The name is absent

BM2 no, he didn’t but it’s within that confine,
it’s not strictly disciplinarian and what
I meant by that was that he was saying they
hadn’t been clamped down on up to then because
staff understood a lot of their feelings
so in fact he was saying we understand
you and he made some very sensitive things
- the way he turned it round - ’We’re not
just saying we’ve had enough of you, we’re
saying we know why you run up and down the
corridors. We’ve understood for a long time
but then came a point when it could no longer
be tolerated.’

AM2 Why - and what happened then?

kids if they carried on being so disruptive.

Yes, but there must be certain situations
where for the good of the rest of the school
- because there was that small number ofkids

who were literally causing so much disruption
for the rest of the school - he was actually
forewarning them - he was giving them the
opportunity to amend their ways. What came

over much more was his sensitivity, of his
understanding of why this might be occurring
whereas a disciplinarian might just say
'Right, any more of this and you'll be sus-
pended! ’

They are able to explore the practice and implications of a particular
policy and to consider the implications of being a teacher or a
student in the school. The following extract demonstrates how in the
context of the particular schools curricular and pastoral issues

be made.

School B and A 29.1.82  P5~7 ii

They’re very keen on
a good system of form
really have a strong
the children I feel,
do when they’re face
but in the classroom
individual differences

pastoral care and have
tutoring but they don’t
idea of not confronting

I think they probably
to face with children
I think it depends on
between the teachers.

<<   213   214   215   216   217   218   219   >>

More intriguing information