71-13-343
At the deepest level, teachers fear that all this parental anxiety is not always aimed at the stuff that matters. Parents who instantly call about a grade or score seldom ask about what is being taught or how. When a teacher has spent the whole summer brightening and deepening the history curriculum for her ninth-graders, finding new ways to surprise and engage them, it is frustrating to encounter parents whose only focus is on test scores. 'If these parents were pushing for richer, more meaningful instruction, you could almost forgive them their obnoxiousness and inattention to the interests of all the other children,' says Alfie Kohn, a Boston-based education commentator and author of Unconditional Parenting. But 'we have pushy parents pushing for the wrong thing.' He argues that test scores often measure what matters leastand that even high test scores should invite parents to wonder what was cut from the curriculum to make room for more test prep.
Kohn knows a college counselor hired by parents to help 'package' their child, who had perfect board scores and a wonderful grade-point average. When it was time to work on the college essay, the counselor said, 'Let's start with a book you read outside of school that really made a difference in your life.' There was a moment of silence. Then the child responded, 'Why would I read a book if I didn't have to?' If parents focus only on the transx-criptdrive out of children their natural curiosity, discourage their trying anything at which they might failtheir definition of success will get a failing grade from any teacher watching.
A. ¾îÈÖ
parental anxiety ºÎ¸ðÀÇ °ÆÁ¤. stuff ±³À° ³»¿ë. call about Ùýì¡(¹®ÀÇ) ÀüÈÇÏ´Ù.
brighten ¹à°Ô ÇÏ´Ù. ninth-grader 9Çгâ Çлý(Çѱ¹ÀÇ ÁßÇб³ 3Çгâ Çлý).
engage Âü¿©½ÃŰ´Ù. frustrate ÁÂÀý½ÃŰ´Ù. encounter ¸¶ÁÖÄ¡´Ù, ðäéç(Á¶¿ì)ÇÏ´Ù.
richer, more meaningful instruction º¸´Ù ¾ËÂ÷°í ÀÇ¹Ì ÀÖ´Â ÇнÀÁöµµ.
obnoxiousness ¾ÆÁÖ ½ÈÀ½, ¿ª°Ü¿ò, ºÒÄèÇÔ. inattention ¹«°ü½É, ºÎÁÖÀÇ.
interest ÀÌÀÍ. commentator ½Ã»ç¹®Á¦ ÇØ¼³ÀÚ. parenting ºÎ¸ð³ë¸©Çϱâ.
measure ÃøÁ¤ÇÏ´Ù. test prep ½ÃÇèÁغñ. cf. prep=preparation.
package ìéÎÀ(Àϰý) ÁöµµÇÏ´Ù. grade-point average Çо÷Æò±ÕÄ¡.
make a difference Áß¿äÇÏ´Ù. transx-cript Çб³ÀÇ ¼ºÀûÁõ¸í¼, º¹»ç, µîº».
drive out Ãß¹æÇÏ´Ù. curiosity È£±â½É. discourage ¸øÇÏ°Ô ¸»¸®´Ù, ³«´ã½ÃŰ´Ù.
definition ïÒì¡(Á¤ÀÇ). failing grade ³«Á¦ µî±Þ.
B. ±¸¹®
- even high test scores should invite . . . for more test prep.
[(ÇлýÀÌ ¹ÞÀº)½ÉÁö¾î ³ôÀº Á¡¼öµµ ºÎ¸ð·Î ÇÏ¿©±Ý (Çб³´ç±¹ÀÌ) ½ÃÇèÁغñ¸¦ À§ÇÑ ¿©À¯¸¦ ¸¸µé±â À§Çؼ ±³À°°úÁ¤¿¡¼ ¹«¾ùÀ» Àß¶ó ³»¾ú´Â°¡¸¦ »ý°¢Çϵµ·Ï ÇØ¾ßÇÑ´Ù]
71-14-344
By the time children turn 18, they have spent only 13% of their waking lives in the classroom. Their habits of mind, motivation and muscles have much more to do with that other 87%. But try telling that to an Ivy-educated mom and dad whose kids aren't doing well. It can't be the genes, Mom and Dad conclude, so it must be the school. 'It's the bright children who aren't motivated who are most frustrating for parents and teachers,' says Nancy McGill, a past president of the Iowa Talented and Gifted Association. 'Parents don't know how to fix the kid, to get the kid going. They want us to do it, and discover we can't either.' Sometimes bright kids intentionally work just hard enough to get a B because they are trying to make a point about what should be demanded of them, observes Jennifer Loh, a math teacher at Ursuline Academy in Dallas. 'It's their way of saying to Mom and Dad, 'I'm not perfect.'' Though the best teachers work hard to inspire even the most alienated kids, they can't carry the full burden of the parents' expectations. In his dreams, admits Daddow, the Iowa history teacher, what he would like to say is 'Your son or daughter is very, very lazy.' Instead, he shows the parents the student's work and says, 'I'm not sure I'm getting Jim's best effort.'
