18
Date
2.11.79
19
18
1.12(iii)
39
Ml
SS3
E2
Date
М2
Things like your subject
area, you can
say I hated history when I was a kid or I loved
Maths when I was a kid, why doesn’t this kid
like Maths.
I mean you hate Maths, right.
No, I don’t hate Maths ..... certainly
I mean I know that the analysis of my own school
days and stuff like that was very important in
my thinking about teaching actually and why I
was put off and scared to death by the whole
idea of Maths but would liked to have done Maths,
you know, would have liked to have been efficient
and I think, but why was that?
I think I can
pinpoint very clearly that it was to do partly
with the teacher and the teaching method .....
The way I feel about that is like in
ill
English group, you know at the Institute there
is this whole thing about multi-cultural
educat ion.
We’re all being encouraged to think
about it and for me, I mean, when we were doing
these exercises ..... putting us in the position
of kids at school which makes you remember what
it’s like.
I mean for me I went to school in
Glasgow when I moved here from the States and
it’s really helpful for me to remember that
because I think it makes me
It
to kids in the same position.
ucħ more sympathetic
I think it’s good.
The way ɪ felt in that group is that everybody
is being very theoretical about it and it should
be
our experience and I wish there were more
black people in the Institute.
2.11.79
( iv)
1.12(iv)
40
I mean the impression they got of me at
the time.
Obviously when you’re a teacher you’re
seeing a troublemaker in a different context to
saying I was a troublemaker in that situation.
So what I like to think like is how was this
recognized as a problem in the first place and
how was it dealt with.
Because things when you’re
a child, you’re one of say 3θ people in a class
and what you may consider someone's sticking
a ruler in you back, now that may not even be
noticed by a teacher, how did you bring it to
the attention of the teacher, and what did the
teacher do about it.