215
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?
BM 2
Well,
he was saying they
have to suspend
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
are interrelated.
Building upon their knowledge
comparisons
can
be made.
School B and A 29.1.82 P5~7 ii
ASS2
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.