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Feeling invisible, I walked towards the teacher‘s desk. Not an eye was turned in my direction. I just stood there and looked at them and an awful pointless indignation mounted in me. Was I not a teacher? Was I really so puny, so ineffective?

―Now, shut up,‖ I shouted. There was a fatal note of pleading in my voice. They took no notice, so I shouted again.

And then I said, ―If you don‘t shut up, I‘ll...‖ Now they heard me and an awful silence came, not an obedient silence but a skeptical one. My voice trailed away. If they didn‘t shut up, I would — what? I was toying inwardly with ideas of thunderbolts, earthquakes, mass executions. But in cold blood I could think of no practical substitute for these dramatic punishments.

A boy leaned back in his desk, indolently far back, and said, ―Are you going to try to teach us?‖ He looked round and laughed. There was a murmur from the back of the room and another laugh.

I was shocked to the core. Shocked, stung and frightened. ―Yes, I am,‖ I shouted. ―And you — you had better shut up.‖

They all laughed. Then they turned to one another and discussed the matter. A fight began at the back. But what hurt me most was that in the middle of the room sat a very studious-looking boy reading a book. He looked up, raised a wry eyebrow, looked at me, raised his eyebrow higher, and then shrugged himself back into his book.

I shouted for a while, but it was beyond me. I hadn‘t the manner. I was a plain impostor. My blushing and bawling were a joy to them. There was, for a time, pandemonium, like a big scene in an opera being played backwards on a gramophone.

It struck me that I had in my briefcase a book on Chaucer. It contained a large number of documents of the period. Accounts of street brawls. It seemed appropriate.

It was, alas, very big and looked very academic. ―Cor, the Bible,‖ said a voice. ―Read any good book lately?‖ said another. ―You hit me with that and I‘ll tell my dad.‖ ―He can read!‖ And in falsetto, ―Tell us a fairy story!‖ (667 words)

Questions for comprehension

1. 2. 3. 4. 5.

Why do you think the writer felt pale when he saw the headmaster‘s thumb? Why did the writer regret apologizing to the boy in the hall? What does the writer mean by ―one desk was chasing another‖?

Why did the writer say ―The air was full of pieces of chalks, a strange rain of it.‖? Why did the teacher fail to keep the class under his thumb in the history lesson?

Skimming and scanning

Read the following passage and answer the questions or complete the statements

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in the fewest possible words.

First, the teacher‘s personality should be lively and attractive. This does not rule out people who are plain-looking, or even ugly, because many such people have great personal charm. But it does rule out such types as the over-excitable, sad, cold, and frustrated.

Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy, a capacity to understand the minds and feelings of other people, especially, since most teachers are school teachers, 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 weaknesses 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 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 be capable of infinite patience. This, I may say, is largely a matter of self-discipline and self-training, for we are none of us born like that.

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 subjects which the teacher is teaching; the methods by which the subjects 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 the subjects are to be taught. The two fundamental 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.

1. Plain-looking teachers can also be admired by their students if they have ________________. 2. The author says it is _________ that teachers be sympathetic with their students.

3. A teacher should be tolerant because humans tend to have __________ and to be

__________.

4. A teacher who is _________________ will be able to make his lessons more lively. 5. How can a teacher acquire infinite patience?

6. Since teaching is a job no one can be perfect at, it is necessary for teachers to keep improving

their knowledge of the subjects they teach and their _______________.

7. Teachers‘ most important object of study is ____________________________.

8. Education cannot be best acquired without ______________________________between the

teacher and the learner.

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