The name is absent



160

Group and will be seen in this analysis the spread and the balance

between


the subject specialisms


in the school group is equally i∏ψ-


ortant.


As


students Strive for


coherence and understanding of their


subj ect


in


school they mediate


its concerns to other students and


in that


process they all gain.


The school group at this time keeps


alive the concerns of the Institute. Whilst doing this it can build

up a knowledge of what is particular to that school or classes within
it as the following extracts suggest. In the first the group is
considering topics for discussion in a joint school group meeting
which will take place early in the second term.

School C 8.12.81 P4∕5 di

E2 The actual process of teaching in what may
be - in quotes - an unruly class - that’s
one question.

SSl I don’t think that that kind of problem can
be discussed across school groups - it’s
so subjective - so confined to individual
groups and years and schools - if it is to
be discussed it’s to be discussed with
teachers rather than as a group discussion
- if you’ve got a bad group you go and see
visiting tutor or whoever and that’s how you
work round that

El It’s sort of abstracting it isn’t it .....

SSl


Rather than having a discussion with people
who don’t know anything about that and there’s

no need for us to go to School B and discuss
the IV years - because they don’t know what

kind of


problems you have or


whatever.


Here the student points


to


the value of a


member


of staff who has


a particular responsibility.


This student worked


closely with the


visiting tutor sharing his classes.

In the next extract students


point to the possibility of working with other students.



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