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~ir~t ~t~bli~h~d 2t~77by F~~+~tle2 Pik ~gtt~r~, h~filtt~z~ P~t'k,A~iir~~tit~r~, C3xdtt 4X14 4RE~I

11~i~ s~ce~nt~ ~~iitic~ri ~rublist~~ci ~~i25lmultan~ously publssl~ed in tt~e USA ~r+~ Gsna~ta~y Rautl~fge711 Tliirtl Au~nt~~. tV~t Yor1a. IVY 1CK717

F~outfecige is an 7n~p~int a1 the T~ylo~ &Francis Grc~e~p, are fiforriia t~usirless~ ~t~12 Terry 6~faydn

174 right of T~rr~+ Fi~ydn to be id~ntifieci as auth~P ~f ihFs ~vark I~as fc~errasserted by him in accordance with sPcti~ns 77 and 78 ~f the ~aQy~ht,~a~igns end P~#~nt~ Apt 1~~,AIR rights ra~rv~.t, p~ perk of this tx~o{~ may 4e ra~rir~t~i cr r~~redu cl~e uCrlis~i iri any forr~t or t~y~r~y ~I~ctrt}r1i~, art hani~al, ~r ~tt~~r rrt~ ~,nQw knt~wrr or he~ea[ier invenl~d~ inc~udin~ photoc~pyinc~ end r~ord n~,~~ ~ any int~rmatic~ s►arage Qr retrieuat syst~~r~: ~+it~~t perr~issic~n inwtilir~ froth the ~blistsees,

Tracl~aark ru~tice; Prc~du~t car co~orake r~~es maybe t~ad~n~arks ofr~~stered teademarfcs, and ire i seci ~n~y ~csr ident f tion ~nci ex#~lanati~ntiYititc~~ in#~riE ts~ irli€rye.

~ritr~tt ~ rbr~~~ry ~E~#~tcUgc~r'~tg in ~'ublr~at~n ts~A f~lt5~j~i~ t~t5~1(~r #hid b S< i~ ~v~il~bl~ frt~t't tt~~ British L l~~~ry

~ihrt'~ry of ~ortgr~~s ~atc~vgir~~ r'r~ l~ubric~tiorl 1H~yc~r1, Terry, 19~1—Man~ging pup61 be~aviaur : im~ro~in~ flee ~lassro~m ~ll~ngspt~~r~ /,L~yTeary Hayd€~. — 2nd erg,

fir. trim.lrtrl~l~~ ir`~(~X.i. Gl~ssPaom er~uir~r~~r~ent, 2. Be~t$vior ~ncxtitl~ti~i~. 3. Stu~le~ts~Psychology. t. ditle,L~3013.I~t34i5 20 t 2~71.10~'4~cic~~

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1~8N, 9~~-D•~1~=1431-~ (hbk)1SBN; 978-4-41 s-8193-0 {P~{~I~~N; ~7~-(}-203-134(37-~ {ebkj

Typesei fig Tfr~~es Nesrr Ro~n~by 1Nearset I~td, ~oidon, Tjme and Wear

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~~IT~+I~DU~T1(~t~~ W1~A~ '~~I~ ~~t~~ I~ AB~~~'

xl~is E~aUk taci~s.nn a particular ~s~~ct ~t'cla~s man~~~r~i~nt: tlz~ ~vc~rkin~ atfn~w~l3urkf] IIIG.GIgSSPO{1111. By ibis, 1. ~r~e~n ihc; extant to svt~icl~ r+~acl~ers arc itf relaxed and ~.~surcc~eor~trol Hof il~eir ~l~s~rooins, tha ~e.~tent~~ta tiv6icl~.pupils' learning is ~~ot fi~iai#ed,by tt~e~cior b4tiaviour crfi odi~.r ~~li~il~. rind the c:~t~nt to ai~I1lCI1 tt'#t~ji$I'S c~CS: hli~~ t0 SIC{~G~[1Ctheir less+~ns ~►~upc1 (eaeniag rather tt~art c;ontrc~l, If ~r~u are a i~:aeher o~- ~ ~tipil, theset~etors aez an it~~po~t~city~~rt of your ~ju~lity of lift.

