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
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