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Student-teacher disputes can quickly escalate into legal challenges or the threat of them. The fear of litigation that has given rise to the practice of defensive medicine prompts educators to practice defensive teaching. According to Forrest T. Jones Inc., a large insurer of teachers, the number of teachers buying liability insurance has jumped 25% in the past five years. 'A lot of teachers are very fearful and don't want to deal with it,' says Roxsana Jaber-Ansari, who teaches sixth grade at Hale Middle School in Woodland Hills, Calif. She has learned that everything must be documented. She does not dare accuse a student of cheating, for instance, without evidence, including eyewitness accounts or a paper trail. When a teacher meets with a student alone, the door always has to be open to avoid any suspicion of inappropriate behavior on the teacher's part. 'If you become angry and let it get to you, you will quit your job,' says Jaber-Ansari. 'You will hate what you do and hate the kids.'
THE CULTURE WARRIORS
Teachers in schools with economically and ethnically diverse populations face a different set of challenges in working with parents. In less affluent districts, many parents don't have computers at home, so schools go to some lengths to make contact easier. Even 20 minutes twice a year for a conference can be hard for families if parents are working long hours at multiple jobs or have to take three buses to get to the school. Some teachers visit a parent's workplace on a Saturday or help arrange language classes for parents to help with communication.
A. ¾îÈÖ
dispute ºÐÀï. legal ¹ýÀûÀÎ. challenge Óûîú(µµÀü). litigation áÍáè(¼Ò¼Û).
give rise to ...À» ³º´Ù, ÀÏÀ¸Å°´Ù. practice αú¼(°üÇà).
defensive medicine Àڱ⠹æ¾îÀû ÀÇ·áÁ¶Ä¡ (ÀÇ·á °ú¿À ¼Ò¼Û¿¡ ´ëºñÇÏ´Â ÀÇ·á Á¶Ä¡).
prompt õµòä(ÃËÁø)ÇÏ´Ù, ÀçÃËÇÏ´Ù, ÍÕÙñ(°í¹«)ÇÏ´Ù. insurer º¸Çè¾÷ÀÚ, º¸ÁõÀÎ.
liability Ã¥ÀÓ. insurance º¸Çè. document ¹®¼¸¦ ÷ºÎÇÏ´Ù. dare °¨È÷...ÇÏ´Ù.
accuse A of B. BÀÇ ñªÙÍ(Á˸ñ)À¸·Î A¸¦ °í¹ßÇÏ´Ù. cheating ½ÃÇè ºÎÁ¤ÇàÀ§.
including ...¸¦ Æ÷ÇÔÇÏ¿©(ÀüÄ¡»ç). eyewitness accounts ÙÍ̪íº(¸ñ°ÝÀÚ) òçâû(Áø¼ú).
paper trail ÇØ´äÀÌ ¾²¿©ÀÖ´Â Á¾ÀÌ. meet with üå̸(ȸ°ß)ÇÏ´Ù.
suspicion ë÷ûã(ÀÇȤ), ÀǽÉ. inappropriate behavior ºÎÀûÀýÇÑ ÇàÀ§(¼ºÈñ·Õ µî).
get to ¿µÇâÀ» ÁÖ´Ù. quit-quit-quit/quitted-quitted »çÀÓÇÏ´Ù. warrior Àü»ç, ±ºÀÎ.
ethnically ÀÎÁ¾ÀûÀ¸·Î. diverse ´Ù¾çÇÑ. face Á÷¸éÇÏ´Ù. affluent Ý£ë®(ºÎÀ¯)ÇÑ, dzºÎÇÑ.
district Çб¸. go to some lengths ¿©·¯ °¡Áö ³ë·ÂÀ» ÇÑ´Ù.
make contact easier Çкθð¿ÍÀÇ Á¢ÃËÀ» ´õ ½±°Ô ÇÏ´Ù. conference ȸÀÇ.
multiple jobs Òý(´Ù) Á÷Àå( µÎ°³ ÀÌ»óÀÇ ÀÏÀÚ¸®).
arrange Á¶Á¤ÇÏ´Ù, ÁغñÇÏ´Ù, ¹è¿ÇÏ´Ù. language classes (¿µ¾î´É·ÂÀÌ ¾ø°Å³ª ¾àÇÑ À̹ΠºÎ¸ð¸¦ À§ÇÑ) ¿µ¾îÇнÀ¹Ý.
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Particularly since a great goal of education is to level the playing field, teachers are worried that the families that need the most support are least able to ask for it. 'The standards about what makes a good parent are always changing,' notes Annette Lareau, a professor of sociology at Temple University, who views all the demand for parent involvement as a relatively recent phenomenon. 'And it's middle-class parents who keep pace.'
