School - important stage for every personality. It is during this period that children become familiar with spiritual values and acquire life guidelines. Each teacher always influences a teenager’s worldview in his own way, so the result of the influence is different for everyone.
- V. Rasputin, “French Lessons”. Lydia Mikhailovna became for the poor eleven-year-old boy the embodiment of kindness and selflessness. She taught him the most valuable lessons - humanity. The student tried to get money for food by any means, so he got involved in card games for money. Since the proud hero never accepted help from the teacher (she offered him help), she found another way out of the situation. Lidia Mikhailovna began to play with him gambling and lost on purpose to somehow help. Soon the school director found out about her “crime” and the woman was fired. However, even from a distance, she supported the boy - she sent him anonymous parcels with apples. Lydia Mikhailovna taught the hero the most important thing in life - humanity.
- V. Bykov, “Obelisk”. Moroz became a role model for his students. It combined the best features human character– kindness, mercy, courage, sense of responsibility for one’s followers. Even during the war years, he continued to diligently teach children, he wanted to raise them “not to be obedient crammen, but, above all, to be people.” One day, Frost bought new shoes for the little twin girls so that their mother would let them go to study when it got cold outside. For the sake of his students, he was ready to do anything. Even to death. To save at least one of the six children captured by the Germans, he sacrificed his life. Pavel Miklashevich was seriously wounded, but survived. All his life he defended the good name of his teacher.
Negative influence of the teacher
- A. S. Pushkin, “Eugene Onegin.” French teachers in a nobleman's house are a common occurrence. However, “European” education was not always of high quality. Thus, in the novel in verse, the author ironically refers to Onegin’s education. The “wretched” Frenchman did not work seriously with the boy, but “taught him everything jokingly.” He encouraged the child's pranks, sometimes even indulged them. Such upbringing can be considered one of the reasons for the hero’s immoral lifestyle. He does not feel a craving for knowledge, no activity brings him pleasure. Evgeny Onegin grew up as a selfish, eternally bored young man. Sometimes a teacher does more harm than good with his “classes.”
- A. S. Pushkin, “The Captain's Daughter.” At the age of 11, Peter Grinev was hired by the Frenchman Beaupré, who was supposed to teach the boy “French, German and all sciences.” But he was not involved in his direct responsibilities. The Frenchman had previously worked as a hairdresser, then as a soldier, so he was far from his “profession” in Russia. Beaupre drank a lot, led a dissolute lifestyle, and slept through his classes. This affected Peter’s education—he never received any knowledge from his tutor. However, subsequently the hero did not adopt bad character traits from his “teacher”. Pyotr Grinev remained true to himself and his beloved. He did not swear allegiance to Pugachev, maintaining his honest name. All this happened because Peter’s family properly monitored his formation and were able to correct the consequences of poor upbringing in time.
The importance of a teacher in a person's life
- A. I. Kuprin, “Taper”. In A. I. Kuprin’s work “Tapper,” the teacher played an important role in the life of the unknown fourteen-year-old tapper Yuri Agazarov. At one evening at the rich noble family of the Rudnevs, the young man had the chance to play the piano during a dance. This wonderful performance was noticed by the real musical legend– Anton Grigorievich Rubinstein. They left the Rudnevs' house together. The composer began to teach Yura his skills and helped him develop his talent. The boy in the “worn uniform” is now known throughout Russia. He reached considerable heights: he became a great composer, like his teacher. Rubinstein helped the student achieve success in his element. So, thanks to the teacher, we do not forget about our talents, but contribute to their improvement.
- V. G. Korolenko, “The History of My Contemporary”. Korolenko in his text touches on the problem of the importance of the teacher. A young man who recently graduated from college comes to a new class. In front of him sit fifth-graders, already “hardened” by the rude treatment of their teachers. It is common for them to have humiliations and insults thrown at them. But there is something “wrong” with the new teacher. He retreats from school system, treats children politely. Ignatovich strives not to force them to study by force and rudeness, but to educate them as real individuals. This attitude does not pass without a trace: after one of the students was rude to him, he soon realizes his mistake and apologizes to Vladimir Vasilyevich. Ignatovich instilled kindness in children and taught them to respect other people.
The influence of a teacher on a teenager’s professional self-determination
- D.K. Orlov, “The place of appearance is a steel room.” In his book “The Place to Appear—The Steel Room,” the writer gives an example of how a teacher can influence the professional choice of his follower. San Sanych Titov instilled in children a love of literature. He always gave his students interesting books, many of which were not included in the list school curriculum. Titov helped students discover their potential and develop their talents. So, one of the students wrote an essay in verse, and later “headed the poetry department in the magazine Yunost.” San Sanych always found his own approach to every child. It was important for him to help schoolchildren find their place in the sun, to introduce them to different sides of the vast literature, so that they better understand life.
