E Would you agree that her early work is largely autobiographical but that she is now using more abstract themes. A is becoming less and less popular as a field of study among university students B is only suitable for highly intelligent students C is a complicated subject only suitable for really mature students D has become one of the most popular fields of study at American universities E requires many years of treaning prior to xonbahar Among the reasons given in the passage for the decline in the numbers of xorular students is that Behavioural biologist Jane Atkinson and her colleagues have been studying the subtleties of how crows steal food kkpds one another. If someone eats much, he puts on weight. Consider that you were outside at this cold winter night. If the winter comes; it snows in Turkey. What the team wanted to know was: The last time I saw your brother was when I ran into him at the station when I was on my way to Glasgow.
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Cuma 4 Eyl. Paz 6 Eyl. Probably no two people would draw up exactly similar lists, but I think the following would be generally accepted.
This does not rule out people who are physically plain, or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing : I would say too, that it excludes all of dull or purely negative personality.
Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people, especially, since most teachers are school teachers, to the minds and feelings of children. Closely related with this is the capacity to be tolerant - not, indeed, of what is wrong, but of the frailty and immaturity of human nature which induce people, and again especially children, to make mistakes.
Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and limitations, and will have thought about and decided upon the moral principles by which his life shall be guided.
There is no contradiction in my going on to say that a teacher should be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to put on an act - to enliven a lesson, correct a fault, or award praise. Children, especially young children, live in a world that is rather larger than life. A teacher must remain mentally alert.
He will not get into the profession if of low intelligence, but it is all too easy, even for people of above-average intelligence, to stagnate intellectually - and that means to deteriorate intellectually.
On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely a matter of self-discipline and self-training; we are none of us born like that.
He must be pretty resilient; teaching makes great demands on nervous energy. And he should be able to take in his stride the innumerable petty irritations any adult dealing with children has to endure.
Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be perfect; there is always something more to learn about it. There are three principal objects of study: the subject, or subjects, which the teacher is teaching; the methods by which they can best be taught to the particular pupils in the classes he is teaching; and - by far the most important - the children, young people, or adults to whom they are to be taught.
The two cardinal principles of British education today are that education is education of the whole person, and that it is best acquired through full and active co-operation between two persons, the teacher and the learner.
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