The name is absent

I remember two things, one was that I felt

verylost in knowing what I was doing so that
you had a class that operated towards a

certain teacher and you didn’t really under-
stand how they worked in themselves so you
weren’t understanding how the class was going
to react to you asking them to go into groups
or something like that and Ijust remember

feeling I wasn’t quite certain whether I

was the kid or the teacher. In that role

it was definitely floating between - because

you had to do things that were teacher-like
and yet you were also learning so much watching
the class and watching other teachers and
you were uncertain about that power stuff.

But I also remember that later on I found
that people who I hadn’t thought had been

watching were watching me

very very closely

of space
then not

in which

to

mistakes

and

saying - they wouldn’t come down

trained (probationary year induction). Then

they would just give you all the freedom

that you wanted when it became apparent that

you needed help in just shaping your classroom
control, your methodology they gave it and
it was great because you had the confidence
of knowing a class better and knowing the
teacher better and knowing what resources
you could use and you could then begin to
build a way of teaching round it.

Here E8θ shows the uncertainties that underlie what the student does.

Too frequently the complexities that he alludes to are apparently
simplified by focussing on limited elements of the situation - all
too often control which may have unproductive consequences. The
learner-teacher role as E8θ experienced it was continually demanding

and responsive to the total teaching and learning situation and more-
this stance has continued into his probationary year in a school
where conditions are quite different is shown in the next extract.

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