Tire ~arurkin~ ~tmasph~re is kfie classrcinm pan ;txe tl~ou~ht of its a conlinurtni:tS~Ir~~~~t ~I~~rc~~ins ~vl~~;rc i1r4 tca~lt4r ii~ls ~;iat~ij~I4tcly in ~t~n[rt~l t~f~rrc~~~;4c~i~~~; yvt~ers:there ~rct'tn ~upitb~h~vic~uris~u~~u~hiclt rni~~t i~npedc tlse I~~rrtin'g~o~'ot114rs, ~t~i~cl~ssr~~im~ wlicre tl~e teacher l~~s 110 ~onCcvl giver ~vl~~~t ~~cs bii in the ~In~s~~o~n~ and(it#l~: or na Ic~r~~in~ pan #~~~~ place b~c;~s~~se s~f Ilte ~c~~r bel»vi~ur ~r~ ~orti~ pu~iis.

'T1yis b~o~ i;~ k~~ye~l {~tt ~gy ~x~cri+;nc~.~ ~f w~rkin~ Ire ~c~~~t>ls, ec~nv~r~~ci~nwitE~ l~ef~d`teacl~~t~s, tcacl~ers ~~id student teael3e~~s in tlie`course of my s~v~rr~, and more.rQcentty, pan ~ur~,~eys 4f~s~er ~~~1 student teachers in L~n~on tend ~~t tln~lia~ interviews~v~►h c~~~'~' 140 C~`~sh~r~ ~~r~ 1~4~d t4~~it~r~s in ~h~ ~~~teri~ re4~i4,ri, ~uitlt _2(~ t4*~cl~~r Gdu-t4ra, acid s s~uestio~innir~ sui~v~y`cif70$ ~t~pils itl i~3urfo~k scl~ouls.

A ~amRl~ ~f` l~#O iuCertiti~~v~, with.t~~aliers'nnd Bead #ea~l~et~ ~vorl~in~ in over-~b' s ~i~s, ~r3~~i~~ly in t1~4 ~a5t ~t'~~t~i;~~r~. ~ Ic~~rly c<ir~~ic~t ~(~in~ tc~ present a cc»ypr~-d~t~°c~~~ut ~acli~1i~n~iv~:~ a~tlt~~ritc~ti~~~ and ~ccwafc: pi~t~►r~;:nf th e levels o~ c~ntrc~f ~r~:~r.~l~nt in classr~mt'Il,k~lE UllIt~CI Kill~(iQI1L Neaely ill those i~it~rvi~.~vcci ~4{ei~e known to the ~ut~~~r andd4i~ had~~n~e tor►n of wo eking re;iatiflnslii~ with tl +; ~i~~thor ~ma~~y ~v~re farmer ~h~~iant te~~~ laer~ orIts`~r.~ at` dc~i+r~r~~~ttt with ~vhorn the .~uth4~r cun-s t~11y titi~~rk~~. This' triay have ?~~cl ~mcf1`cc;t ors the d~ita cmc~•~ir~~ tratti tl~~ itrtcr~~ietivs~ 7`l~c ~~~si~~~idcnt~ are: a~tr~rc titiat i tf~v~ ~ni»terest in"d~fi~,ifs in tl~c ~vorki~~g at~nnsPl~r~ i» tttc, ~lassi~o~~u. ~F'liere might bL-;insider'infiuenc~s ~n: tesiirtfc~n~~ (~llic~i~, 1~~~}, t~~ait~~t Ihi~, it i~: pnssil~l~" tl~~t tlic ~}~~tkiit

1

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~l~~K[f+1~ bTMt~~PHE fN THE ~LA'S~F~t~t~!lV~I ■

