233
Tutor
CSSl
BSS2
CSS2
CMl
B Hums
We have shifted partly on that problem of
how we talk about Maths.
We've gone on to the philosophy that lies
behind all aspects of teaching which is where
you’re starting from.
Mixed ability teaching, you could say, is
a particular method coming from a parti cu^l яг
aim in a particular philosophy and you look
at multi—cultural education in the same way.
Yes - it should be yes.
Well, I wouldn’t argue with that.
But in too many cases it
seems
to me
schools it’s all discussed in relation
in
to
content.
СМ2 And that’s where we shifted from. We’re
not saying you can’t isolate the content
of any given discipline or even any lesson
and say, well the way to do it is colour
in a few black faces on SMILE cards or teach
them about the Caribbean. You’ve got to
start thinking about the fundamental aims
of school - that’s what we’ve done.
Whilst the dynamics of particular groups play an important part
what is taken on by both groups and individuals what is also important
here is a more equal access to knowledge relevant to the discussion.
Once students and tutors collaborate in addressing problems the tutor’s
role changes from that of teacher and authority which dogged the
first session.
in
What is important is to
recognise the authenticity of the students’
experience in allowing them to speak with a knowledge that can be
tive and knowledge of the tutor can be utilised by the students rather
than posing a challenge which is difficult for them to meet.
developed and mediated over time
Once this occurs then the perspec-
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