11paraphrase

PARAPHRASE

(Para. 2)

As a teacher I have come to feel weighted by these expectations and have begun to see that it is really not possible to teach.

As a teacher I am feeling unhappy and anxious toward such expectations on the part of the students, because to offer endless repositories of skill and knowledge which students may draw as they like is not desirable or even possible.

As a teacher, I feel anxious toward such expectations and find it impossible to teach such students because I do not possess the boundless skill and knowledge that they wish to take from me as they like.

(Para. 2)

All the words and theories and techniques are of no use to students who have yet to open themselves with receptivity and to take it upon themselves to practice.

The essence of teaching, which is most desirable, rests with the voluntary investigative efforts of students, rather than the traditional knowledge-imparting practices.

However well-equipped with knowledge, teaching theories or skills, a teacher may do no good to his or her students if they are not prepared to make voluntary investigative efforts in their own study.

(Para. 4)

It is not knowing in the sense of having a rigid opinion but the ability to look again at another time, in a different light, as Gyorgyi suggests, and to form a new understanding based on that observation.

A rigid opinion is one that does not change once it is formed. According to the

author, knowledge must be acquired through investigation, observation and questioning which may change our outlook and perception and make our knowledge more complete.

According to Gyorgyi, genuine learning is not a process of forming fixed ideas;

successful learners are able to view the old “knowledge”again at another time and from a different perspective so that they develop a new understanding and their knowledge becomes more complete.

(Para. 6)

Beyond the well-paved roads and secure structures we usually build for ourselves lie demons, unsure footing — and unfelt pleasures.

Surprises and pleasures may come together, or are implied in uncertainties and risks.

As students, we tend to seek a sense of security. Uncertainties and risks are mostly undesirable because they make us unsure of ourselves. However, along with them may come surprises and pleasures that we have never experienced.

(Para. 6) Children enter school as question marks and leave as periods.

When they start school, children are curious and ready to try every means to explore the unknown. However, they end up losing the pioneering spirit after years of formal education.

(Para. 9) Being “advanced” has its own pitfalls — among them complacency and pushing or forcing.

“Advanced”learners are likely to make some mistakes. For example, they may become excessively satisfied with their progress or, on the contrary, put too much pressure on themselves to score further achievements.