To Create or Not to Create
What Is the Teacher’s Part in the Classroom?
 Should we be bright superstars knowing everything, so
that our students are eager to catch every single word of ours? Or should we be very
strict, though just, and day by day pedantically teach them grammar structures and
constructions?
Or may a teacher be a communicative and lively person, preferring free conversation close
to real life and teaching the kids fluency rather than accuracy?
The list of teacher’s qualities could be continued. Language is such a unique phenomenon
that all of these approaches can be useful and, to say more, the combination of these is
the best variant. Still, no matter how bright or pedantic or sociable we are, we can’t
be excused if we do not give our students opportunities to be themselves. To my mind, the
teachers’ most important role in the classroom is not to show themselves, but to let the
students see their own capacities and abilities doing something creative. What students
create are like babies for them, because they are unique, the same as the authors. And
once they have tasted this kind of activity and seen the result, they are happy to do the
same kind of activity again and again. What is the teacher to do in this case? Just give
the task, and enjoy watching the students working! It’s a great pleasure!
Presented here are some of the works of my students. The task is the simplest: 1) take any
real document, or piece of literature, or whatever you think appropriate, 2) ask your
students to create something similar without setting any frameworks. The result is doubly,
or even more, efficient.
1. The students study a real piece of English.
2. They enjoy doing the task.
3. They find proper words and constructions more easily than usual.
4. They reveal their personalities, trusting the paper, which helps
you to understand them better and plan your future work correspondingly.
You can give such an activity for individual, pair or group work.
Group work is certainly safer, and gives birth to brighter ideas; but everything depends
on the particular teacher’s objectives.
It’s up to you to decide if your students will be creative in the field of English or
not. But if you let them do it, and realize what they are, you will find them with bright
ideas that we, teachers, can’t even dream of.
I am convinced that we shouldn’t limit their natural creativity.
By I. Chuprinyuk
Dubna, “Rodnik” School
Example I:
The Unanimous Declaration of the Thirteen United States of America
(adopted in Congress, July 4, 1776)
When, in the course of human events, it becomes necessary for one
people to dissolve the political bends which have connected them with another,… a decent
respect to the opinions of mankind requires that they should declare the causes which
impel them to the separation.
We hold these truths to be self-evident, that all men are created
equal, that they are endowed by their Creator with certain rights, that among these are
life, liberty and the pursuit of happiness. That to secure these rights, governments are
instituted among men. But whenever any form of government becomes destructive, it is the
right of the people to alter or to abolish it, and to institute new government. It is
their right, it is their duty, to throw off such government, and to provide new guards for
their future security. – Such has been the patient sufferance of these colonies; and
such is now the necessity which constrains them to alter their former system of
government. The history of the present King of Great Britain is a history of repeated
injuries and usurpations, all having in direct object the establishment of an absolute
tyranny over these states. To prove this, let facts be submitted to a candid world.
He has refused his assent to laws, the most necessary for the public
good.
He has forbidden his governors to pass laws of immediate and pressing
importance.
He has dissolved representative houses repeatedly.
He has refused for a long time, after such dissolutions, to cause
others to be elected.
He has endeavored to prevent the population of these states.
He has made judges dependent on his will alone.
He has erected a multitude of new offices.
He has kept among us, in times of peace, standing armies without the
consent of our legislature.
He has abdicated government here, by declaring us out of his protection
and waging war against us.
He has plundered our seas, ravaged our coasts, burned our towns, and
destroyed the lives of our people.
In every stage of these oppressions we have petitioned for redress in
the most humble terms; our repeated petitions have been answered only by repeated injury.
A prince, whose character is thus marked by every act which may define a tyrant, is unfit
to be the ruler of a free people.
Nor have we been wanting in attention to our British brethren. We have
reminded them of the circumstances of our emigration and settlement here. We have appealed
to their native justice. They too have been deaf to the voice of justice. We must
therefore claim our separation, and hold them, as we hold the rest of mankind, enemies in
war, in peace friends.
We, therefore, the representatives of the United States of America, in
General Congress, assembled, appealing to the Supreme Judge of the world, declare, that
these united colonies are, and of right ought to be free and independent states. And that
as free and independent states, they have full power to levy war, conclude peace, contract
alliances, establish commerce, and to do all other acts and things which independent
states may of right do.
