CHAPTER 09 OF 30
Education
16 Sual
180 İdeya
48 Termin
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Discipline in Schools
SUAL
Disruptive students are often removed from normal classes. What are the advantages of this approach, and what other methods could schools use?
SEPARATING NAUGHTY STUDENTS
4
1
Removing problematic students offers an immediate solution to discipline problems.
TQ
2
Students resume their studies with little interruption.
TQ
3
Other students will not suffer because of classroom disruption.
TQ
4
Naughty students may need special support away from the class.
TQ
OTHER METHODS
5
1
Schools should review the reasons for disruptive behaviour.
TQ
2
Parents should be contacted if their child misbehaves at school.
TQ
3
Teachers should discipline students in front of others as an example.
TQ
4
Classroom assistants can support difficult students without removing them from the classroom.
TQ
5
Punishment can be administered as a deterrent.
TQ
Studying Abroad
SUAL
An increasing number of students complete their education in another country. Do the advantages of studying abroad outweigh the disadvantages?
FOR
4
1
Students will have access to superior facilities and tutors.
DV
2
Students will learn self-reliance and a sense of independence.
DV
3
Living in another country builds the language skills employers now expect.
AD
4
A degree from a well-known foreign university opens doors at home and abroad.
DV
AGAINST
4
1
Not all students can thrive away from their home and family support.
DV
2
Students may suffer from culture shock and struggle to adapt to a new culture.
DV
3
Studying abroad costs far more once fees, travel and living expenses are added.
AD
4
Many graduates never return, and their home country loses the skills it trained them for.
DV
Parents Should Push Children to Do Well
SUAL
Parents should push their children to achieve high marks at school. To what extent do you agree or disagree?
FOR
4
1
Some children need an extra push and encouragement to perform well.
DV
2
Parents want the best for their child and understand the importance of educational achievement.
DV
3
Parents understand how much competition there is in the world.
DV
4
Parents should be actively involved in their child’s education.
DV
AGAINST
8
1
Too much pressure will have a detrimental impact on children.
DV
2
Some children commit suicide.
DV
3
Learning should be enjoyable, not stressful.
DV
4
Encouragement should be gentle, not forceful.
DV
5
Children may suffer from stress and anxiety, which can lead to more serious mental health problems.
DV
6
Children may rebel and refuse to cooperate.
DV
7
Children do not understand the value of education due to a limited experience of the world.
DV
8
Children are too young to handle pressure well.
DV
Single-Sex Schools
SUAL
Some believe boys and girls learn better in separate schools, while others think mixed schools prepare them better for adult life. Discuss both views and give your own opinion.
FOR
5
1
Children are better able to relax around other children of the same sex.
DV
2
Girls will not feel intimidated by boys.
DV
3
Some girls mature faster than boys.
DV
4
Children will be able to concentrate more on education.
DV
5
Lessons can be tailored to one gender.
DV
AGAINST
5
1
Same-sex schools do not prepare children for the real world.
DV
2
Children need experience of interacting with the opposite sex.
DV
3
Children have much to learn about the opposite sex.
DV
4
Boys and girls think differently and this is good to experience.
DV
5
There is no evidence that single-sex schools result in better educational grades.
DV
Art and Music at School are a Waste of Time
SUAL
Subjects such as art and music are a waste of school time, and schools should concentrate on subjects that are useful in later life. To what extent do you agree or disagree?
DISAGREE — THEY ARE VALUABLE
6
1
Art and music offer a creative outlet.
OP
2
Children have the chance to express themselves through other means.
OP
3
Art and music are an essential part of any civilisation.
OP
4
Children can learn about history through art.
OP
5
Children need to develop a broad range of skills.
OP
6
Children learn to appreciate other forms of communication.
OP
AGREE — THEY ARE A WASTE OF TIME
6
1
Art and music are overrated and do not prepare children for future careers.
OP
2
Children would be better off learning IT or other useful skills.
OP
3
Art and music are not functional to society.
OP
4
Science is more useful as it can lead to the study of medicine and disease.
OP
5
Not all students are gifted in art and music, and do not benefit from learning them.
OP
6
Being articulate and capable of mathematical calculations is more important than being able to draw or sing.
OP
Education should be Free for Everyone
SUAL
University education should be free for everyone who wants it. To what extent do you agree or disagree?
FOR
4
1
Everyone should have equal rights to education.
DV
2
Education should not be accessible only to wealthy people.
DV
3
Free education allows poor people as well as the rich access to education.
DV
4
More educated people can help a country develop and prosper.
DV
AGAINST
4
1
It is a financial strain for some countries to offer free education to all people.