~1~lit~n~ltip ~att~ ~~ss~~~i~:~ ~F~c~n[`~~~:nti~~i~y} n~i~ ltd ir~ttu~4~ ~ ~i~;~~r+~~ ~f frank~~~~ nc~~ Di u-

sibic~ in cli~lo~ue with, fc~r in~t~nc-i;, Ofsted iE~s~~ctoe~. ~.s Chact~~ Tt~y' I~r, E~efi~►vi~urar~t~~~u~ t~ [1~i~1~R~~[ ~~crv~; the 54c~r~~~r~r ~aE St;~tG fc~~` C ~u~ati~an ~aoinr~ out,

~~~14541~: ~f~' Vi'.r}F tc`1UC1~311~ lG ~Gillltt 1~tk:~' ~i`siV~ 1~t7 ttiti4t4 ~Vt(~1 ~54'~li'1+14~+GRr:... ~1~~

Elsa ntur~stin taeca~~~ it shows €zs~ e~ticifi~it~E ~c~m~an~~tt tc~ bel~~aviaur;

There's an e1~~n€nt +of tl~r~~t around k~et~Aviout hint tt3e~c, altnc~st isn't aeociel~i

~zny other issue in school. peep cic»~n, ti~hn~vi~i~r is o«r bi~~est fehr, .. Theaè is

t~ridc t~l~~ut it,... inn eEr4 s~n3~ K~~ty t}iat ~cli~iu[s ~i~~i't like t~s admit that Ci~cy

h~vs ~ ~r~blcm with l~avir~t~r,,nc~~ +~~ t+ «,chess,~T~yt~r, q~at~d i~~ ~I~u~E~aii, ~QI 1, 7Q)

Gi~ren ~is~tu•~nc~s of'~s~~}fi~ieTitiality, tli~rc: vas ilo r~:~st~n to feel lhnt l~s~t~ds and t~sch~r

~v~,rc n+~G bei~1~ fr~t'k ar~~l r~c~►~r~ret! ire tk7+~ir r~+:~j~nn,~~~, ~~~~ i~ i~ p~:~~~bl~: ti~at, ~t 1~*a~e iii

s~rnie uses, thcj~ ~veicc~nl~d tli~ o~p~rt►~nity to ~~tt~ aior~ c~pen{y~ thin is sonletin~es dos-sihle ab4tr# an edKicAtional ~Srpbt~i7~ that has ~ucli A~i itn~,urtucit bc:~ì~s~ err t}ieie ~vorkib~g

lives.I Est Ai~g:li~, ~4}iere ~~g4e ~5 ~cY cent of the irit~;rvic~s; s ivt~; c~}'riec[ oui, is not a

~ 4 rki~ul~r biR~~k ~pc~~' in terms of rc~r~t~,n~n~ :~r~ ~l~c~v4-av4~a~4 nt~mbcr cif sch~cls m

+Ì1c1EE~fl~l61~ CIl"ClII11SIaI1C~S. I fIICI Llflf t17alf~ II CQIiS~1011S'~~OCI t4 St'Z~ t~III-I~C,~TC 11tITI3t7~fS

r>f ~clt~,<yi~ f~i dit~~4tl~ cir~ur~rst~r~c~~. ~'raur~~~ri ~~th~ ~ ~~nn~~nt~ ~v~,•~~~I car had cvc~rkc~~!

~n'sGlr~,~ls ~it~ s~~~ci~l ni~asure~F, buf ~~any ~vc~rk~d i~t schnols ~Vl~ich ~vure ~~ul~r, t~~er-

~tib~~:rit~e:d ~nri h~t1 recc°ve;~i 4~G~ricaus ~twAzcls a~~ci cti4tt~~lions. ~~tit-at' ehe r~~pc~~tcl~~i~s

wc~r~ed or h~cl worked in #lip ind~~ende►at se~for at sine poi~tf: Overall, the teachersc one fi~in scha~ls~ whivh rv~rK; E~e~~c~l~ r~;~ixes+;nt~ti~c ~f s~)~oe~I~ ift tha ~cst t~n~t i~