Lareau also sees cultural barriers getting in the way of the strong parent-teacher alliance. When parents don't get involved at school, teachers may see it as a sign of indifference, of not valuing educationwhen it may signal the reverse. Some cultures believe strongly that school and home should be separate spheresparents would no more interfere with the way a teacher teaches than with the way a surgeon operates. 'Working-class and poor families don't have a college education,' says Lareau. 'They are looking up to teachersthey respect teachers as professionals. Middle-class parents are far less respectful. They're not a teacher, but they could have been a teacher, and often their profession has a higher status than teachers'. So they are much more likely to criticize teachers on professional grounds.'
A. ¾îÈÖ
particularly Ưº°È÷. level ÆòµîÈÇÏ´Ù. playing field ¿îµ¿Àå.
level the playing field ±âȸ(°æÀïÀÇ Á¶°Ç)°¡ ÆòµîÇÏ°Ô ÁÖ¾îÁöµµ·Ï ÇÏ´Ù.
least °¡Àå Àû°Ô. sociology »çȸÇÐ. view °£ÁÖÇÏ´Ù.
parent involvement ºÎ¸ðÀÇ Çб³±³À°Âü¿©(°£¼·). relatively »ó´ëÀûÀ¸·Î.
phenomenon úÞßÒ(Çö»ó). keep pace º¸Á¶¸¦ ¸ÂÃß´Ù, µû¶ó°¡´Ù. barrier î¡Ûú(À庮).
get in the way ¹æÇØÇÏ´Ù. alliance µ¿¸Í. indifference ¹«°ü½É.
signal ½ÅÈ£¸¦ º¸³»´Ù. reverse ¹Ý´ë, æ½(¿ª). separate ºÐ¸®µÈ. sphere ¿µ¿ª, Ϲ(±¸).
interfere °£¼·ÇÏ´Ù. surgeon ÀǰúÀÇ»ç. operate ¼ö¼úÇÏ´Ù. working-class ³ëµ¿°è±Þ.
look up to Á¸°æÇÏ´Ù. status ÁöÀ§. criticize ºñÆÇÇÏ´Ù. grounds ÀÌÀ¯.
on the professional grounds Àü¹®ÀûÀÎ ÀÔÀå¿¡¼.
B. ±¸¹®
- parents would no more . . . than with the way a surgeon operates.
[ºÎ¸ð´Â ¿Ü°úÀÇ»çÀÇ ¼ö¼ú¿¡ °£¼·ÇÏÁö ¾ÊÀº °Íó·³ ±³»ç°¡ °¡¸£Ä¡´Â ¹æ¹ý¿¡ °£¼·ÇÏÁö ¾ÊÀ» °ÍÀÌ´Ù.]
cf. A is no more B... than C is. . . B.
[A°¡ B°¡ ¾Æ´Ñ °ÍÀº C°¡ B°¡ ¾Æ´Ñ °Í°ú °°´Ù]
ex. A whale is no more a fish than a horse is.
[°í·¡°¡ ¹°°í±â°¡ ¾Æ´Ñ °ÍÀº ¸»ÀÌ ¹°°í±â°¡ ¾Æ´Ñ °Í°ú °°´Ù.]
- they could have been a teacher.=they could have been a teacher if they had wished to.
[±×µéÀº ±×µéÀÌ ¿øÇÏ¿´´õ¶ó¸é ±³»ç°¡ µÉ ¼ö ÀÖ¾úÀ» °ÍÀÌ´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 ³ª¶ó°¡ ¹«³ÊÁø´Ù. ¹üÁËÀÚ ´ëÅë·É ¶§¹®¿¡
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- 5 'µ¿¹°±¹È¸' ´ÙÀ½ ÄÚ½º´Â 'Áü½Â±¹È¸'
- 6 ÀÌÀç¸íÀÇ ÆøÁ¤(øìïÙ) ¿À·¡ °¡Áö ¸øÇÒ °Í
- 7 '¹Îº¹ ¾¾ÀÇ °ßÇØ¿¡ µ¿ÀÇÇÒ ¼ö ¾ø½À´Ï´Ù'(À̵¿º¹)
- 8 ´ëȰ¡ ¾È µÇ´Â °ÍÀÌ ±Ø¿ì¿Í ±ØÁÂÀÇ Æ¯Â¡
- 9 Çѵ¿ÈÆÀÌ ³ë¸¸¼® °ËÂûÃÑÀå´ëÇàÀ» ù¶ñÊ(ÇÊÁÖ)ÇÏ´Ù!
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