DV
2
The government would need to increase taxes to afford it.
DV
3
It would be better if only gifted individuals were entitled to free education.
DV
4
Students will not appreciate and value education if it is free.
DV
Streaming: Grouping Students by Ability
SUAL
Some schools group students by ability, while others teach mixed-ability classes. Discuss both views and give your own opinion.
FOR
6
1
Students of the same level can learn at the same pace.
DV
2
Students with less ability are not left behind.
DV
3
Students who need to go more slowly are not made to feel inadequate.
DV
4
Advanced students can be challenged with more difficult materials.
DV
5
There is less disruption in class from bad behaviour as lessons are tailored to meet students’ needs.
DV
6
It is very difficult to teach a mixed-ability class.
DV
AGAINST
6
1
Streaming brings about labelling.
DV
2
Students in the lower class are stigmatised.
DV
3
Students of different levels are not able to help each other as they are separated.
DV
4
Gifted students do not learn the skill of helping others.
DV
5
Students in the lower group may feel content to stay at that level rather than try to challenge themselves.
DV
6
Students in the bottom class end up believing they are not smart.
DV
Wearing Uniforms at School
SUAL
In many countries students are required to wear a school uniform. Do the advantages of this outweigh the disadvantages?
FOR
8
1
Uniforms promote equality.
DV
2
Rich and poor both wear the same clothing.
DV
3
Discrimination can be avoided.
DV
4
Uniforms promote unity within the school as students feel they are all part of the same group.
DV
5
They are more cost-effective for parents.
DV
6
Students can focus on their studies rather than on their image.
DV
7
There is less peer pressure to conform.
DV
8
They support discipline.
DV
AGAINST
7
1
Uniforms do not help students increase their grades.
DV
2
Schools should encourage children to explore their differences.
DV
3
School uniforms make it difficult for students from other schools to mix.
DV
4
Uniforms do not allow for individuality.
DV
5
Uniforms encourage conformity, which can restrict a child’s development.
DV
6
Lack of individual expression can lead to rebellion.
DV
7
Rich and poor will still be easily differentiated even with uniforms.
DV
Exams as a Means of Assessment
SUAL
Some people believe formal exams are the best way to assess students, while others prefer continuous assessment. Discuss both views and give your own opinion.
FOR
7
1
It is a controlled way to assess a person.
DV
2
The questions have been reviewed by experienced exam makers.
DV
3
It is a time-effective way to assess a person’s abilities and knowledge.
DV
4
The controlled conditions avoid cheating or plagiarism.
DV
5
Scoring is simplified.
DV
6
It can be a national standardised way to assess students.
DV
7
Results can be compared nationally.
DV
AGAINST
8
1
Some people suffer from nerves when they are under pressure.
DV
2
Nerves make people perform worse than usual.
DV
3
It is wrong to assess people when they are not performing their best.
DV
4
Continuous assessment over the year is a better representation of people’s work.
DV
5
Exams do not assess ability, only knowledge.
DV
6
A person’s potential cannot be assessed in an exam.
DV
7
Students may only study to pass tests rather than to learn.
DV
8
Students cannot get feedback on their mistakes from exams.
DV
Obligatory Extra-Curricular Activities
SUAL
Schools should make activities outside the classroom, such as sport and community service, compulsory. To what extent do you agree or disagree?
FOR
4
1
Extra-curricular activities help students develop their character.
DV
2
Unlike extra activities, academic subjects do not teach students social skills and team work.
DV
3
Extra-curricular activities, such as community service and sport, can be beneficial to students.
DV
4
Students benefit from activities that are not academic.
DV
AGAINST
5
1
Students should be allowed to choose their own extra activities.
DV
2
Forcing extra-curricular activities on students does not promote independence or autonomy.
DV
3
Adding pressure to students is not healthy for them.
DV
4
Some students are already overloaded with homework.
DV
5
Some students prefer to focus only on their academic subjects.
DV
Home Schooling
SUAL
Some people believe children learn better at home with their parents, while others think school is essential. Discuss both views and give your own opinion.
FOR
8
1
It is useful for families who live far from good schooling or need to move often.
DV
2
Class schedules can be easily changed.
DV
3
Lessons can be tailored to the child.
DV
4
Children can get as much support and help as they need.
DV
5
A child’s interests can be incorporated into the lesson to make it more interesting.
DV
6
Children will not be bullied or experience peer pressure.
DV
7
Religion can be incorporated into the curriculum.
DV
8
The speed of learning can be altered to suit the child.
DV
AGAINST
7
1
Children do not have the chance to interact with other children.
DV
2
They lose the opportunity to develop important social skills and make friends.