re;~ion. '('h~ res~c~►~~~n~s' t~~tii~c~~tie~ in~l4~k~cf tli~t t~~ snrrr~ cl€~~~f~~e }~ugil k~~l~~viour andc sen~a~enl~t~t fr~r~~ le~rtti~~g ~r~ ~rQ~I~t~fs itti nearly X16 ~ci~oals, ~iiic~ the qui;stic~ns c~~'

hc~w tc~ mtitiv4ite j~u~►als tet want c~ f~arrt, end ~r~4v tc~ ~c~t ~s calm, i}~r~i~~~li~l a~nc~ +; ~ll4~bc =

r~tiv~ ivor•ki«~ ntmospfi~r~ in ~cli ~l~ssroanis ire t'~Cet~~rit to lar~~ n~znlber~ of te~cEt€rs in

U ~~1it7ials. ~(te ~xtr~~:ts ~rcaan t~i~ intLir~ie~vs which tiv~r~ sc(~~t+~c~ ~vc;~ ~~ rite ~`c~~u~c~

af` bci►i~ Uiroacily ~•cpr«~sentzitive of ily~ thinki~i~ ~F €~ number ref teach~i;s, v~• bc~a~sc iiu{~s f~*ft It»i tEiey ~7~•c~t~id~~ti sa~je n.~i~hi into t~~~ }teis' c~~~isipq-mslt~ittg ~Srocc~ s ~vk~Cr►d~~tia~ ~vitl~ ~~rabieayatic pl~pil behavìoue ~nc~ tcyin~ t~ m~rtar~ ~e~~rning in- t~~

~It7sSY(7i~lYi,

~4 ~1t'}~{C 1S F~li ii#f4'tll~f~ ~p t~t~V4I~jD 11tt~L~t5t41t1C~l1'1~ ~~~~t~` f's1~:~4}TS N'~li~~i 1il~~ll~:11C1:

Ehv tw~Lki~tg atis~gsph~~'c in the c~~sgr~csm ~y ~rrx~viding access: to ttae_ voices ~f liea~i

t~;~eh .rs, ke~~lt~z-~ s~n~i ~t~~ils ~4jh~ s~r~ ~~~tu;~ily in se~icic~ls at the rt~o~itent, t~n~ ~v#~~;

b~ ttv~~:n then, ~ii~ wc~rkit~~; to n~~~fage rite ~~ciy tiiffi~ult teP~~[c~ns' ~~~i~ic(f prise t~oty~

ai~~:a~t~~ti~~ tv cc~u4ats all ~~~~ii~ it~+ithc~uE 4tllcawi~~~ ~orrt~ tc~ }~itt~i~r t~t~ (~a~tit~~ ~ft~~h~:r~, ~

hope :that thcir;~a rs~eclilr~S, c€~~it~~iti[~iimns anal nsigl~t~ will prc~~=isle altcrn~tit~e t= env-

~iuts to tt3c~se rvliicli t~ai~t~t tom;"tEcrivcd from iith~;r suu,cc~. s yctt its t~f;~tet~ ic7spc~:ti~i~

r~purks, policy tevie~v~, ~ialiticians' prt~nvi~itceinents and bal~~ivibeir n~anae~uent

ex~c:i~ts~ l Etc~~c tl~t~t ~c~~ttervEt~re in the bcyok, th~^rc* will he ss~trletliiit~;;wEiicli i~ ~ € u~€ to

tlac~sc ~vhti hs~va`tl~c very tiit~cialt and impa~tant gjob cif m~i~a~in~ ~ati~ait I~n~~ti~a~ is~ s~c-

o~id~i~~ ~ct~ools in the Uriif~i ICingdon~.

2



■ iiV~RKINiG ATNI~SP'HE~E IN T~iE ~LAS~RO~l~J

i

