181
The similar experience of students
in her school group serves to
confirm
the possibilities of other ways of
working although they
not without difficulties.
iv
School B 2⅛.11.81 P7∕8 pi P8∕9 pii
Hums
Pi
But I felt, especially in the beginning,
when that sort of thing was said to me -
- ’feel free to chat’ - to various kids or
do what you want - because I had no experi-
ence anyway
that
nothing to
me and at the end of a lesson
I remember
before
the end one teacher said
would you like to take a group and do this
and this and this and I said I could perhaps
help with writing because I don’t think I
could lead a discussion - and nevertheless
but that was the situation I was put in and
I had to lead the discussion and that was
quite good because you don’t necessarily
have to know a lot about the subject to lead
a discussion in it. I wasn't quite sure
of the types of things you’re leading towards
but I really felt very panicky because I
hadn’t actually been told enough - and I
often feel that way - but there I was being
told to do something more specific
than when
I was in the class observing and I sometimes
wonder then how far I could take kids away
fromtheir own work to talk to them about
something - maybe that it is something nobody
can tell you about - you just have to learn
how to do it.
E8θ
• ∙
pii
..... What becomes more and more useful is
seeing how groups operate - how you can cont-
rol the subject - the group and not get in
the way so you’re
lead this - you’r
to be a member oi
to find areas.
not saying I'm going to
saying, well I’m going
this and then you begin
don ’ t know why probably
through continued contact that you can talk
about - I don’t think any teacher can teach
you how to talk to kids - they can only allow
you a length of time until you find out for
yourself.
SSl
The
we
you
children
want
mean
from
think are looking for what
them and they ’ 11 say what do
what do you want us to do, rather
than see us wanting them to do what they
want to do, sort of express it themselves
and I think that’s the same as far as we’re
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