And for the support of this declaration, with a firm reliance on the
protection of Divine Providence, we mutually pledge to each other our lives, our fortunes
and our sacred honor.
Declaration of Independence 1946
The Unanimous Declaration of the Soviet Press and Literature
Many of us are destined not to see their books in the bookshops as they
don’t fit the existing rules. This happens because talented writers tell the truth about
many horrible situations in our life.
For example, it’s forbidden to describe some facts about the war
between the USSR and fascist Germany.
That is why we have to lie to our readers even in Literature, not only
in every day publications.
We can’t tell the truth to our people. It is disgusting!
That is why we claim our independence and are organizing a society of
Independent Journalists and Writers.
We don’t want to be the slaves of censorship. We don’t want to lie
to our people.
USSR February 4, 1946
Declaration of Independence of Mice from Cats
We, mice, are writing this document being in our right mind, because
danger is coming from cats. We promise to follow these rules if cats do it too. So we
promise:
Not to steal cheese which isn’t bought yet;
To steal the cheese which is already bought only if it stays in the
same place more than 5 minutes;
If one of us leaves rubbish after the meal they have to eat 2 kilos
of cheese as the punishment;
Cats are not allowed to set mousetraps without consulting us;
If a cat sees a mouse in trouble it must help;
Cats are not allowed to visit the mouse house without warning.
If a mouse breaks these rules, it will be punished seriously: it has to
apologize to the cat.
Peace & Love Between Cats & Mice!
* * * * *
Declaration of Independence Children from Parents
When in the course of family events it becomes necessary to normalize
the relationship between children and parents, a decent respect towards the opinions of
both sides requires that children should declare the causes of their separation. All
children are created equal, they are endowed by their Creator with certain rights, that
among these are liberty, love, marriage, the pursuit of happiness, their own life style,
and professional choice.
The history of the present relationship between parents and children is
a history of the repeated humiliation and oppression of children. We want to ban parents
using their material and physical advantages.
Here are some facts.
They have used their power to force children to work about the house.
They have limited children’s right to go out any time they want.
They have forbidden children to spoil their health: by smoking,
drinking, going to clubs, taking drugs.
They have made children study all the time, so that they limit
children in everything.
They don’t allow children to bring kittens, puppies and other pets
home.
We humbly have petitioned to redress the balance, but our repeated
petitions have been rejected. We have appealed to their native justice, but they have been
deaf to the voice of justice. We must therefore separate from parents and live the way we
like.
Example II:
This is the house that Jack built.
This is the malt
That lay in the house that Jack built.
This is the rat that ate the malt
That lay in the house that Jack built.
This is the cat that killed the rat
That ate the malt
That lay in the house that Jack built.
This is the dog that worried the cat
That killed the rat that ate the malt
That lay in the house that jack built.
This is the cow with the crumpled horn
That tossed the dog that worried the cat
That killed the rat that ate the malt
That lay in the house that Jack built.
This is the maiden all forlorn
That milked the cow with the crumpled horn…
This is the man all tattered and torn
That kissed the maiden all forlorn…
These are the stories that the students made up:
* * * * *
This is Ann who goes to our school.
This is a schoolbag which belongs to Ann who goes to our school.
This is a Rat who lives in the schoolbag which belongs to Ann who goes
to our school.
This is a book which is being eaten by the Rat
Who lives in the schoolbag which belongs to Ann who goes to our school.
This is Zhanna Mikhailovna who scolds Ann whose book is being eaten by
the Rat
Who lives in the schoolbag which belongs to Ann who goes to our school.
This is Masha who tries to rescue Ann from Zhanna Mikhailovna who
scolded Ann
Whose book is being eaten by the Rat who lives in the schoolbag
Which belongs to Ann who goes to our school…
* * * * *
These are the skis that are standing in the shop.
This is Nikita who wants to buy the skis that are standing in the shop.
This is Nikita’s father who doesn’t give money to Nikita
Who wants to buy the skis that are standing in the shop.
This is the father’s boss who gave money to Nikita’s father who
doesn’t give money to Nikita
Who wants to buy the skis that are standing in the shop.
Now Nikita is very happy because his father bought him the skis that
were standing in the shop.
* * * * *
This is Olya who loves Kolya.
This is Kolya who hates Olya and loves Katya.
This is Katya who loves Sasha and doesn’t love Kolya, who hates Olya.
But Sasha who is loved by Katya doesn’t love her because he loves only bad girls.
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