At first I should say that I really liked my first school practice – it was extremely interesting to teach diligent students as well as to make creative lesson plans with plenty of 5th- and 6th-link exercises. But it was held in one of the best schools in Ryazan – school number 3.

And now I’d like to describe how the things are going in an ordinary school in Prioksky. My first strong impression was our German teacher speaking about groups and children. In her description she didn’t mince her words – some were called "weak” and "problem”, some even "stupid” and "morons”. She also told that the majority of clever and bright students learn English, and German groups consist predominantly of mediocre and more than mediocre boys and girls. I was surprised at such a non-pedagogic approach but at first set no store by it.

Fortunately I didn’t have to work with the 9-th forms – as I discovered later they were real yoots without any kind of motivation for learning. My group was a 7-th form German group consisting of 13 pupils, among them 9 boys and 4 girls. Some of them even didn’t know how to write the letter "W”, and some had no comprehension of "d” and "b”. In a word, no more than 2 or 3 students in the group qualify for positive marks – the other students have practically no notion of the language they learn. And there is of course no need to speak about the discipline, clownery, and general attitude to academic activity.

Nonetheless I think that there is no negative or useless experience – these two schools practices let me see the difference between the role and position of teacher in different education institutions. If working in a good school is hard than working in an ordinary school is really off-the-wall.