Read the following text for obtaining its main idea:
Quite properly, one may argue, the emphasis in society today is falling upon the need to individualize. The danger that the individ-ual may become lost in the crowd has led in turn to the questioning
of the very basis of authority by students, and in some cases by Au-thority itself.
It is for this reason, among others, that schools constantly need to examine the relationships that exist between teachers and pu-pils, indeed within the school as a whole, and ask some, or all, the following questions: is it possible in today's climate of opinion to continue operating on an athoritarian basis? Can discipline be maintained in a situation where there is little day-to-day social com-merce between students and teachers, and where relationships are based not upon mutual trust and understanding, but upon a "Do as I say and argue afterwards" approach? How much effort are we making to understand the pressure under which children are op-erating (or failing to operate)? What, come to think of it, do we mean by discipline, anyway? How far is it possible to open lines of communication in such a way as to admit the possibility of children being outspokenly and fiercely critical of what is happening in their own school?
Primarily, however, the concern must be with the child and the way or ways in which any child lives and moves within the school.
There is little point in teachers believing that an expressed desire to help, to guide and to advise will be accepted at its face value by today's child. The teacher has to prove himself through a period of apprenticeship, during which time he will be assessed by the children themselves. If, during this time, he reveals a genuine, as opposed to an expressed interest, he will eventually be accepted in both a tuto-rial and perhaps a counselling role.
I admit to a personal doubt as to whether any teacher will be ac-cepted in a counselling role if he has not at some time or other joined regularly in some activity involving prolonged contact with children in a social setting. Once a child has committed his trust there is a further need to create situations where, if necessary, the teacher may make himself available to 'children in a private capacity, as a friend, when he may be talked to alone and in confidence.
But the pressures on teachers today are considerable, especially since their sphere of operations has increased to include the individ-ual welfare of all children in form or tutor groups. Unfortunately it is hard to see how tutors can become tutors in the real sense of the word unless they are prepared to become deeply involved (though not so involved as to be unable to be dispassionate and clear-sighted) in the interest and preoccupations of the children. To fill the position sat-isfactorily implies a desire to know the child's background and his
family history, and it implies also a respect for the child as he is, and not as we would like him to be.
(From: Stuart-Jervis C. Pastoral care. L., 1974. P. 15-19.)
Answer the following questions:
Why does the need to individualize become so urgent in our society in its present stage of development? What is your idea of the basic requirement of our educational system: "The child is not an object but a subject of education"?
Do you think we can say that the "climate of opinion" has been created in our country? What does it mean? In what way does it af fect the atmosphere in school and the teacher-student relationship?
What does the author of the article mean by "operating on an authoritarian basis"? Is this manner still characteristic of modern schools in our country?
What are the pressures under which children nowadays are operating? Are the schoolchildren of today different in anyway from what you used to be at school?
What personal qualities of a teacher can help him to pass "a period of apprenticeship" with his pupils successfully?
How can you create situations where you can be available to
children as a friend? What do you think of teachers who, for exam ple, invite students to their places for a get-together?
Do you agree with the author's recommendation to respect the child as he is, and not as we would like him to be? Does it not con tradict the basic idea of educating the child?
It is clear that the pressures on teachers very often prevent them from becoming a tutor in the real sense of the word. Do you see any practical ways of improving the situation?
6. Very often the form tutor's role lies somewhere between the extremes of the tutor as "register clerk" and the tutor as the "key person" at school. Enlarge on the list of his duties and obligations to his pupils. Which of them are the most im-portant ones?
—to have all the necessary information on his pupils; —to have interviews with parents;
—to be informed by subject teachers about problems or worries of a pupil;
— to make written records of the assessment of his pupils;
— to see pupils in times of crisis or when they are in trouble, etc.