- E. V. Grishkovets, “Darwin”. Unfortunately, sometimes a teacher can crush a person's dreams of future profession. This happened to the hero of E.V. Grishkovets’s work “Darwin”. The boy came to the open day of the Faculty of Biology. But his expectations, which he carried through his entire childhood, all his teenage years, collapsed in one moment. The “lady in a white coat” (obviously an institute teacher) gave a dry, “indifferent” tour. She led the children through the laboratories and showed them scientific activities. But she did nothing to touch the hearts of future students. The hero saw the image of the scientist differently, which discouraged him from any desire to enroll in the biology department. He became disillusioned with the faculty he had dreamed of for so long.
The many-wise Litrekon wishes you success in the exam and reminds you that you should write about all the shortcomings of the work in the comments.
73) The problem of unscrupulousness.
Chekhov's essay “Gone” tells about a woman who, within one minute, completely changes her principles.
She tells her husband that she will leave him if he commits even one vile act. Then the husband explained to his wife in detail why their family lives so richly. The heroine of the text “went... into another room. For her, living beautifully and richly was more important than deceiving her husband, although she says quite the opposite.
In Chekhov's story “Chameleon” the police warden Ochumelov also does not have a clear position. He wants to punish the owner of the dog that bit Khryukin’s finger. After Ochumelov finds out that the possible owner of the dog is General Zhigalov, all his determination disappears.
74) The problem of the influence of music.
What does the music tell? What feelings does she express? What is its role in a person’s life? The outstanding Russian prose writer Viktor Petrovich Astafiev reflects on this in his work.
The author's position is that music can tell stories, complain, be angry, evoke love, hatred, remorse, teach kindness and love for one's homeland. Music can make a person act to change the world, “so that these fires would go out, so that people would not huddle in burning ruins, so that the sky would not throw up explosions.” The author also comes to the conclusion that with music that sounds like a reminder of the homeland, a person will never remain an orphan.
I agree with the opinion of V.P. Astafieva. The importance of music in human life cannot be overestimated. The entire history of mankind is closely connected with music. Music was born before the mind and is therefore closely connected with feelings and the subconscious. Song and dance primitive people played an organizing role. An echo of this is, for example, singing on camping trips, soldiers’ songs, and the music of regimental orchestras. In the Middle Ages, music became a philosophical category, an abstract concept. Much was attributed to her. An excellent example is Ancient Greece: Orpheus was able to make stones cry; Pythagoras mathematically calculated the effects on the human psyche of various musical modes and sound combinations; the perky flutes of the Spartan boys who accompanied the brave warriors of King Leonidas to their death. Currently, music is given over to the realm of human feelings.
Even in the life of animals, music plays a significant role and influences it in a special way: cows milk better, chickens begin to lay eggs better, plants are drawn to the receiver with Mozart’s music. It’s not for nothing that Leo Tolstoy wrote that “music is a shorthand of feelings.”
Thus, music is of no small importance in our lives. V. Klyuchevsky said: “Music is an acoustic composition that arouses in us an appetite for life, just as well-known pharmaceutical compositions arouse an appetite for food.”
Essay based on the text:
Why do some people like to read and others not? Why do some people remember their teachers all their lives, while others forget almost immediately after leaving the school threshold? The answers to these questions can be found in the text by F. Iskander. Talking about her school past, the author notes that the literature teacher Alexandra Ivanovna was loved and understood by the students, but the teacher who came to replace them was not perceived in any way. All this happened because Alexandra Ivanovna was devoted to her work, she loved literature and knew how to reveal the beauty and wisdom of the Russian word. This sincere love passed on to children.
The problem of a good teacher who is informal about his subject is more relevant today than ever. But also in old times it received a lot of attention, and Russian literature is evidence of this. Let's take, for example, A.S. Pushkin. In the story “The Captain's Daughter. he depicted the Frenchman Beaupré, who “was a hairdresser in his fatherland, then a soldier in Prussia, then came to Russia pour ktre outchitel, not really understanding the meaning of this word.” It is clear that Beaupre became a teacher by accident, by the will of fate, he did not put any special zeal or effort into Petya Grinev’s education, so there could be no talk of any love for the subject, and especially for the teacher. And the illiterate uncle Savelich aroused respect and gratitude from Grinev, because he taught the master about life, taught him how to take care of honor from a young age. And in the fate of Pushkin himself, the nanny Arina Podionovna Yakovleva played a greater role than tutors and teachers: it was she who instilled in the poet “a love for fatherly tombs”, “for the deep traditions of antiquity” and Russians folk tales. All his life, Pushkin spoke of her tenderly and kindly, emphasizing his love not only for the Russian
to a woman, but also to the entire Russian people with their wisdom, poetry, and sincerity.
