Question

英语翻译 不要机器 至少20分悬赏

23.Teaching involves 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 efficient 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 cooperation.
Standards and rules must be established that maintain order, ensure justice, and protect individual rights, but do not contradict school policy. What happens when one student hurts another's individual rights? Without clear guidelines mutually agreeable to students, teachers, and administration, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without input from the class, students may spend a great deal of creative energy in ruining the class environment, finding ways to break rules.
No matter how skillful the teacher is in uniting students and establishing 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 athletic contests, or family troubles cause stress in the classroom. One task for the teacher is to restore a positive environment by helping students cope with conflict, change, and stress.

Answer 1

(自己翻译的，不好请指正）
23. 教学不止于领导艺术。一些教师的时间和努力直指教学指导，一些教师专注测评。但教师就是一个能创设有效组织结和良好学习环境的有效组织者以此推动指示和测评等活动的贯彻。一个无序的、对自己目标不明确的或内部勾心斗角都不是一个好的学习团体或班级。领导架构包含帮助学生形成和保持一个积极向上的学习环境，因而学习指示和测评等得以贯彻执行。
教学的第一天，教师面对教室里的不同个体学生。或许一些小团体或小范围友谊已经在该班形成。但这对团队团结无义，没有一整套规章制度，成员无归属感。如果教师是成功的领导者，他们会帮助学生推动一些列关系的建立以求学习间的合作。
标准和规章必须制定以保障秩序、公平和保障个体权益，但又不能和校规相冲突。当一个学生侵犯了另一学生的权益应如何做？没有明确达成明确的双边谅解备忘，教师、学生、行政和教室都会是一团糟。学生会破坏他们不知道但以存在的规矩。如果标准的设定没有班级参与，学生会加大力气破坏班级环境或想方设法去破坏。
无论一位老师有多大团结和建立班级气氛的能力，但这还不够。常规管理非常必要——小摩擦、班级成员个体需要的改变、一种新型的学习任务需要新的组织结构。一些外在鸭梨如假期、面临即将到来的考试或体育比赛，或家庭纠纷都会在班上造成不安情绪。教师的一项任务就是通过帮助学生解决冲突、各种变故和压力去重新树立积极向上的学习环境。