263
Hums
Well, that’s what I’m doing in my new prog-
ramme that I’ve discussed with Tutor. I've
actually said I want to try and work with
SS2
women
teachers
for the rest of the tiι
I think that
know, if that
for student
would be really
important
you
were organised from the beginning
teachers coming in. I’m only
here on Tuesday, otherwise I would have made
a fuss about it - but I’m not in any classroom
with women teachers.
It’s so
able to
of boys
much more constructive, though, being
see
how
woman
handles
the class
rather than seeing a man all the
mean
you
may
get this false idea
that
like
not.
you're going to be able to
do something
that and get away with it which you’re
D Head
That’s right because presumably
on teaching
practice you’re still picking up how class-
rooms
are
managed and actually
sorting out
the many different angles on it.
Hums
It does become increasingly apparent that,
I mean, content is of course very important
but, I
mean
person you
intelligent
if you're
can get
lesson I
materials don’t worry
a reasonably intelligent
together a reasonably
think. Actually the
me so much - it’s the
method and how to actually talk somebody
into doing something they don’t want to do
and have never thought of doing until 5
inutes
before
and how to make them want
to learn anything.....
Preoccupation with content and how to teach it may be seen as a conse-
quence of the student teacher’s specialist identity but this is re-
Inforced and fostered by a course structure that sees the specialis
as pivotal
and organises teaching practice with this as the sole
concern.
The school group goes some way to redress this balance
and perhaps
accident that it is Hums who is concerned about
the distinction between teaching and learning for her method group
unlike
most
others
is composed of Alternative and non-Alternative
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