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.
More intriguing information
1. The name is absent2. Credit Markets and the Propagation of Monetary Policy Shocks
3. The name is absent
4. Long-Term Capital Movements
5. CAPACITAÇÃO GERENCIAL DE AGRICULTORES FAMILIARES: UMA PROPOSTA METODOLÓGICA DE EXTENSÃO RURAL
6. Economies of Size for Conventional Tillage and No-till Wheat Production
7. For Whom is MAI? A theoretical Perspective on Multilateral Agreements on Investments
8. Micro-strategies of Contextualization Cross-national Transfer of Socially Responsible Investment
9. Om Økonomi, matematik og videnskabelighed - et bud på provokation
10. Consciousness, cognition, and the hierarchy of context: extending the global neuronal workspace model