Make up your own list of qualities that make a good foreign language teacher and compare it with the one given in the article.
Read the following text for obtaining its main idea:
Quite properly, one may argue 
спорить, the emphasis in society today is falling upon the need to individualize. The danger that the individual may become lost in the crowd has led in turn to the questioning
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of the very basis of authority by students, and in some cases by Authority itself.
It is for this reason, among others, that schools constantly need to examine 
the relationships that exist between teachers and pupils, indeed within the school as a whole, and ask some, or all, the following questions: is it possible in today's climate of opinion to continue operating on an athoritarian basis? Can discipline 
be maintained in a situation where there is little day-to-day social commerce общение between students and teachers, and where relationships are based not upon mutual trust and understanding, but upon a "Do as I say and argue спорю afterwards" approach? How much effort 
are we making tounderstand the pressure under which children are operating (or failing to operate 
)? What, come to think of it, do we mean by discipline, anyway? How far is it possible to open lines of communication in such a way as to admit the possibility of children being outspokenly открыто and fiercely яростно critical of what is happening in their own school?
Primarily, however, the concern 
must be with нужно позаботиться the child and the way or ways in which any child lives and moves within the school.
There is little point in teachers believing that an expressed desire to help, to guide and to advise will be accepted at its face value кажущейся ценности by today's child. The teacher has to prove himself through a period of apprenticeship 
cрока обучения, during which time he will be assessed оценен by the children themselves. If, during this time, he reveals a genuine искренен 
, as opposed to an expressed interest, he will eventually be accepted in both a tutorial and perhaps a counselling role.
I admit to a personal doubt as to whether any teacher will be accepted in a counselling role if he has not at some time or other joined regularly in some activity involving prolonged 
contact with children in a social setting социальных условиях. Once a child has committed 
his trust был вверен его попечению there is a further need to create situations where, if necessary, the teacher may make himself available to children in a private 
capacity 
статус частного лица, as a friend, when he may be talked to alone and in confidence.
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But the pressures on teachers today are considerable, especially since their sphere of operations has increased to include the individual welfare благосостояние of all children in form по форме or tutor groups. Unfortunately it is hard to see how tutors can become tutors in the real sense of the word unless they are prepared to become deeply involved (though not so involved as to be unable to be dispassionate 
беспристрастный and clear-sighted проницательный) in the interest and preoccupations of the children. To fill the position satisfactorily implies a desire to know the child's background and his
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family history, and it implies also a respect for the child as he is, and not as we would like him to be.
(From: Stuart-Jervis C. Pastoral care. L., 1974. P. 15-19.)
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