The name is absent



206


nasty and wouldn’t even let them go into

the class until they’d


and I thought this

This isn’t really
it didn’t seem to


be


all lined up in silence
a bit tough you know,
sort of approach and
working and now this


term - it’s really different in the classroom,
isn’t it (to Ml who teaches with her on
Tuesday). So, it’s really hard coming in
as a student not to copy her.

BSS2 Does she still use those techniques?

ASS2


Slightly on occasions - she always has a
firm hand ready to use - not on individuals

- just like a sort of

fair authority always

is a very traditional

idea of how it works.




One of the things that we brought out of
one of the articles that we read (Hammersley
and Woods 1976) was that - that kind of


strictness
the article


wasn’t likely to be


well from


appeared that kind of strict-


ness wasn’t likely to be sufficient to make


learn or


even keep quiet


for long


ASS2 I know.

BSS2 But that you had also pupils, they also had
to be interested in the subject matter
they had to define it as if they were actu-
ally interested in what they were doing.

ASS2


Yes, it’s alright in principle but when it
comes to the actual practice - depending

on wh at


subj ect


matter


you’ve got to


teach


and a sort of noisy class - you can’t really
have a strategy that just works for one lesson.
It has to be linked in to the rest of the

school and that’s why I was wondering if
it really does, if the differences - like

us students going into classes.

What are the consequences of different practices in different settings

and how do students evaluate what they do? This was a key factor

10
referred to by EδO and shown in Research Group discussions. If

students wish to work differently then how do they evaluate their
work and how far do their own evaluations depend on coming to know



More intriguing information

1. Draft of paper published in:
2. The name is absent
3. The name is absent
4. The East Asian banking sector—overweight?
5. Rent Dissipation in Chartered Recreational Fishing: Inside the Black Box
6. Program Semantics and Classical Logic
7. Reform of the EU Sugar Regime: Impacts on Sugar Production in Ireland
8. The name is absent
9. Distribution of aggregate income in Portugal from 1995 to 2000 within a SAM (Social Accounting Matrix) framework. Modeling the household sector
10. Cross border cooperation –promoter of tourism development