A. ¾îÈÖ
by the time ...ÇÒ ¶§Âë¿¡´Â. motivation µ¿±âºÎ¿©, ÀÚ±Ø. muscle ±ÙÀ°.
have to do with ...¿Í °ü°è°¡ ÀÖ´Ù.
Ivy-educated ÇϹöµå, ¿¹ÀÏµî ¹Ì±¹µ¿ºÎÀÇ Ù£Ú¦(¸í¹®) ÓÞùÊ(´ëÇÐ)¿¡¼ ±³À°¹ÞÀº.
past president îñ ȸÀå. talented ÀçÁÖ ÀÖ´Â.
gifted õºÎÀÇ Àç´ÉÀÌ ÀÖ´Â, ¸Ó¸®°¡ ¾ÆÁÖ ÁÁÀº. frustrating ½Ç¸Á½ÃŰ´Â, ÁÂÀý½ÃŰ´Â.
intentionally ÀǵµÀûÀ¸·Î. make a point Á¡¼ö(ÇÐÁ¡)¸¦ µû´Ù. inspire °Ý·ÁÇÏ´Ù.
alienate ¼Ò¿Ü½ÃŰ´Ù. burden Áü. effort ¼º°ú, ³ë·Â.
B. ±¸¹®
- It's the bright children . . . for parents and teachers.
cf. It is A that(who)¡æA °Á¶±¸¹®
[ºÎ¸ð¸¦ °¡Àå ½Ç¸Á½ÃŰ´Â °ÍÀº ÇнÀÀÇ¿åÀÌ ¾ø´Â ¶È¶ÈÇÑ ¾ÆÀ̵éÀÌ´Ù.]
- I'm not sure I'm getting Jim's best effort.
[JimÀÌ ÃÖ¼±ÀÇ ¼º°ú¸¦ ³»°í ÀÖ´Ù¶ó°í È®½ÅÇÒ ¼ö ¾ø½À´Ï´Ù.]
ÇÑ´«¿¡ º¸´Â
º£½ºÆ® ±â»ç
- 1 À嵿ÇõÀÇ í»øï "¿ì¸®°¡ Ȳ±³¾ÈÀÌ´Ù"
- 2 ºÎ»êÀº µé¶° ÀÖ´Ù
- 3 ×Ý´ëÅë·ÉÀº Àß°í °Ì¸¹Àº »ç¶÷!...'Àڱ⠰úÀ׺¸È£'°¡ ºÒ·¯¿Â Áß´ëÀ§±â
- 4 'µ¿¹°±¹È¸' ´ÙÀ½ ÄÚ½º´Â 'Áü½Â±¹È¸'
- 5 ÀÌÀç¸íÀÇ ÆøÁ¤(øìïÙ) ¿À·¡ °¡Áö ¸øÇÒ °Í
- 6 ´ëȰ¡ ¾È µÇ´Â °ÍÀÌ ±Ø¿ì¿Í ±ØÁÂÀÇ Æ¯Â¡
- 7 Çѵ¿ÈÆÀÌ ³ë¸¸¼® °ËÂûÃÑÀå´ëÇàÀ» ù¶ñÊ(ÇÊÁÖ)ÇÏ´Ù!
- 8 '4õ¾ïÂ¥¸® µµµÏÁú' ¼º°ø? Á¤Àǵµ ¹ÎÁÖµµ °øÈµµ Á×¾ú´Ù!
- 9 ³»¶õƯ°ËÀÇ ³î¶ó¿î »ó»ó·Â
- 10 Á˼öÀÇ µô·¹¸¶