Love begets only love. She forms the best in childhood human qualities and the right attitude towards the world. This is exactly what is said in the first book “Childhood” of the trilogy by L.N. Tolstoy. Creating the image of teacher Karl Ivanovich, the author constantly emphasizes the professionalism and skill of the teacher. And if in the classroom Karl Ivanovich was strict and demanding, then outside of class he was always a kind and sympathetic person. Nikolenka Irtenyev understood this very well, so he tried to sincerely repent of every petty offense against his teacher. Calling Karl Ivanovich a “dear old man,” Nikolenka responds with precisely the love that grew out of love
teacher to child.
A hundred years later, V. Rasputin in the story “French Lessons” in the image of Lydia Mikhailovna portrayed not only a professional, but also a sensitive, understanding teacher, not indifferent to the fate of each child. What did Lidia Mikhailovna come up with to feed the always hungry village boy brought to the regional center to study! And when she was caught by the director in an inappropriate activity - playing “at the wall” so that the boy could “win” some money - she was fired. She left for Kuban forever, but main character will never forget her. And not because Lydia Mikhailovna sent him pasta and apples, no, but because she took an active part in his fate.
Being a teacher is not an easy task. Be good teacher- this is happiness for both the teacher and the students. Because from love for a subject (not necessarily literature) comes love for those who master this subject. And the students, as a token of gratitude for their work, for their interest, for their dedication, pay back in kind - with love. Happy are those who have had such teachers in their lives.
Text by F. Iskander:
(1) Alexandra Ivanovna... (2) Maybe love for your first teacher, if you are lucky enough to have one, is as necessary and natural as first love in general?
(3) Remembering my feelings for Alexandra Ivanovna, I think that in my love for her two feelings somehow merged inseparably - love for her specifically, for the person she was, and love for Russian literature, which she so skillfully revealed it to us.
(4) Almost every day she read to us something from Russian classics or, somewhat less often, something from modern, most often anti-fascist literature.
(5) Reading remains in memory. " The captain's daughter"Pushkin, like moments of the sweetest experiences. (6) If in the realm of the spirit there is a feeling of family comfort, then I first experienced it while reading this book, when there was a silence purring with pleasure in the class.
(7) I remember Alexandra Ivanovna fell ill, and another teacher replaced her for three days. (8) At the last lesson, she tried to continue reading “The Captain’s Daughter,” but as soon as we heard her voice, we were overcome with horror and disgust.
(9) It was completely, completely different! (10) Apparently, she herself felt it, and the guys in the class made noise with some kind of artificial, evil insolence. (11) She closed the book and no longer tried to read it to us.
(12) Now it’s difficult to say why we felt the foreignness of her reading with such force. (13) Of course, here both the love for our teacher and the habit of hearing her voice had an impact. (14) But there was something else. (15) This obstacle was the very temporary nature of this teacher’s stay with us. (16) The book told us about the eternal, and Alexandra Ivanovna herself was perceived as our eternal teacher, although, of course, we understood that in a year or two we would not have her. (17) But we didn’t think about it, it was too far away.
(18) Recently, reading Marina Tsvetaeva’s notes “My Pushkin,” I remembered our reading of “The Captain’s Daughter” and was surprised at the dissimilarity of impressions. (19) The rebellious soul of the future poet was struck by Pugachev in this book; he seemed mysterious, tempting, and beautiful to her. (20) As I remember now, I was most amazed and pleased by Savelich in this book. (21) Not only me, I’m sure, the whole class.
(22) In the image of Savelich, Pushkin arranged a feast for himself, which he could not always afford in life. (23) Here devotion appears in all guises. (24) The greatest feeling, the beauty of which Pushkin sang so many times in poetry. (25) And this idea of devotion with unexpected force immersed us in its comfort of calm and trust. (26) The idea of devotion to the idea itself, which, apparently, due to the lack of other embodiments of high human passions, developed in us with tragic (which we did not know about), and sometimes ugly (which we were even less aware of) force .
(27) Perhaps that is why reading “The Captain’s Daughter” made such a sweet, such an indelible impression at that time. (28) That is why we pushed away (slightly ugliness) another teacher’s attempt to continue reading Alexandra Ivanovna.
According to F. Iskander
Write an essay based on the text below. Volume of at least 150 words.
