The name is absent



23


But for E2 her early practical experience remains an unresolved problem:


E2


I mean I do feel in two minds about this,


that I feel that like it's very sort of


easy


21


Date


come, easy go at this school.


We were assigned


to different teachers and ɪ was given a group


of four kids.


ɪ was just given a group and I


didn't know what the hell I was supposed to be
doing and I felt it was unfair on the kids because
for example , they were working with work cards
and I felt that I was just sitting there like
a lump and then I thought well. I'll ask them
what they're doing and one pupil was really


indignant.


I said that before, because I was


intruding and then I had another class, a fourth


year English class, where I was just lumped with


this teacher I mean, and I wasn't given any idea
of what I was supposed to be doing.


26.10.79


1.8(ii)


25


E2


I really don't wish to sound negative
because I'm actually enjoying the course, believe

it or not.


I mean I think it's important now

for everybody to kind of explore the different

EU


SSl


El


ideas they've got


but it's just,I was just


commenting on the fact ever since I've been here
I’ve been thinking, you know, we're really getting


off into abstract and it's not


eally like that


and I feel like going back to the reality of


But the point is that you really can’t
think that what things are really like because


they’re really like all sorts of things.


You


see, I mean, what they’re really like at C and
they're really like at D are totally different,
aren’t they.


Seems that we've got confused between, .

we've got these ideas that require a lot of social


theories, you know.


We know about educational


inequality and we feel education ought to be
more relevant and meaningful to pupils that tend
to come out under-achieving and we're trying
to think of ways that we can improve the situation
as teachers ourselves but yet we keep coming
up against the fact that we've got the exam system
and the fact schools do serve to perpetuate
class divisions so on the one hand we’re trying
to change things and yet there again there’s
the reality that we keep banging into which doesn't


seem to be really clarified at all.
to say what we're trying to achieve.


We’ve got


But surely if you don't have that collision


then nothing ever


happens.




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