Child psychology determines teaching methods

(From "Invitation to Psychology" by J. Houston, H. Bee, D.C. Rimm)

A knowledge of the child is the most fundamental and important of the teacher's preparation. Many teachers with thorough knowledge of their subjects fail because they do not understand the boys and girls who are to be taught. Many assume that children are like plastic clay and can be moulded at the will of the teacher. Any observing parent or any intelligent teacher of experience knows better. Boys and girls are not passive lumps of clay; they are living, pulsating, developing, mysterious beings who must be studied and understood before they can be taught in the true sense.

We have come to realize that the most difficult factor in education to understand is the mind of the child to be taught. A knowledge of children's minds and the way they work is certain to convince one that in order to teach efficiently we must get the child's point of view. Many well-conceived aims in education do not bear fruit, simply because the teacher does not understand the workings of children's minds. The teaching is done in terms of adult thinking and means nothing to the child. The 'child's mind understands concrete things rather than abstractions. We must appeal to the child through his everyday experiences and on the plane of his stage of development. Instead of beginning with definitions, abstract principles and laws, the meanings of the things should first be made clear. Otherwise the statements are empty words. Every concept should have its concrete examples to which the mind can turn for illustrations at any time. Instruction of children should begin with experiences personally familiar to the particular children, and make the teaching radiate from those. The teacher's knowledge should be broad and thorough that if the pupils cannot understand one illustration, others can be given immediately. In addition to the knowledge of formal subjects the teacher should know their relation to the life outside the classroom, so the pupils must see the significance of the things they do at school.

Assignments:

1. Look through the text and briefly say what it is about.

2. Translate the text using a dictionary.

LET KIDS BE KIDS

(by Stephen R.C. Hicks)

The newspaper in Indiana town ran a contest for schoolchildren. The students were to create a picture on any topic; the best would be published in the paper.

A second-grader drew a sad-faced earth with the caption "I am weary. I am tired. Please quit wasting me!"* A third-grade girl depicted animals crying near a house under construction, with smokestacks in the distance; the caption read "We want our home back!"

Apparently many children are coming home from school frightened that the world is cold and inhospitable. All the furry animals are being killed and the nice green trees being chopped down. Even breathing air is dangerous.

Motivated by the best of intentions, most teachers want their students to become informed and independent thinkers. But in trying to convey a sense of urgency about such problems, they become frustrated and frightened. They begin to realize that we are living in a hostile world whose problems are too big to handle. And that's an attitude children often acquire early in life.

This does not mean educators and parents should pretend that problems do not exist. We need to take pains** to help children confront them on a scale they can grasp.

Frightened children are not going to grow into adults who can solve the world's problems. That requires a confidence in one's ability to find solutrons. And such healthy self-esteem*** requires nurturing**** over a long period, on a great number of small, day-to-day matters. Too much, too fast, can only destroy it.

__________________________

* «Я больше не могу. Я устала. Пожалуйста, перестаньте зря растрачивать меня!»

** to take pains – прилагать огромные усилия

*** self-esteem –самооценка

**** nurturing – (зд.) воспитание

Assignments:

1. In 3–5 short sentences give the main idea of the article.

2. Translate it using a dictionary.

THE FIRST DAY AT SCHOOL

Can you remember your first day at school? It was probably rather confusing. Now to avoid this confusion many primary schools have a special teacher who welcomes new pupils. In England she is called a reception-class teacher. On the first day it is her responsibility to "settle" the newcomers. The difficulty is that a lot of people give their children the wrong idea about going to school. The children are threatened with the idea of school, and if they have been good, they can't understand why they have to go to school. They imagine that school is optional.

When the child goes to school, on his first day, he has to watch his mother leaving. Often he thinks that she is deserting him. The teacher must convince him that at the end of the day his mother and his home will still be there. The children are not the only people that are disturbed by going to school. The teacher sometimes has just as much difficulty in coping with the mothers. They are just as upset as their children. They hang around and dislike leaving the child to his fate. All day they stay at home, wondering what is happening and how their son Or daughter is managing.

The best way to deal with the situation is to get the child used to the idea of school. Before the beginning of term the mother should take her child to see the teacher and to look round the school. The first day should be something to emphasize the regularity of school, and although the first day is difficult, the mother must remember that her child must be encouraged for a whole term at least.

Assignments:

1. Find in the text the English for:

суматошный (полный неразберихи), приветствовать, ответственность, новичок, давать неправильное представление о, пугать, представлять (себе), необязательный, покидать (бросать), убедить, справиться с чём-л., расстроенный, судьба, приучить кого-л. к чему-л., с нетерпением ждать чего-л., подчеркнуть (сделать упор на), ободрить.

2. Choose the best answer:

1) On the first day a reception-class teacher ... a) is a newcomer. b) teaches in a special way. c) establishes the children in the class.

2) A lot of people ... a) tell their children that school is wrong. b) misinform the children about theschool. c) have bad ideas about school.

3) The children think school ... a) is a punishment,b) is difficult to understand, c) is a good idea.

4) Often the children feel ... a) happy when their mothers leave. b) lonely, c) angry.

5) The teacher tells him that his mother ... a) has left. b) has deserted him. c) has left him temporarily.

6) The mothers are often ... a) as angry as their children, b) as difficult as their children, c) as nervous as their children.

7) They ... a) stay at the school for a long time. b) leave immediately. c) walk around the school.

8) The best solution is to ... a) get the child accustomed to school. b) use the school for some special purposes, c) give the child ideas about school.

9) The child should ... a) enjoy the thought of the first day. b) be frightened about the first day. c) prepare himself for the first day.

10) It is important to ... a) warn the child about the regularity. b) exaggerate the regularity, c) underline the regularity.

3. Say what should be done to avoid confusion on the first day at school.

4. Share your own suggestions as to what a teacher should do on the first day. Try to give some practical advice to a beginning teacher.

5. Say whether you remember your own first day at school and what you and your parents felt then.