DV
3
The child might be lonely due to a lack of school friends.
DV
4
The parent-child relationship might be affected by the additional role of teacher.
DV
5
Parent and child may spend too much time together.
DV
6
One parent will not be able to work and earn money.
DV
7
Children will have limited resources and sports facilities.
DV
A Good Teacher needs to be Intelligent
SUAL
Some people think the most important quality in a teacher is deep knowledge of the subject. What other qualities does a good teacher need, and which matters most?
INTELLIGENCE MATTERS
4
1
A teacher must have a good knowledge base in their subject.
TQ
2
A teacher’s primary role is to impart information and knowledge.
TQ
3
A student’s level of knowledge is in great part dependent on their teacher’s level.
TQ
4
A teacher confident in the subject can answer unexpected questions instead of avoiding them.
TQ
OTHER REQUIREMENTS
7
1
Teachers need to be able to communicate effectively.
TQ
2
Students need to be motivated or inspired by a teacher.
TQ
3
Teachers need to know how to discipline students.
TQ
4
Teachers need good classroom management skills.
TQ
5
Teachers should be a good role model.
TQ
6
Teachers need clearly defined goals for each lesson.
TQ
7
Students prefer teachers who are passionate about their subject area.
TQ
Corporal Punishment in School
SUAL
Physical punishment should be permitted in schools in order to maintain discipline. To what extent do you agree or disagree?
FOR
5
1
Physical punishment is the strongest deterrent.
DV
2
Students will think twice before breaking the rules.
DV
3
After receiving corporal punishment, students have a deep respect for authority.
DV
4
It is a quick and effective punishment that stops bad behaviour.
DV
5
Children learn quickly between what is right and what is considered wrong.
DV
AGAINST
7
1
Children should not be hit.
DV
2
Children should feel safe in their learning environment.
DV
3
Children learn to loathe authority and might rebel.
DV
4
It teaches children that physical punishment is acceptable.
DV
5
Children might grow up and use physical punishment on their own children.
DV
6
This perpetuates a cycle of abuse.
DV
7
This type of punishment is belittling, controlling and affects a person’s self-esteem.
DV
More Boys than Girls Study Science
SUAL
In many countries far fewer girls than boys choose to study science. Why is this the case, and what could be done to change it?
REASONS
6
1
Boys and girls often differ in what they are drawn to and what they find easy or difficult.
PS
2
More boys than girls develop an early interest in science and technology.
PS
3
The world of science is often depicted as a man’s world.
PS
4
There are still many negative stereotypes about girls’ abilities in science and maths.
PS
5
Even today, most people implicitly associate male with science and female with arts.
PS
6
Boys have more confidence than girls that they can succeed in science subjects.
PS
SOLUTIONS
6
1
Schools should encourage all children to develop both their spatial and verbal skills.
PS
2
Parents should avoid reinforcing stereotypes such as giving a chemistry set to Tom and a doll to Lucy.
PS
3
University science departments need to ensure that women are not under-represented.
PS
4
We need to remember that girls generally do as well as or even outperform boys in science classwork.
PS
5
More work needs to be done to tackle gender stereotypes.
PS
6
When more women choose to go into science, girls will gain more self-confidence.
PS
Traditional Classroom or Online Learning
SUAL
Some people believe online courses are as effective as classroom teaching, while others disagree. Discuss both views and give your own opinion.
TRADITIONAL CLASSROOM
7
1
Teachers can provide help to individual students.
DV
2
Students can have face-to-face interaction with other students and their professor.
DV
3
Students can collaborate on projects.
DV
4
Teachers can provide instant feedback and support in the classroom.
DV
5
Classrooms give students a sense of unity and encouragement.
DV
6
Classrooms provide structured learning and an easy-to-follow schedule.
DV
7
Students are reminded of deadlines.
DV
ONLINE EDUCATION
8
1
It allows for a flexible class schedule, which is ideal for working people.
DV
2
People are able to work full time whilst studying.
DV
3
Online learning is usually cost-effective.
DV
4
Mature students do not need to study alongside immature, younger students.
DV
5
Online courses allow students to study at their own pace.
DV
6
Students can take breaks in their study schedule to suit their needs.
DV
7
Students can speed up their learning to complete a course sooner.
DV
8
It offers more diverse methods of learning.
DV
Types of Online Learning
SUAL
Online study now takes several different forms. Which form do you think suits most learners best, and why?
FORMS
5
1
Self-education using materials found online.
TQ
2
Asynchronous training, which is pre-recorded without live interaction.
TQ
3
Synchronous training, which is done in real time online in virtual classrooms.
