205
tive atmosphere within the classroom but
then you're thrust in amongst all this and
have to take on this mantle of being totally
non-disciplinarian and try and then find
yourself a place within that philosophy of
discipline that permeates throughout the
school yet you’re only there in a sort of
transitory role so that's some sort of problem.
This suggests as did the Research
Group,that the particular teaching
practice
placement presents students with distinct
problems
to be
worked with and that equally they offer very different strategies.
In the next extract, from the joint session on authority and control,
ASS2 sees this and works with the possibilities that exist for her
own practice.
Schсо1 B and A 29.1.82 P10∕ll mi Pll mii
mi
ASS2
Can
sort
that
would
go back t
` describe
would be
like to
believe that
control because when you
the
just
teach
works
ideals of School B -
the kind of school I
in but I can’t really
believe that good
obviously as a
your strategies
intentions are enough because
student you can’t test out
for managing classes very
well because you haven’t got enough weeks
or months to see if they’re really going
to work but up to now my attempts to be co-
operative, rational, r
led to noisy classes,
more system involved
smaller groups, or
- I don’t know -
some
does
ce just seem to have
There must be some
or structures like
sort of form tutoring
it work and if so how
does it
a long
told by
walk in
work or is it
;ime with a clas!
my teacher in my
and I’ve got to
just that it takes
s. You see. I get
class
ve got to
at the beginning and once
thumb
can be nice
term and now
threaten them right
I’ve got them under
to them as she has
she has this magic-
al class of silent students who*re all busily
joining in discussions and being co-operative.
B Hum Really.
ASS2
Yes ,
amazing
remember what they were
like last term and she was really tough and
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