развит настолько, насколько способен. Основной принцип: нет ничего важнее счастья ребенка, а счастье невозможно без личной свободы. Интеллектуальное развитие Нилл ценил ниже, чем эмоциональное и эстетическое. В школе Саммерхилл Нилл создал радостную комфортную обстановку, в которой дети обучались демократии и самоуправлению, а также занимались активной трудовой деятельностью. Цель: научить ребенка мыслить, а не наполнить его голову знаниями. Результат: раскрепощенный, уверенный в себе, мыслящий человек. Нилл был противником подавления сексуальности и заявлял, что отрицание секса равносильно отрицанию жизни.

"Счастливая семья похожа на оркестр и наслаждается тем же духом единой команды. Несчастливая семья подобна казарме, управляемой злобой и наказаниями". А. Нилл

Обучение открытием

Карл Роджерс (1902–1987) – американский психолог и психотерапевт, продолжатель идей Дьюи. Главная задача – самореализация человека, основанная на раскрытии внутреннего потенциала. В работе "Личные мысли по поводу обучения и учения" (1953) Роджерс показывает, что невозможно передать другому человеку знание, добытое и усвоенное на своем опыте, поэтому учащиеся должны сами "открывать" знания. Он считал, что традиционная школа – обязательная программа, стандартные тесты, внешняя оценка успеваемости – подавляет активность детей, снижает их интерес к занятиям. Такая система не отвечает запросам общества. Только гуманный подход развивает самое ценное в детях – ум и сердце. Дети чувствуют, что им доверяют, их уважают; они учатся принимать решения и делать ответственный выбор. Учитель превращает группу учеников в сообщество исследователей. Цель образования: сделать все предметом изучения и выяснения, понять, что все изменчиво. Роджерс называет три признака учителя: честность, доверие к ученику, эмпатия – способность понять ученика.

"Я почувствовал, что значительно влияет на поведение только то знание, которое присвоено учащимися и связано с открытием, сделанным ими самими". К. Роджерс

Никакого давления

Алис Миллер (1923–2010) – швейцарский психолог и психотерапевт, исследовала проблемы физического, эмоционального и сексуального насилия над детьми. Основная идея: любое воспитание – это насилие, которое оставляет негативный след в психике ребенка. По ее мнению, педагогическая практика основана на произволе и подавлении, зависимости и неравенстве. Алис считала, что педагогические стереотипы травмируют детей и исследовала, как это влияет на ситуацию в обществе. Человек должен осознать свои детские страдания и преодолеть их последствия. Автор мирового бестселлера "Драма одаренного ребенка и поиск собственного "Я", заставившего многих людей пересмотреть свои отношения с родителями и детьми.

"До сих пор общество защищает взрослых и обвиняет их жертвы… В действительности дети склонны винить во всем себя, снимая с родителей ответственность за жестокое обращение с ними". А. Миллер

 

Вспомним и учителей русской школы. Константин Дмитриевич Ушинский (1824–1871) – основоположник русской педагогики, считал важным обучение в труде, а воспитание понимал как всестороннее развитие человека. Методы воспитания трудом, формирования личности в коллективе развивал советский педагог Антон Семенович Макаренко (1888–1936), автор "Педагогической поэмы", "Книги для родителей".

В 1988 году ЮНЕСКО назвала четырех педагогов, определивших направление образования в ХХ веке: Джон Дьюи, Георг Кершенштейнер, Мария Монтессори и Антон Макаренко.

Василий Александрович Сухомлинский (1918–1970) соединил принципы гуманизма с коммунистическими идеалами: ценность личности ребенка, творчество коллектива единомышленников, обучение как радостный труд и воспитание красотой. Его литературное наследие "Сердце отдаю детям", "Верьте в человека", "Сто советов учителю" актуально и неисчерпаемо.

 

В России развивается педагогика сотрудничества (Шалва Амонашвили, Виктор Шаталов, Софья Лысенкова), или гуманная педагогика, а с ней – мыслящий уверенный в своих силах ученик.

Этот список продолжается постоянно. И каждый может его продолжить. У многих из нас были и есть любимые учителя, которые честно отвечали на трудные вопросы, помогали и выручали, учили думать и не бояться ошибок. Люди, которые нас понимали. Просто педагоги, которые отлично делают свою работу.

Task 9. Read the text about Montessori Method and answer the questions after it.

