The name is absent

is true. They’re not necessarily saying
a strict teacher can control therefore their
lesson is going to be effective but it’s
just whether you can control the children
anyway and provide a context in which they're
going to learn.

Well that’s what he means by actions are
facilitated by the situation - not manufac-

perceptions and their judgement as to what’s

going on rather than the teacher’s.

Is that the sort of Teacher X model, I mean
using this ability to ’read’ the class pre-
supposes a knowledge that the class is there
to be read which is what this literature
is on about but presumably or as a question
he doesn't start off with a class on that
conventional pattern that you’re resisting
which is from 'Start tough, establish disci-
pline then you can move it where you want
to'. Now you're resisting that sort of model
and he doesn't start from that point so he's
not on the history model - establish yourself,
then they'll find it interesting -’sometimes
they don't, it doesn’t always work - so I
just wonder then about the setting up in
a sense of those alternatives.

Yes, because it’s very easy to say right
go in there and be tough and you’ll stand
a fair chance of controlling those kids but
it’s much more difficult isn’t it - it takes
real talent and etc and experience to go
in and adopt that method as you’re suggesting
with Teacher X because obviously you’ve got

to get to know the kids early on so what

in the classroom in those early stages when
you’re getting to know and appreciate the
various kinds of interactions that are going

they’re going to become entrenched in their
opinions then you may lose not the initiative
but the potential for creating an environment
in which they’re going to learn.

It presupposes that you know what you’re
going to do - you know how you’re going to
go about it.

<<   235   236   237   238   239   240   241   >>

More intriguing information