Formulate one of the problems posed by the author of the text.
Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting).
Formulate the position of the author (storyteller). Write whether you agree or disagree with the point of view of the author of the text you read. Explain why. Give at least two arguments, based primarily on reading experience, as well as knowledge and life observations.
Source
(1) It seems that I was in the fifth grade when we had several new young teachers who had just left the university. (2) One of the first to appear was Vladimir Vasilyevich Ignatovich, a chemistry teacher. (3) He was a fashionable man, fresh from university, with a barely noticeable mustache, short in stature, with plump pink cheeks, wearing gold glasses. (4) He spoke in a voice that sounded subtle, as if childish, notes. (5) He was somewhat timid in class, and his face was often filled with a shy blush. (6) The new teacher treated us politely, taught us diligently, rarely asked what was assigned, showed disdain for grades, explained the lessons like a professor giving a lecture.
(7) The first result of his system was that the class almost stopped learning. (8) The second is that sometimes they started to make him a little rude. (9) The poor young man, who came to us with ideal expectations, was forced to pay for the general system, which introduced rudeness and cynicism. (10) However, this did not last long. (11) Once, when the class was noisy and Ignatovich was straining his soft voice in vain, one of us thought he was calling us a herd of sheep. (12) Other teachers very often called us a herd of sheep, and sometimes even worse. (13) But those were others. (14) They were habitually rude, and we were habitually submissive. (15) Gnatovich himself encouraged us to make a different appeal.
(16) One of the students, Zarutsky, very good, essentially small, but easily susceptible to moods, stood in the middle of the noisy class.
“(17) Mister teacher,” he said loudly, all red and impudent. - (18) I think you said that we are a flock of sheep. (19) Let me answer you that... in that case...
(20) The class suddenly became so quiet that you could hear a fly fly by.
-(21) What in this case... You yourself are a sheep...
(22) The glass flask, which Ignatovich was holding in his hands, clinked against the retort. (23) He blushed all over, his face somehow trembled helplessly with resentment and anger. (24) At first he was confused, but then he answered in a stronger voice:
I didn’t say that... (25) You were mistaken...
(26) The simple answer puzzled me. (27) There was a murmur in the class, the meaning of which was difficult to immediately understand, and at that same moment the bell rang. (28) The teacher came out; Zarutsky was surrounded. (29) He stood among his comrades, stubbornly looking down and feeling that the mood of the class was not for him. (30) To say something insolent to a teacher, generally speaking, was considered a feat, and if he had just as directly called one of the “old men” a sheep, the council would have expelled him, and the students would have greeted him with warm sympathy. (31) Now the mood was bewildered, heavy, unpleasant...
- (32) Disgusting, brother! - someone said.
“(33) Let him complain to the council,” Zarutsky answered gloomily.
(34) For him, this complaint contained a kind of moral solution: it would immediately put the new teacher on a par with the old teachers and justify the rude behavior.
-(35) And he will complain! - someone said.
-(36) Of course! (37) Do you think he’ll let you down?
(38) This question became the center of the conflict that unfolded. (39) Two days passed, nothing was heard about the complaint. (40) The day of the council passed... (41) There were no signs of complaint.
(42) Ignatovich came to the next chemistry lesson somewhat excited; his face was serious, his eyes lowered more often, and his voice broke. (43) It was clear that he was trying to take control of the situation and was not entirely sure that he would succeed. (44) Through the seriousness of the teacher, the young man’s resentment was visible; the lesson took place amid painful tension. (45) About ten minutes later Zarutsky, his face darkening, rose from his seat. (46) It seemed that at the same time he was lifting a weight on his shoulders, the pressure of which was felt by the whole class.
- (47) Mister teacher... - he said with effort amid the general silence. (48) Eyelids young teacher They trembled under the glasses, their face turned red. (49) The tension in the class has reached its highest limit.
-(50) I... last time... - Zarutsky began dully. (51) Then, with sudden abruptness, he finished:
I'm sorry
(52) And he sat down with such an air, as if he had said new insolence. (53) Ignatovich’s face brightened, although the color flooded him right up to his ears. (54) He said simply and freely:
I already said, gentlemen, that I didn’t call anyone sheep
(55) The incident was settled. (56) For the first time such a collision was resolved in this way. (57) The “new” teacher passed the test. (58) We were pleased with him and - almost unconsciously - with ourselves, because for the first time we also did not take advantage of the weakness of this young man, as we had taken advantage of the weakness of one of the “old ones”. (59) The episode itself soon faded from memory, but some thread of a peculiar sympathy that arose between. new teacher and class, stayed.