(~n~ c~C il~e insi'r~~utenis ~s~~1 iii thz r~.~~r~lt tUst yci~f ~t~ta thia t~ k 1~ ~ l~n~p~int kalethat atten~pfs t~ descrilr~ ~iil~renc~s in classrao ~~ cl n~t~1~. The s~~1e (F'i~ur~ 1, C) is an~~t4~;~r~~t ~~ ~~k i~ac~~~ and ~ uctc~nt t4~~h4r 1c~ ~lai,n~ 4~(~~rat tk~~ t~u~l~ can ~1~~; sc~l~ rv~ ~Ertl~~}~ ~pcottnter iii illy sclit~~i~ ilf~}~ tivark itls sikc~ t~ ~dns ~~r tltie factors ~rhi~}a ir~ue~~~~~the le~~els ~~~hiG1~ prer~~ail in then` classr~trms, those of ~cill~a~ues in their ij~~~n ~cliao) ~n~iin gtlt~r seh~trls.

The ~c~le wns iniiiaUy d~ti{iced tci erlc~ura~~ studeart tat~ch~rs tci tl~i~ik ~ticitiat tl~eC~~'~Tf4C tt)' }4'hic.h #~.i~ltc~~ art ire r~~~~x~c~ ~~ic~ assur~;d ~;c~jt~t'a1 0#` ~It~ir ~lassrtwn,s, ~~tttl sari~:njr~y their te~cltin~, ~n~ ~Isq, liac ex~e~~t io ~+~~iiicli tGc.~~c i~ ~t 'ri~lttin Ic~r~~' tai ~iupils,tike trona ~h4 a~oise aitt! r~isnipt on ot'otlt4rs. Med s~ attcl p~ali~y ti~t~atc ~sbout disci~linc insel~ocif,~ is tftlen fr~tttc~t in ter~~~s cif c:lassrno~ns hc:it~,~ eitf~c3' wider• contrpl' Ur 't~t~t ofcontrol'; the reality is much n~orc com~lel than ibis — us nearly all ~xp~rienced teacher,arc s~w~~~, ##~~:r4 ~~`4 4t~ ~~ cif 4~inl~`cil i~t the ~I~sS~'c~~im,

Tl~~ sc~l4 spa:; not'd~~i~~~cd to.t~e t~secl to ~7~ss jiitl~~cin~nt o►~ tli~ ~I~ss it~n~ge=anent skills of teaclier~, but to het stYi~lent t~acher~ (end I~a~bers, dep~rtn3tnt5 and5G1~i~,pl~} [~ tliit~k ~b~ufi tls~ ti~etors i~7i3~u~ncii~~ cls~s:;r4t~trt ~l~~~tt~, ll~~ iiti~u4nGc cif cl~ss~raQm clin~~tie ~i~ teaching and lc~irning.arid ~I~e ec~ua[ opportunities issues surrUunflin~tla~ densicn 6etrv~;~•~i tote ideals af' cdttcation7l ittclt~sion end tli~ real t}{ ~f siCu~#ian~rvhii•~ s~t~~~ pupik~ are'itttpcdin~t}3c Icue~~~ri~ nf~(~ters.

Thy idea iu pt~rti~iu~ the leti~cl ~4s~~~i~tor~ ~4r~s~to ~~t~n~~t t~ evuic~à ~t~ord ~fir~c~~.~it_io~ i~ pra~tisir~; t~:a4hs.rs ;i~}~I stt~cic~~1 tcacl,4r~, ~~~ I ~c? ~i~ ~u~~~~'t~tly tr~►na~~Ce~~t afi~l a~es5sibl~; as to bc: m~:~ttii~~~Ciil to c~tk~e~rs iitvol~~eei iii t1~~ ~ciucaiional ~rc5~c:~st~~rlaeis, pa►ènfs, ~aver~brs ~ticl,p~~licy-makcrsl'1~~ sc~l~ ~v;z~ originidll~r uscc) t ~vnrKry tlt studc:~t test~I~c~,1~a~ed c~.n..lit~ i~~a that is ti~~c~K~lr~ b~ helpful ~'t~r ~ltic;m #a h~rrc.