accompany the students, because he did not have an
efficient knowledge of guitar chords. The piano was not
tuned and some of the keys produced no sounds . Both teacher
and students appeared to be relieved when the bell rang.
The reluctance of administrators to confront the
incompetent teacher can be overcome if the school adopts a
systematic approach to teacher evaluation. This school had
failed to provide the teacher with assistance in an effort
to improve his performance in the class. The teacher
related to the researcher that this was the first time he
was being given meaningful feedback on the lesson.
The argument is that Anglo-Indian schools need to consider
their staff development strategy as an integral part of the
school management structure. This teacher needed help to
do his job more effectively. There is an increasing
pressure for quality within the classroom. The chapter
argues the case for the involvement of a well informed
staff who participate in their own development.
The next section describes a self-defence class for
students (15+) in a co-educational school in Maharashtra.
2.1.7. A self-defence class (15+) in a co-educational
school in Maharashtra.
The class was conducted in the school's main hall. The
school did not possess a gymnasium. There were thirty two
students present. Although the medium of instruction was
English, the instructions were given in Tamil to the
students. Hindi film songs were played on a cassette
recorder throughout the lesson. The lesson had a high
level of participation by all the students. Anglo-Indian
students spoke English, Tamil and Hindi during this lesson.
260
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