The name is absent



207

what established teachers are looking for. Knowledge of both are

essential and


as the following extract suggests, require time to

develop and assess



School B and A 29.11.82 P16∕17 mii

ASS2 When we talk about tolerating noise levels
that comes back to that because I can tolerate
noise level. I think it’s good to have noisy
classes but I just feel really awful if I
felt, if I’m never getting anywhere, if it’s
just random noise level which is kids not
involving themselves in anything at all that's
worth doing and I can’t see that and that’s
why I wanted to know what you meant by ’working’
in School B. I mean are you managing to
get the children really noisy or to involve
themselves or is it that you’re prepared
to tolerate everybody randomly looking out
of the window.

BMl


But that


almost means



deduce from what


you're saying that you can perhaps have a
certain level of quietness -

ASS2


No, not quietness, no involvement in what

- in something that you're all doing in the


Classrooi


Il


which


might


involve -


But there may
in Humanities


Humanities


- I mean I'm


in


the



and


it’s very


rarely the whole class that's involved in
something altogether - on the whole they're
mainly in groups - and they get things done

- but it


in


mean sometimes you


sort of have to - it was only after 2 or


3 weeks on one subject when we totted up


the things they'd actually managed to finish
and the things they’d said - we found we
had actually covered this area when you may
have the impression you're not actually
doing anything - but you do. That was the
problem I had with teaching practice last


term because I actually hadn’t thought through


all those things much and I was thinking
- hell, are they learning anything - I don’t


know whether it’s a question


they actually manage to get done


of how
either.


much


Finding ways


of informing and developing one's own practice are what


is important and the student’s own awareness is the crucial factor.




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