~ca~~~i~etrs ab~~~ ~~If~r~ tG~y,stc~~d in tl~~ ~;~niinctuu~ b~tt~r~eri rvt~ix~c~ control ~nc~ ~t~~~r~l~yrkip think:~bt~t~t Ic vels tci, ~spir~; [~~, ;~U~~t~t ~uh<~t lactur influ~t,c<~cl the 4~c~r~it~~ ~,tn~~a-s~lt~rc: ti Ilse ~,Ias~roorn> ~~td ~vtiy tlie~~c ~v~.re dii7crcilccs bath t~ct1v~:ei~ annd witljirissha~ls (s~nt~; :~t~~den1 ~~a~hr~i-~ repbrttr~ s~;cii3g ~r ~;xl7cric»ciiz~ le~l~l 1 tv 1e4~~:1 14~v thin the ~a~n~ ~ch~o1 _~1~7ec:~~ent}. ~iur es~# tenc~:ficrs +vho uscct the. sea}c in ih~ i;at~r~;cof #heir teact~i~i~ pla~~~»~nt wire also asked to eoi~sider ~~~h~t i3~$uen~e the scale hadc~t~ ttt~ir les;;gt~ ~laht~i~►g and ~~1iv~ry, in t~;n~ns ~f' ~~:jrs~inc~ ~bj4ctive~: ati+~ ~~a~l~itiste~tc~ e~. l~npl~cit in tli~ level d~s~:riptor, is chc~ ~u~~cstit~n that brlo~v a c~rt$i[~ ~oitlt~n tfia s~aie, the_~t~nospher~ in tl~~ ~I~s'si~o~tt ~~iil1 iul3uen~e not Gast the ot~t~aif~cs ~ftry l~~rna~a~; proc~:s5, buc t1i~ i~~~iut~ ds wf~l1- t~4lca.v c~r~ain I~v~ls can tl~~ sc~l~, ~I~n-rri 7g mi~}r be directed to at least scst~ic exE4nt t~~vards tli~ QbJeciivc of conlrot ratherthin leat'r~tn~:

~1'#tc ~c.~~►1e ~~, of ~c~ur:.4, ~n ~►riirci~l cc~tti~Eru~t ~►t7~ dc~~s nit cn~:~~yipz~s~ ille t'itil~~n~e t~f~isr~~~tive ~l~uviour in-classr~'oms. 1 13~~~~ s~ei~ cltagses ~vhie}~ ~tro~ld futFb~lo~~i+~~;+~1 1 `~~':~~scribccl lls:rc. ~ititl h~1'c~ rvittt~' s~;cl,~ili ~f' ~It~: Icv41s c,n thy' :~~~s1t~, .~sirtt lEj~'1y, tittli~ top 4~~ci cif' tt c sr:~rt~: I~vcl I [~ ~,i~~laa~ty ~io~s ~~c~t cif ju t c;e to tlt~ co~ti~ilexity. ciff~i~tors 11i~t conti~b~~ic t~.the i~i~Ai classroom z~li~~ ~t~ t1i~~,is ~Fi'c~t fc~r'learnin~. tt is nt~tjust aEicat~l tcac:her::~n~i ~~ipi(s rvnC~Cin~ tiigetltUr> i~ is ~~,Qu1 } t~~iil:~' <iuitu~u:+ to fc~~rrsin~


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~~ ~ WaRi[INtS AT'M~SRH~~ EN TNT ~E.AS~Rt~~l