Montessori Method

There are a number of key principles of so-called ‘Montessori method’ which are still used in Montessori schools world-wide and widely copied and adapted elsewhere. Let me summarise these briefly now.

Firstly, there is the belief that children learn better if they are placed in what is called an ‘enriched environment’ – that is an environment which stimulates the senses through pictures, sound, colour, touch, etc., and in which the children themselves can choose from a wide variety of activities. Children need a wide range of activities from which they can choose what they’d like to do, rather than everybody having to do the same thing at the same time.

Secondly, the idea that children learn through purposeful activity, not just play, but activities with a purpose, for example, making something, drawing pictures, etc. given a choice, children will choose work rather than play. Toys which do not serve a specific purpose are therefore discouraged.

And thirdly, in order that children develop confidence and self-esteem, they should always be treated with respect and should be allowed to develop at their own pace – a sharp contrast to many of the disciplinarian attitudes which were prevalent at the time when Montessori was developing her ideas.

Having looked at those principles, let’s look briefly at some of the key events in Montessori’s later life before summarizing her influence on the world of education today.

In her later years, Montessori travelled widely, spending several years in Spain, India and the UK. It was typical of her energy that, even in her seventies she remained as active and dynamic as ever. She was nominated for the Nobel Peace Prize on three occasions – in 1949, 1950 and 1951. She died in the Netherlands in 1952. She had previously insisted that she was buried there rather than in her native Italy as she considered herself a ‘citizen of the world’.

The influence of Montessori is still widely felt today. She was among the first to put the learner at the centre of the learning process. As she wrote herself ‘We teachers can only help the work going on, as servants wait upon a master.’ There are now thousands of Montessori schools in more than fifty countries, and former students include Jacqueline Kennedy and the British royal princes, William and Harry.

 

1) Why do you think Maria Montessori is considered such an important figure in education?

2) Explain what are the principles of ‘Montessori method’? What do you think of this method?

3) Have her ideas influenced the way children are educated in our country, do you think?

4) What facts can you tell about Maria Montessori and her life?

 

Task 10. Read and complete the text choosing the right word.

The Montessori Method of education was developed by Dr. Maria Montessori (1870 – 1952). She (1) went / got / turned / moved to education, working with children who were (2) suggested / famous / recommended / considered unable to learn and wrote several books about her methods.

Montessori schools do not group children as traditional schools do. (3) In order to / rather / instead of / while all the six-year-olds studying together in the first grade, Montessori children are grouped in larger age groups in one classroom. The teachers keep careful (4) rules / marks / records / directions of each child’s development and activities, but they do not (5) grade / measure / classify / sort the children. Parents are welcome to observe classes at any time, and parents and teachers meet to discuss the child’s development.

Children are taught how to (6) make / do / mend / repair things, beginning at the earliest ages. For example, in kindergarten, each day a different child may be (7) good at / in charge of / successful in / proud of preparing a snack for all the children. The child would be taught how to (8) cut up / cut short / cut in / cut at apples safely and how to pour and serve glasses of milk without spilling them. There are often small animals in the classroom: maybe fish, birds, white mice, guinea pigs, kittens. Even the smallest children are taught how to respect and (9) look for / care for / worry about / dream about these pets. Dr. Montessori (10) imagined / trusted / supposed / believed that children begin to learn best when they can see and touch something, can experience it through their senses.

 

Topic 3. Children’s needs

Task 11. Read the text and answer the questions after the text.

What do children need?

It is very important for every teacher and parent to find an individual approach to a child. Being a parent is probably the most difficult and demanding job people ever do. The idea of bringing up a perfect child is unrealistic. The most important thing to remember is that there is no one correct way of bringing up a child. If we provide the child’s needs, children from all different kinds of social, religions or cultural backgrounds can still grow up to be happy, well-adjusted adults. Many parents find it difficult to understand what their children need. Remember: your feelings and emotions must be natural and sincere.

Children have three essential types of needs – emotional, physical and intellectual. You may not be able to meet all their needs as you would like. What matters is doing the best you can.

Love is the most vital need of all. If you can love children without expecting anything in return, they will grow up feeling more confident and positive about themselves and more able to love others. Children need a lot of praise – not just for achieving things, but for trying too.

As for physical care, it includes warmth, regular nutritious meals and plenty of rest. Most children feel more secure if a few things happen at roughly the same time every day and any changes in routine are explained to them. Try to provide a variety of creative interesting things for your children to do.

