1. Have teaching methods changed in the last 100 years?
2. How are the students perceived?
3. Why, according to Alyce Miller, shouldn't children be encouraged to concentrate on getting the best marks?
4. What does Miller believe about cooperative learning?
5. What is the physical layout in cooperative learning classes?
6. What are students in cooperative classes required to do?
7. What is the role of the teacher in cooperativeclasses?
8. What happened in Lynne Gedye's class?
9. How does cooperative learning affect a classroom?
A) COMPLETE THE TABLE.
B) THEN DISCUSS IN GROUPS.
· Student’s Role
· Teacher’s Role
· Classroom Layout
What skills do the pupils gain from cooperative learning? Would you enjoy being taught this way?
c) Write a summary of the text ‘’Cooperative Learning”.
d) Retell the text ‘Cooperative Learning”.
Read following texts A, B, C and do the tasks after them.
A) LIFE AT SCHOOL
John Smith works as a teacher of foreign languages at a comprehensive school. He has got a lot of responsibilities. John has some timetabled periods and remedial classes five days a week. He teaches carefully prepared lessons. Once a month they have parents evenings. John talks about the children's progress and the course of study. The beginning of term is nervous. But class work often slowly towards at the end of term. Sometimes John has to make an effort to get up an appetite for teaching every day. But he realizes that one of the advantages of teaching is that it's rewarding work with children.
Education consists first of all of continuous contact between teachers and pupils. One of the marks of a fine teacher is his affection for children. Sometimes the teacher doesn't try to understand pupils. It's one of the main problem for lack of understanding between instructors and pupils. Only the person who never forgets that he or she was once a child can become a real teacher.
John is in the habit of saying that studying cannot possibly be an easy, pleasant game which brings only delight and pleasure. He uses videos, recordings, and other learning aids besides the books. His pupils are well – disposed to wards his methods of teaching. But education does not mean merely feeding facts to pupils. It should be geared to the children's needs and abilities. Most pupils are very difficult about the way of studying unpopular subjects.
The common problems which affect the smooth running of the school are: failure with work, poor behaviour in class, attendance (truancy, unpunctuality, lateness). There is a wide range of responses: detention, involvement of the parents, a telling off, a word of advice. All pupils are expected to wear the school uniform and take pride in their personal appearance. The most difficult task of education is to teach feelings. Emotional closeness is unthinkable if the teacher meets with his pupils only in class and if it is only there that his influence is felt.
John Smith is a form teacher and he the heard of the school's Environmental Club. The science teachers and humanities teachers work together on visits to nature reserves so that every child experiences planned outdoor education. The Environmental Club and involve groups of pupils are solving exercises and working with environmental interest groups and related industries. Over the years some meetings of the members of the school's Environmental Club have been of a practical nature (e.g.: planting trees), some have been planning meetings and some have been largely social events. It's very important that every child should learn the highest joy - the joy of the exciting experience aroused by caring for another person, animals, birds and plants. John is proud of their Environmental Club. He is body and soul absorbed in his work. John Smith likes his profession and fortune favours him.
Extra-curricular activity is by all means a compulsory part of any teacher's job description, the heart and soul of any school. As a form teacher John Smith must get to know his pupils well. He must encourage his pupils to choose their own careers according to their personal abilities and interests. Schoolchildren arc given all sorts of facilities. Many young people enter universities, Polytechnics or colleges.
Coming to University for the first time is important experience. A person could be faced with finding accommodation, chasing up grant cheque, vondering how he applies for a top-up loan or even having doubts about the,courseJie's chosen. The Students' Union provides a range of services which can help everyone with any problems he might be having.
Trained student advisers can try and help solve a person's difficulty. If someone is interested in a career in law, advice or social work, then experience as a Rights and Advice volunteer is a valuable qualification. Every year some students experience academic problems. They may be unhappy about the course they've chosen or don't get on with their tutor, and will need help and advice. "Rights and Advice" can advise on how to deal with a problem in a student's department, or help with arranging a transfer to a different course or college. It's often said that students are out of touch with the "real world". Those who belong to the Students' Union do all they can. They enjoy strong links with the City Council and other local organizations, and they provide plenty of opportunities to make a practical contribution to the life of their city. Their work in the community covers a spectrum of activities - teaching English, helping out with groups of physically and mentally disabled people, organising parties for senior citizens, decorating, helping the homeless, gardening and supporting women and their children in hostels,
The whole student population is changing, as- thenumber of eighteen-year-olds entering university falls. The Postgraduate and Mature Students' Association represents the interests of older students and helps them with difficulties they may have academically and socially. What better way to sort out problems than to talk them over with people in the same boat?
One in six students is a postgraduate, studying for a higher degree by research. Some are undertaking programmes leading to professional qualifications in areas like teaching and social work. There are also overseas students. Many universities have established exchange programmes with students from other countries.
Students find time to enjoy themselves. When their exams are over they have a big party. Outside their studies, they are members of different sports clubs, dancing clubs, and choirs. They find many friends in these societies. From time to time they arrange concerts and musical parties. They say, "All work and no play makes Jack a dull boy".
Colleges of Education provide two-year courses in teacher education or sometimes three years if the graduate specializes in some particular subject. Teaching is a profession where people have much freedom to innovate and implement new ideas. There are good opportunities for career development.
Previous experience of working with children is always an advantage. Teachers' training institutions are keen to see that interviewees have visited schools to see how things work for themselves. In interviewees institutions look in particular for a sense of responsibility, awareness, sensitivity, enthusiasm and good communication skills. Experience of working with children or young people in a school, youth club or otherwise counts in a person's favour.
Colleges of Education teach investigative approach. They are interested in the processes of science rather than forcing facts down throats. Links with local schools play an increasingly important part in the curriculum. Experienced teachers are involved in the planning, supervision, support, and their training within the institution small group teaching and the tutoring of individuals. They also have the responsibility for organising and planning the work of a whole class and experience class management and control. During teaching practice tutors come in a number of times and see their students' lessons and give them help and tell them where they are going wrong so that they can understand. In their first teaching practice many students cannot even hold the chalk in the hand. Gradually, one becomes more of a teacher. The biggest rear everyone has is discipline - and one only learns by making mistakes. Discipline is an area where a word of advice often comes in useful.
During the first year, one is known as a probationer. The job gets easier over the years. In the early years, one is concentrating on the first class lessons. It is marvellous if one can manage the system to the extent that the teacher does the minium and the students do the maximum. Classroom management is the key to successful teaching. Experienced teachers do not need to spend too much time studying the new material, because they've been teaching their subjects for many years. However, they do spend a lot of time thinking about what they're going to do during the lessons and getting things beforehand. Every person should remember that at the heart of good teaching lies respect for the pupils - when that exists, the whole atmosphere of the classroom and the school changes. It becomes friendly and businesslike.
Life in the classroom is changing fast. New developments in technology, in methodology, and in society at large mean that for today's children, school differs from whattheir parents themselves remember. But all this change, the need for bright, committed graduate teachers has never been greater. Teaching becomes dynamic and exciting. This is a young person's chance to be part of it.