Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.
小题1:The underlined word “maintain” in Para.1 probably means_______.
A．keep
B． build
C．recreate
D．evaluate小题2:According to the author, the teacher should _______.
A．free students from outside pressures
B．set the standards and rules on his own
C．be responsible for a well-organized class
D．focus more on instruction and evaluation小题3:From the passage we can learn that ______.
A．rules cannot be changed once they’re formed
B．outside pressures can not cause tension among students
C．if the teacher well unites his students, he then will finish his task
D．if rules are not acceptable both to students and teachers, the classroom can be a mess小题4:What is the author’s main purpose of writing the passage?
A．To provide information for teaching.
B．To show the importance of teaching a class.
C．To study the teacher’s behavior in the classroom.
D．To compare the teacher’s behavior with the students’ in class.
小题1:A
小题2:C
小题3:D
小题4:A
题目分析：教育所包含的内容远甚于领导关系。有些老师将时间和经历花在训导方面，另外一些花在评估方面。正是作为组内领导者的老师才能为训导和评估活动创造有效率的组织结构和良好的工作环境。
小题1:helping to form and maintain a positive learning environment帮助形成并保持一种积极的学习环境，maintain保持，故选A。
小题2:根据第一段“But it is the teacher as a group leader who creates an effective organizational structure and good working environment”可知，创造一种有效的组织结构和良好的学习环境是老师的职责所在，故选C。
小题3:根据第三段“Without clear regulations agreeable to the students and teachers, the classroom can become chaotic.”可知，没有明确的针对老师和学生的规定，教室会变得一片混乱。故选D。
小题4:根据“Teaching is more than leadership. ...On the first day of class, the teacher faces a room filled with individuals. ...One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.”可知，文章讲的是，教师如何做好教学工作，管理好学生，故选A。