TQ
4
Online college or university courses.
TQ
5
Educational apps, YouTube tutorials, videos and CDs.
TQ
EDUCATION · WORD BANK · 48 Termin
Faydalı anlayışlar
& akademik lüğət
Termin · Məna · Kollokasiya və nümunə cümlələr.
01
compulsory
adj
Universal
Required by rules or by law.
compulsory extra-curricular activities
02
vocational
adj
Relating to training for a particular job.
vocational courses lead straight into work
03
tuition fees
n
Money charged for teaching.
rising tuition fees deter poorer students
04
academic achievement
n
Universal
Success measured in grades and qualifications.
pressure to raise academic achievement
05
the curriculum
n
The subjects taught in a school or course.
art has been squeezed out of the curriculum
06
core subjects
n
The central subjects of a school curriculum.
concentrate on core subjects
07
streaming
n
Grouping pupils by ability.
streaming can demotivate weaker pupils
08
mixed-ability class
n
A class containing pupils of all levels.
teach a mixed-ability class
09
continuous assessment
n
Judging pupils on work over time, not one exam.
replace exams with continuous assessment
10
rote learning
n
Memorising facts without understanding them.
exams reward rote learning
11
critical thinking
n
Universal
Judging information carefully instead of accepting it.
develop critical thinking skills
12
discipline
n
Controlled, orderly behaviour.
maintain discipline in the classroom
13
disruptive
adj
Causing interruption and preventing others working.
remove disruptive pupils from the class
14
expel / suspend
v
To remove a pupil permanently; temporarily.
expelled for repeated violence
15
corporal punishment
n
Physical punishment such as caning.
corporal punishment is banned in most countries
16
extra-curricular
adj
Outside the normal timetable of lessons.
extra-curricular activities build confidence
17
study abroad
v
To take a course in another country.
students who study abroad gain confidence
18
brain drain
n
The loss of skilled people who emigrate.
graduates never return, causing a brain drain
19
home schooling
n
Educating children at home instead of at school.
home schooling suits some families
20
socialisation
n
Learning to interact with other people.
school provides socialisation
21
single-sex school
n
A school for boys only or girls only.
single-sex schools claim better results
22
gender stereotype
n
A fixed idea about what each sex should do.
gender stereotypes steer girls away from science
23
role model
n
Universal
Someone whose behaviour others copy.
female scientists act as role models
24
lifelong learning
n
Universal
Continuing to study throughout adult life.
encourage lifelong learning
25
pedagogy
n
The theory and practice of teaching.
modern pedagogy favours group work
26
differentiated instruction
n
Adapting teaching to different ability levels.
differentiated instruction in mixed classes
27
scaffolding
n
Temporary support withdrawn as learners improve.
scaffolding helps weaker students catch up
28
to spoon-feed
v
To hand students information without making them think.
exam pressure leads teachers to spoon-feed
29
self-directed learning
n
Learning planned and managed by the learner.
online courses demand self-directed learning
30
to fall behind
phr v
Universal
To make less progress than others.
pupils fall behind after long absences
31
the attainment gap
n
The difference in results between groups of students.
close the attainment gap
32
a dropout rate
n
The proportion leaving before finishing.
a rising dropout rate
33
truancy
n
Staying away from school without permission.
tackle persistent truancy
34
teacher retention
n
Keeping qualified teachers in the profession.
poor pay harms teacher retention
35
class size
n
The number of pupils taught together.
smaller class sizes raise attainment
36
a league table
n
A published ranking of schools by results.
schools teach to the league tables
37
to teach to the test
idiom
To cover only what will be examined.
teaching to the test narrows learning
38
a well-rounded education
n
Education covering many different areas.
a well-rounded education, not just exam results
39
transferable skills
n
Universal
Abilities useful in many different jobs.
teamwork and communication are transferable skills
40
early years education
n
Schooling for very young children.
invest in early years education
41
special educational needs
n
The requirements of pupils needing extra support.
provision for special educational needs
42
an inclusive classroom
n
One where all pupils learn together whatever their needs.
build an inclusive classroom
43
a meritocracy
n
Universal
A system where advancement depends on ability alone.
education should create a meritocracy
44
state / private school
n
A school funded by government; one funded by fees.
the gap between state and private schools
45
a scholarship
n
Financial support awarded for ability.
win a full scholarship
46
student debt
n
Money owed for tuition and living costs.
graduate with heavy student debt
47
over-qualified
adj
Holding more qualifications than a job requires.
over-qualified graduates in low-skilled work
48
academic pressure
n
Universal
The stress of meeting educational demands.
academic pressure on teenagers
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