Encourage them to explore and take on new challenges if you think they are ready for them. Your interest and praise will help to build their self-esteem. Talk to your baby or child as much as possible and encourage them to talk to you.

Independence means encouraging them to learn to do things for themselves, like getting dressed and feeding themselves. It also means allowing them to make choices sometimes, perhaps about which clothes they wear or which toys they prefer to play with. Children deserve to be treated with courtesy, just like adults. They should be told about decisions which affect them, like hospital visits or separations. They have rights, too. But don’t forget to teach them to respect grown-ups: their parents, grandparents, teachers, etc.

 

1) What essential types of needs have children got?

2) What is the most vital need of all children’s needs?

3) Why do children need praise?

4) What does ‘independence’ mean when dealing with children?

5) Which way do children deserve to be treated?

 

Task 12. Decide if the following statements are true or false.

1) Physical care, it includes warmth, regular nutritious meals and plenty of rest.

2) Do not talk to your baby or child as much as possible and never encourage them to talk to you.

3) Children shouldn’t be told about decisions which affect them, like hospital visits or separations.

4) It is not very important to teach children to respect grown-ups: their parents, grandparents, teachers, etc.

 

Introverts and Extroverts

An important aspect of a child's personality has to do with what is called "temperament." Temperament refers to a one's predisposition to act and react in certain ways based on personality characteristics that are present at birth. One of the most well known scales for assessing temperament is the "Myers-Briggs Type Indicator" developed by Isabel Myers and her mother, Kathryn Briggs. The Myers-Briggs scale is based on Carl Jung's "psychological types" described in his book of the same title. Jung proposed that all of us have a natural inclination toward either extroversion or introversion that we combine with a preference for four basic psychological functions which are "thinking," "feeling," "sensation," and "intuition." The Myers-Briggs scale tests for these inclinations and preferences and offers sixteen different personality profiles that specify one's tendencies towards extroversion or introversion along with particular preferences for either thinking versus feeling, sensory versus intuitive, and judging versus perceiving.

For parents, knowing about a child's temperament can be very helpful in understanding what kinds of activities and situations can best bring out natural talents and preferences, as well as what kinds of situations are difficult and sometimes draining. Armed with this information, a parent can better understand why a child acts in particular ways as well as guide her towards successful pursuits. It is also helpful for parents to understand their own temperament characteristics and to see how these fit in with or clash with their child's. This will become clearer later in the article.

Extroverts

Everyone is capable of being both extroverted and introverted, and in many cases the way we act is dictated by the situation we're in and what kind of presentation is called for. For example, if you have a job that requires a lot meetings, interaction with many people, and perhaps participation in group projects, you will take on a somewhat extroverted approach as that is what is required in those situations. At the same time, you may have a preference for introversion. The point is that we all have a preference for one or the other that becomes apparent when we consider where we tend to draw our energy from, or said another way, how we are energized. The extrovert draws energy from or is energized by other people. They thrive in situations where there is a lot of interaction, activity, and stimulation. As such, extroverts are usually quite social and gregarious and have an innate ability to talk to new people. They are comfortable in groups, quick to approach others including strangers, and enjoy working in busy stimulating environments. Conversely, they can feel quite lonely and drained if they have to spend a lot of time alone.

Extroverts can be characterized as "expressive." They tend to direct their energy outward toward action and speech. The desire to interact along with a preference for activity can lead them to act before thinking. This has to do with their innate enthusiasm for the process and energy fostered through personal interaction as opposed to internally processing information before interacting or communicating. Extroverts seem accessible and often are noticed because of their ease with others and obvious pleasure in conversing and interacting with others. They are more likely to enjoy being in the public eye, and gravitate toward activities that promote interaction or that cater to larger groups of people.

The extroverted child is usually high-energy and enjoys doing things with his parents. They like partnerships, interactive play, and often performing. Conversely, these children do not tend to enjoy playing alone in their rooms for great periods of time. They don't self-entertain well, and in terms of learning style, they learn best through interaction and talking. Adolescent extroverts tend to like study groups as they learn by explaining what they know to others, or by hearing others explain it to them. In general, these children will enjoy interacting with other children and will be energized by group activities.

