2 36
SS2
What, how do you mean?
М2
Well you don't necessarily control children
by being soft or strict, do you but you've
got to control them some way - if you can't
control them - if you can't get the classroom
into a situation where
something
can
be
learned then the content
doesn’t necessarily
supercede that.
SS2
Yes except that in the 2nd criteria - whether
they had a positive attitude to lessons,
whether
they learned anything
ɪ mean didn't
seem tc
teacher
subject
come from
controlled
any notion of the way the
them but
matter, the content
actually the
whether they
were actually interested in what the lesson
was about.
Hums Sometimes they even said they found things
interesting.
Here the literature extends concern in the area of control. This
is one value of theory at work on practice in that it changes the
view. But equally important is the practice students are involved
in and are able to observe. Their own practice is necessarily limited
at this stage hence the value of being able to observe that of other
teachers. In the Research Group this was emphasised as was the cru-
cial importance for students of observation and analysis of their
25
own experience and practices. This concern and capacity to question
and interpret experience is what the course
must make available
In the next
extract
the tutor knows that members
of this group have
worked with and on the experience of the Head of Humanities.
iv School B 29.1.82 P10∕ll ai
М2
Not to just keep bandying quotes about but
in P167 it says "Lessons as successful as
those shown above are very rare but the
ability of teachers to provide such
even
occasionally was
extremely
a context
important
in the girl's eyes" so what you’re saying