The name is absent

18θ

School В 24.11.81 Pll nl

EeO

Yes it’s exactly the teacher that expects
you to do that, to teach classes without
really helping at all who have the least
idea how they operate in the classroom.

I know from the school
- the emphasis on me
taking registers, that
bit down the corridor

is that I’m good at
I can do a policeman
at break times, that

I set homework,

that

classes aren’t too

noisy, and yet if I were to ask them - say
’I'd like to organise my class differently
- what would you say would be good for III
years who’re playing me up - they’d say give
them more Homework! ’Refer them out' - they
don't understand how kids work as a single
culture within a classroom - your relationship
with that culture, they just think - there's

classes to be taught - you're the teacher
and you should be in a certain mould - I
think that's the obverse of what happens

That parts of School B are distinguished for its views and practices
is quite apparent to members of the school group by now from their
contact with students from a range of schools. This is particularly

the case for Humanities

most of whose method group is comprised

of non-Alternative Course students.

School B 2⅛.11.81 P10∕ll oi P12∕13 oii

Hums

There are 2 or 3 people in my Humanities
group at the Institute (non-alternative course
students) who have to teach all their 17
periods a week, right from the beginning
and I was beginning to feel a bit inadequate
but then I don't think that's what it's about

necessarily
think it's

in many ways I'm beginning to

easier

stand in front

of a class

and bully the:

into submission

than going this more tortuous way round.