题目内容
Teaching includes more than leadership. Some of the teacher's time and effort is directed toward instruction, some toward evaluation(评价). But it is the teacher as a group leader who creates an effective organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and keep up a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages cooperation.
Standards and rules must be set up that keep order, ensure justice, and protect individual rights, but are not against school policy. What happens when one student hurts another's individual rights? Without clear guidelines agreeable to students, teachers, and administration(行政管理), the classroom can be in disorder. Students may break rules they did not know existed. If standards are set without opinions from the class, students may spend a great deal of creative energy in ruining the class environment, finding ways to break rules.
No matter how skillful the teacher is in uniting students and setting up a positive atmosphere, the task is never complete. Regular maintenance(保持) is necessary. Conflicts(冲突) arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes out pressures such as holidays, upcoming tests or athletic contests, or family troubles cause pressure in the classroom. One task for the teacher is to bring back a positive environment by helping students deal with conflicts, changes and pressure.
- 1.
This article is written mainly for the purpose of ______.
- A.providing information for teaching
- B.studying the teacher's behavior in the classroom
- C.comparing the teacher's behaviors with students'
- D.teaching and organizing a class
- A.
- 2.
The teacher, in some way, is a leader because ______.
- A.he must well-organize a class and keep a good learning environment
- B.he deals with students in the same way as a leader does
- C.he should develop agreement among students
- D.he has to keep his class in order and give instruction and evaluation
- A.
- 3.
Which of the following is not true?
- A.If the teacher well unites his student sand creates a positive atmosphere, he then will complete his task.
- B.If guidelines are not acceptable both to students and teachers, the classroom can be a mess.
- C.Outside pressure may cause pressure among students.
- D.Students need the teacher just as sheep need a shepherd(羊倌).
- A.
By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 16 . I just had to get through one of the hardest days of the school year.
The morning bell rang. I walked 17 through the cold into the overly heated school building. Twenty-two smiling faces 18 me at the school bus stop. I forced myself to 19 their smiles. Back into the classroom, they 20 , comparing plans for the 21 . I had to remove one student from each arm 22 I could take a seat at my desk for my morning duties. Before I could find my roll book(点名册) my desk was covered with 23 and gifts followed by a 24 of “Merry Christmas” wishes.
“Oh, thank you,” I must have 25 a million times. Each gift was truly special to me, except my 26 mood. It was kind of them to 27 me. After a while, I heard a small nervous 28 say my name. I looked up to see Brandon standing 29 by my desk, holding a small, round gift. “This is for you.”
“Thank you, Sweetheart.” I laid it on my desk with the others.
“Um, could you 30 it now?”
I gently tore at the paper and tape. “ 31 ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament(装饰物), complete with a hook already 32 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 33 back.
Later that day, I sat 34 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I 35 pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.
【小题1】.
A.excited | B.tired | C.amazed | D.relaxed |
.
A.eagerly | B.aimlessly | C.gently | D.heavily |
A.watched | B.greeted | C.delighted | D.warned |
A.return | B.forget | C.ignore | D.refuse |
A.calmed | B.settled | C.chatted | D.argued |
A.study | B.weekend | C.vacation | D.lesson |
A.before | B.when | C.after | D.because |
A.letters | B.books | C.chalks | D.cards |
A.knowledge | B.collection | C.series | D.bunch |
A.confirmed | B.assessed | C.responded | D.explained |
A.pleased | B.low | C.thrilled | D.angry |
A.talk about | B.think of | C.turn to | D.connect with |
A.call | B.sound | C.shout | D.voice |
A.shyly | B.bravely | C.rudely | D.sadly |
A.classify | B.collect | C.open | D.check |
A.Careful | B.Dangerous | C.Patient | D.Hasty |
A.exposed | B.adapted | C.adjusted | D.attached |
A.trees | B.hooks | C.gifts | D.tears |
A.looking into | B.turning over | C.giving away | D.packing up |
A.anxiously | B.hurriedly | C.delicately | D.casually |