Extroverts become bored if they spend too much time alone. Because of their interactive nature, they need plenty of outlets for their energetic and creative expression whether this be on an artistic, physical or intellectual level. Moreover, they need feedback from others and prefer demonstrating their talents to others rather than gaining a sense of accomplishment on their own. Because extroverts have a strong need to express their ideas and views, they are greatly hampered by those who are critical or raise many objections in the course of their expression. They also object to a lot of routine, or long projects that seem to go on indefinitely. Extroverts need new stimulation on a regular basis and are drained by long-term commitments that stymie their need for variety. This doesn't mean that they cannot make long-term personal commitments to relationships or to personal goals, but they will need to find ways to bring variety and excitement to these situations.

A bubble bath with lots of toys, time just to talk and express, walking in nature with a loved one and talking, or being read to are all calming activities for the extrovert. Having a partner or helper to assist with tedious work, or even to bounce ideas off of is important to the extrovert. Sometimes physical activity that involves smooth, large body movements such as water dance or yoga help to center the extrovert. Above all, being able to pursue his or her goals and interests is very important to the extrovert and requires patience and support from parents. Extroverted children may enjoy any of the following activities:

· Putting on plays, puppet shows, or slapstick comedy routines

· Dressing up in costumes and play acting

· Speaking into a microphone or addressing an audience

· Building things

· Arts and crafts

· Playing team sports

· Joining social clubs

· Going to libraries, museums, or scientific exhibitions

· Going on picnics or to camps

· Participating in any of the performing arts

· Speaking freely on subjects of personal interest

· Discussing ideas and future goals to an enthusiastic listener

· Participating in physical activity such as jumping on trampolines

Introverts

Unlike extroverts, introverts can become drained by too much interaction. They draw their energy from the inner world of thoughts, emotions, and ideas. They tend to be more contemplative and are likely to pursue solitary activities that allow them to work quietly and alone. If they do attend social functions or participate in group activities, they will need time alone to recharge themselves after leaving the group. They tend to leave parties early whereas the extrovert will stay until everyone else has gone home.

Introverts can be characterized as "reserved." They tend to hold back their own thoughts and ideas in order to carefully listen to what others say while thoughtfully processing and taking in the information offered. The extrovert, on the other hand, has a need to express and is eager to say what's on his mind in lieu of listening. The extrovert is quick to speak and slow to listen, whereas the introvert is quick to listen and slow to speak.

Introverts prefer one-on-one or small group interactions. They are most comfortable with people they know well and enjoy in-depth conversations that focus on ideas, concepts, and reflective thought. They can concentrate and savor the content of such an interchange unlike the extrovert who savors the energy of the interaction over the content. Introverts are private people who take time to get to know.

The introverted child may enjoy some of the same activities as the extroverted child, but they will place more emphasis on self-exploration as opposed to self-expression. This is especially true in activities involving the performing arts:

· Creative writing including stories, prose and poetry

· Dramatic play

· Painting, drawing, working with clay

· Arts and crafts

· Playing alone, especially imaginary play using toy figures, or playing school or store

· Reading

· Going to libraries and browsing or reading

· Building things, doing puzzles, playing on computers

· Pursuing or studying a single subject or idea in –depth

· Spending hours alone in their rooms in solitary activity

· Spending time with one or two good friends

1) What are children introverts like?

2) What are children extraverts like?

3) What is the difference between introverts and extraverts?

4) What do introverts like doing?

5) What do extraverts like doing?

 

Rules and childhood

All children need rules to know the difference between right and wrong. Parents make house rules for a lot of reasons – to make sure the family is safe, to organize family life and to teach their children how to behave well. Most parents want to teach their children how to live happily in the world and to be able to get on well with other people.

There are some general rules that can improve family life. Family members should:

· avoid aggressive behaviour such as hitting, pushing or kicking;

· ask before borrowing things and return things in good condition;

· take care of the home and the things in it;

· talk about problems and arguments in a nice way to try and make things right.

Specific rules are necessary as children grow up because they start to do more things on their own. Very young children are usually under the direct control of their parents. But school children spend some of their time with friends, and parents must make sure that their children know how to behave when they are not at home. For example, children should wear a proper seat belt when they travel in another person’s car, they should be polite, and they shouldn’t talk to strangers.

To help children to learn self-discipline, parents make certain house rules, for example:

· healthy eating such as a good breakfast and eating lots of fruit and vegetables;

· always do homework in a relaxed way after school and not late at night or just before school;

· keep their bedroom neat and tidy and also put their clothes in the wardrobe.

