25
Ml
I mean, like, outside the classroom when
they're going to lessons and that kids run riot
don't they in School B but when I was at school
you all walked on the right side of the corridor,
you didn't run, you opened a door for a teacher
to pass through, kids come round the corner -
in my school you would have been in detention
straight away for not opening a door for a teacher.
SS3
But that in itself is very interesting,
Ml, to reflect on the whole sort of different
perspective of how the attitude has changed.
SS2
The kind of kids who we're representative
of is only such a small percentage of the kids
that we’re dealing with.
You know I look back
on my school days and when I consider the amount
of trouble I was or the extent to which I was
motivated or not motivated
because a lot
of the kids are entirely different,
to relate the way you work.
It's dangerous
SS3
I don’t see it as a danger actually
it' s
only misleading if you start making judgements
of the type, well this is how it should be.
SS2
It's dangerous to do that, if you think
well this is how I was, why
well I was motivated
in these classes.
Why can’t I motivate these
kids, things like that
yourself.
you can really upset
23
Date
19.10.79
М3
I think Maths by its very nature is very
difficult to integrate into .....
EU
But I don't see why we can't, as English
students, look at Maths like Maths people have
to look at, say English.
Ml
As far as I've got with Y (Tutor) it's just
going to be that '0K
others
tι
⅛ay sit in on a lessen
that we hold in Teaching Practice ..... I don’t
think that's adequate quite honestly.
I think
people’s understanding of Maths is what they
picked up when they did it ..... when it was just
chore and they don't necessarily see the need
for it
when they did Maths it was for the
sake of doing it.
use for it.
I think they can’t see any
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