The name is absent

Schooj

the Research

Group the atmosphere of the school

was referred to by

students and by the summer

term they

demonstrated

a progressively

complex and analytic way of defining

it. As the next extract shows

the ways students have of knowing the school

is not just an

academic

exercise

because whatever the level of the articulation they arc

affected by the impressions that they have.

Since their identity

and practices as teachers are formed with reference to this ther

it is important that at each stage the perceptions and their conse-

quences are examined.

the self-knowledge

Here BM2 begins with the Head’s

account of policy in the school anc

moves into what it looks like

for

and his fellow students ir

School B and A

29.1.82  P2∕3 Ii

BM 2

So his

idea very much

children but to create a

phere in each class
necessarily shouted at

so

is not to confront
co-operative atmos-
the children aren’t

threatened with various

ments like in tl
suggest that you

real

detention
anything so
problem in so

≡ Maths Department they
don't threaten children
you don’t threaten them
as a student you have a
far as you've got to main-

but

ultimately

threaten the

The probleι

it’s hoped that you won’t
children with any sanctions*
for the student then is that

the

teacher

ay have developed this co-opera-