Ideally, parents should make rules that are easy to introduce and to follow. But most of all, children will always refer to and rely on what they learnt at home in a safe and caring environment.

1) Is it necessary for parents to introduce rules for children at home? Explain your opinion.

2) What rules can improve family life?

3) What rules can help children to learn self-discipline?

 

Task 15. Complete the sentences with one word from the text in each gap. Do this task in written form.

1) Parents want their children to communicate well and … with other people in life.

2) Parents make house … to protect their children from danger.

3) In your family, you should … aggressive behaviour.

4) Every … member has to take care of things they share at home.

4) Parents of very young children under their ….

5) It’s important not to rush homework and do it in a … way.

6) Parents want their children to eat … food.

7) When parents make rules, it’s important that they are … to introduce and follow.

8) It is important for parents to teach their children how to take care of themselves when they are on their … or with friends.

9) Parents teach children not … to people they don’t know.

10) It’s the child’s responsibility … their bedroom tidy.

 

Task 16. Read the text and answer the questions after it.

Bringing up a better baby

Bringing up children very much depends on schools they attend. Good schools make good citizens. The role of a teacher is of great importance in this process. Nowadays the teacher’s aim is to develop child’s character. Teachers try to teach pupils about right and wrong, they also must prepare children for their future careers. You, as a would-be-teacher, must educate children to read, write and count properly. They should have more art, music and games on the timetable to become well-educated people with a sense of beauty. And the aim of any school is to pass on knowledge from one generation to another.

Children and Internet

According to the researchers of the American Academy of Pediatrics, social media sites have created a new phenomenon known as “Facebook depression”. The researchers recently warned parents about the possible dangers of networking websites on their children’s mental health. The report of a co-author Gwenn O’Keefe described the way social interaction is changing: “For some teens, social media is the primary way they interact socially, rather than at home or a friend’s house”, she said. Ms O’Keefe added: “A large part of this generation’s social and emotional development is occurring while on the Internet and on cellphones. Parents need to understand these technologies so they can relate to their children’s online world, and comfortably parent in that world”.

The report says it is essential for parents to be aware of how social media sites can affect children and that the Internet is not always a healthy environment for kids. The writers also urged parents to be on the lookout for cyberbulling, sexting and online predators. They recommended parents take an active role and discuss things like bulling, privacy and feeling down because of what’s happening on Facebook. A recent poll stated that 22 per cent of teenagers log on to a social media site more than 10 minutes a day and more than half at least once a day. However there are reports which say that Facebook helps youngsters, by allowing them to express themselves, and doesn’t isolate them for society.

 

1) What is your attitude towards social media sites? What’s your favourite one?

2) Should parents control the children’s access to the Internet?

3) What have the researchers recently warned parents about?

4) What should parents be on the lookout for when their children log on to social media sites?

5) What do the researchers recommend to parents?

Task 18. Read and discuss the text. Answer the questions after the text.

Parents and children

To find out what makes a good parent a research was taken among the students of British high schools. The results turned out to be very instructive for not only British parents but for the parents all over the world.

When the teenagers were asked about what really makes a good parent they usually mentioned the ability to understand the kids’ needs and willingness to listen and understand. Children say that a good parent really cares about them and does things in the best interests of their kids. A good parent knows what it’s like to be a teenager and sees a viewpoint of kids. They should support you in what you do and praise you for all the good things that you do. A good parent is someone who cares but who is strict and wants their children to be successful.

Most teenagers think that there is a big difference between the roles of mother and father. A mother teaches her child right from wrong and manners. A father teaches a child to be strong and confident.

Girls are more closed to their mothers but there can be some exceptions. Teenage girls ask their dads for advice about homework, but always prefer to discuss school, friends and life problems with their mothers. That’s because they think their mothers are understanding and eager to help. Mostly teenagers ask their parents for advice but sometimes when things are too personal they avoid doing that.

The question “If you have your own children, what you will do differently from your own parents?” showed that teenagers think that their parents are too protective and strict to them.

Many teenagers think that parenting skills should be taught in high schools. Too many young parents don’t know the basics of parenting. Their kids at school are “messed up” and sometimes act very strange. Another point of view is that parenting isn’t something you just learn at school or college. Some teenagers consider that parenting is something you learn when you have children, with the help of your parents.

