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
to
stand in front
of a class
and bully the:
Il
into submission
than going this more tortuous way round.
seems
pretty cruel to me because then
you only get toknow the kids from the begin-
ning from the front - whereas
the way
- I haven't
very much coming from the back
quite made it to the front yet but I will
inaudible