(According to V. G. Korolenko)
Composition
In his text, Russian writer Vladimir Galaktionovich Korolenko raises the problem of the teacher’s influence on students.
The author reveals the problem using the example of one case from the life of fifth grade students. Chemistry teacher Vladimir Vasilyevich Ignatovich came to school. The students treated him with disrespect because he was fresh from university. The class did not accept the teacher, feeling insecure in him. But, contrary to expectations, in response to Zarutsky’s rudeness, Ignatovich did not write a complaint, as other teachers would have done, did not respond with an insult, but continued teaching lessons. This reaction from the teacher left the children bewildered, and the rude student, feeling guilty, asked for forgiveness.
The author believes that a teacher can have a serious influence on the behavior, actions and even character of students. Respectful, good attitude to students can make them think about their behavior and evaluate their actions.
One cannot but agree with the author’s opinion that the teacher plays a very important role in the formation of a person’s personality.
Russian writers have repeatedly spoken about this in their works. Let us remember the story of V.G. Rasputin "French Lessons". The hero of the story, an eleven-year-old boy, cut off from home, faces poverty and starves. Lidia Mikhailovna, a French teacher, having learned that Volodya is suffering financial difficulties, invites him to additional lessons French, in which he tries to help the boy. She, forgetting about pedagogical ethics, sits down to play with a student for money with one goal - to lose for the good, for which she later suffers dismissal and leaves for Kuban. Thanks to the young teacher French Lydia The boy discovers Mikhailovna new world, where people can trust each other, support and help, share grief and joy, relieve loneliness.
The same theme is revealed in A.S. Pushkin’s novel “Eugene Onegin.” The work talks about how the teacher’s negligent attitude educates negative qualities in the student. Let's remember the teacher French main character. He was not particularly strict, he gave only superficial knowledge so that the child would not worry too much, he took the boy for a walk in the garden and from time to time he said what was good and what was bad. As a result, he taught me to treat life carelessly and consumeristly, to take everything from the world, but not to strain to find my place in life.
In conclusion, I would like to say that the teacher lays in his students the foundations that are characteristic of the individual. This knowledge is the impetus for introducing a decent, interesting life.
Mitrofan is a student of several teachers. But the influence of Tsifirkin, the only teacher who is trying to give some knowledge, is completely unnoticeable, because it is blocked by the mother’s concern for her son. Therefore, Vralman’s influence, which coincides with Mother’s, turns out to be stronger than the others. As a result, “evil character” bears worthy fruits in the person of this undergrowth, who has learned the lesson well: stick only to those in power.
2. A.S. Pushkin "Eugene Onegin"
Monsieur l "Abbé, poor Frenchman,
So that the child does not get tired,
I taught him everything jokingly,
I didn’t bother you with strict morals,
Lightly scolded for pranks
And he took me for a walk in the Summer Garden.
One way or another, Onegin adopted from his teacher a superficial attitude to life, that European mentality that contributed to the consumer concept of the hero’s behavior. Which, in fact, constituted the tragedy of the life of Eugene, who was accustomed to enjoying everything without wasting his own mental strength to comprehend the world and his place in it.
3. B. Vasiliev “Tomorrow there was war”
Valendra - that’s what the ninth grade students called the head teacher of the school, Valentina Andronovna, a flint woman. She was the one who played main role in the lives of the students of this class, which graduated on June 21, 1941. It was she who demanded that a Komsomol meeting be held on the issue of Vika Lyuberetskaya’s expulsion from the Komsomol if she did not abandon her father, who was arrested on a false denunciation as an enemy of the people. Children who went through the harsh school of Stalin's upbringing defeated the regime with their resistance. They had to face the war first. Few survived, but they defended their homeland.
4. V.G. Rasputin "French Lessons"
The main character Volodya finds himself in a difficult life situation. A young French teacher, sincerely trying to help the boy, plays with him for money, because the child, due to his pride and independence, does not accept all legal ways of helping. For Lydia Mikhailovna, this help turns into a professional crime, for which she is fired from school. But for the boy it was very important support. Having become an adult writer, the boy dedicated the story to his courageous teacher.
5. F. Iskander “The Thirteenth Labor of Hercules”
An intelligent and competent teacher has a huge influence on the formation of a child's character. The demanding and strict Kharlampy Diogenovich easily sees through the petty crime of the boy - the main character of the story, who, fearing to find himself in a hopeless situation, agrees to anything, even a vaccination, so as not to answer at the blackboard. Since then, the boy has become more serious about fulfilling homework. After what happened, he came to the conclusion that the worst thing is when a person stops being afraid of being funny. And he takes the path of lies and deception.