Task 23. Read the text and answer the questions after it.

The Teenagers’ Manifesto

1. Pocket money – we can spend pocket money on _____________ we like, including sweets, clothes, video games and other things that our parents consider to be a waste of money.

2. TV – we can watch ____________ we want on TV, ___________ we want, including late at night.

3. Clothes – we can wear ___________ we like, without fear of parental comments such as “You’re not going out looking like that”.

4. Friends - ____________ we choose to go out with, our parents have NO automatic rights to meet them.

5. Meals – we can eat __________ we want, including in our bedrooms, unless it’s a special family occasion (Christmas, birthday, etc.).

6. Privacy - ____________ we wish, we have the right to lock ourselves in our rooms, without fear of disturbance from nosy family members.

7. Noise / Music – we can listen to ____________ type of music we choose. If others are trying to work, we will turn down the volume.

8. Mess – we have the right to keep our room _____________ mess around we want, but we accept that mess around the house should be kept to a minimum.

9. Mobile phone use – we can talk to ____________ we wish, ___________ it’s necessary, and our parents will pay the bills.

Domestic violence

Domestic (family) violence, the physical, sexual, or psychological abuse committed by one family member on another, was a largely taboo topic within sociology until the past quarter century. Recent studies have found family violence to be all too common. Domestic violence can be perpetrated by adults toward children, by one spouse against another, among siblings, and occasionally by adult children against elderly parents.

Accurate information on family violence is difficult to obtain for a variety of reasons. Abused partners or children are reticent to call attention to the fact that they are abused. Police do not want to make arrest or be called upon to mediate family conflicts, while the courts are hesitant to get involved in what is often perceived as a ‘family matter’.

Reviewing existing studies in the late 1970s, Murray Straus proposed that aggression and violence within families was so widespread in the world that it could be regarded as a near-universal phenomenon.

Scientists found that violence is most likely to be prevalent in societies where several conditions are met: Family relationships are characterized by high emotional intensity and attachment; there is a pattern of male dominance and sexual inequality; a high value is placed upon the privacy of family life; and violence is permitted or occurs in other institutional spheres.

The right of a husband to physically discipline his wife has deep roots in Anglo-American culture. British common law-permitted a man to discipline his wife and children with a stick, provided it be no thicker than his thumb; the phrase ‘rule of thumb’ originates in this practice. Through the end of the last century in the United States, men could legally beat their wives.

A number of studies have claimed that approximately one in six American women, one in five female children, and one in ten male children experience some form of violence each year, although these statistics are controversial and are widely debated. Marital rape is not unusual, with as many as a tenth of all wives reporting that they have been raped by their husbands. Spousal battery is reportedly the largest single cause of injury to women. As many as 4,000 women are killed each year by their mates, while estimates of other forms of abuse range from two to six million women a year.

Task 26. Read the text and make up 5 questions to the text.

Child abuse

Child abuse involving sexual and/or physical assaults on children by adult members of their family, is also more common than is generally thought to be the case. An estimated 6.9 million children in the United States are abused by their parents each year. 1.5 million seriously. Although boys and girls are equally likely to be physically abused, girls are more likely to be sexually abused as well. One study of nearly a thousand San Francisco women found that seven out of ten reported being sexually abused as girls, while another study of college students reported that 19 per cent of the women and 9 per cent of the men had been sexually abused by an adult when they were children.

Research on child abuse draws varying conclusions regarding how likely it is that abusive parents will change their behaviour with proper treatment and counseling: estimates range from as low as 16 per cent to as high as 60 per cent. Parents who are not likely to change are those who have a history of severe abuse themselves, are alcohol or drug abusers, or have serious psychological disabilities.

It is often believed that elderly abuse is also widespread, with estimates ranging as high as one in ten; the motivation, reportedly, is the resentment adult children feel at having to support their infirm parents. Yet such stereotypes of elderly abuse are incorrect. The most careful studies report far lower rates of abuse occurs at the hands of adult children, and that primarily occurs when the child resents being financially dependent on the parent, rather than the reverse.

People have become far more aware of child and spouse abuse in recent years, largely due to efforts by the women’s movement to bring such ‘family matters’ to public attention. Shelters for haltered women and children have been created, enabling victims to be protected from violence while they are helped to reorganize their lives. The existence of shelters, while still limited