217
together in the first 2 years. And it has
worked. It’s very difficult as a student
coming in to those Integrated
to keep control because
Studies classes
the form tutor
very very well,
obviously knows those pupils
develops a long relationship.
Individual differences between teachers, patterns of care, curriculum
change and the complex interrelationships between them continually
emerge within the schools. Students as teachers need to see them-
selves within the totality of the school. When they begin to do
this their notions of success or failure, their sense of direction
19
is clarified as the following extract suggests.
School A and B 29.1.82 P14∕15 Ji
BSS2 What I was going to say was I think if you’re
working with that kind of theory about control
you might have different standards and expect-
ations so when you talk about ’it doesn’t
work’ - I think if we talk about ’it doesn’t
work ’
within that kind of framework we’d
be talking about a class that doesn’t seem
to learn whereas within a school that relied
on fairly authoritarian and disciplinarian
philosophy when you said ’ it didn't work’,
you might mean somebody beat the teacher
up or
something.
Do
you see what I mean?
Whereas .....
BMl
When you think of the sound level of School
B you might think it was quite chaotic and
anarchic. In some of the classes there’s
a higher noise level
- there’s lots of disrup-
tion and movement
but every
someone
bangs a desk or stands up - you don’t say
sit down immediately. I definitely get the
impression that you don’t clamp down on every
little thing .....
BSS2
Yes ,
can
roo:
there is that level of noise and you
notice if they’re shouting across the
about something relevant then it’s OK.
- laughter - crosstalk -
BMl And that sort of teaching is geared to that
response - we’ve discussed this before -
but as Tutor said you can’t look at a thing