~eicl ic7 l ~Ipi~~~ +;4~4h ~311ie~- tc~ 1~ ~~~, ~'I~s~_r~ i~ ~cirn~ ~:vi~i~nr~s~ tc~ ~i~~t;4~k tlt~~ ire ~~~n~~~riu~ntc~ iT~any p~lier ~c~untrie~, Gti~land liar. c~~g►~y ~~4l~i is ~~t~a ~ni•e ~ipt ~vhol~:hea~t~dly com~~~ittee to 1e~rnin~, ~1~d ~vilo da teat sus educatini~ ~ a prec c~~s or ~~i}~~t#ant profess ~~e~tfix cx~it~~ale. Eli c~~t, ~~47b, ~lli~tt 4~nd ~'I~~~c~ra~-4f~u, 2000. ~u~sii~' ~r~ri~uGf~ t~ l~:arrl ii6S t7 COR1t114111)' 01F~f104~~~ ~eIGC'1 Q~Cl~5~lY}41i~ C~lfl7il~~.fl11(j ~4'iltlllJl~,'.

It ahot~lti ~a~ str ssec! #hit th4r~ €s~: rn~~fy s~ltc cols ~vlt~:r~: t~t~ ic~u~4r Is~v~ ~s c~i~ thess;ale ncvcr c~ccue. F~ut it is alsU rrtoril~;l~oti~ts that-the ~~itcorties cif i1i~ Sitr~~cys ~ies~cribcciin tlt~- c;~~plc:rs th~~t fr~ilvu~ s►i{F~est ih~~t tfi~r4 t~3;~' f~:ry schcrai~ wt~s~ tlitre s~rc nt~ d~;fi-eiis' i~r t[iC rv~rkin~ atn~~spher~ ~n cl~~~too~n~, ~~h~;r~ salt ~I~ssrQntns ~~ the ~~ho+~( aer;ee~rlarly titnetia~ain~ ~f levels 9 ~~~ ! ~.

'Ti c tic ~l is h~~c~t inn tlt~: t~~li~;F ttt~t i1 can b~ 1t41~i'~il #o Es~~+~ sc~rrte clr.~; ~!lest iri ~•ar~gl~ t~n~tis, wl~ei~ onz ~t~i~ds ~~ fEie a~~tinEi~tn~, anti ~f the Ez~~~ls to aspire tc~ .Tlie follo~vin~ ~~s~t~~ fi~4nt sot~~ of ~It~ 3nc~rvi~w~~s point 1v ~h~ dan,~ers that hii;~h~~I+~~t~ fr~~n tcaeltei~ riot E~eiiti~ ft~ily $~t~a~•e cif tl~e be~~ttlt ui' auncsy~ili~ ~t~ ~icissil~(c ititern~~ ni' clas5r~om ~lim~~ie, and t(~~ aclvF~i~3fa~es ~f becc~n~in,~ ~~4~are of the par<►meters~}EYic:h ~i►'cv~l ~v4n ~v~ithin th~:~~tr~u instituticv►t:-

1# !~ p~s~sJk~ tti~t fi~~r'~ ~r~ stiff hire who #~v~ r~sr'tt~~r cx r~n~ ~r s~err ~ l~'v~rC~ t~ssorr... , w1x? #~ir~k tFx~t tli~ ~i~r~~ ...'. Ar art irt~vitF~b!F ~S~Gt ~fl fe fn f ehlr~~ .. .~t le~~f fn this ~chao! , ., ~ that'pupils Falk ~vhi~e, ttiey:~r~ t3lfunc~ ... fha#. #~~~Y rroN~~'ot~rtt~ aril igr~c~re the f~rrt~al ~iru~tt~ce cat t~r~ ~e~sor~ at sc~ri~a ,o0t't3ts:

~Ass+~tar~t t7€d tch~r~

7~i~re ~r~ ~ort~~:tratne~s wfid get dc~~pciiid~nt, cl~;rror~lrsed ~rrd ~~r tt~~'~ar~e'afp~tc'krr~g if i~► b~~us~ tl7e3y ~ar~; strctyyflr~y ica fie! #o rho I~ig{~~?r ~~vel~ can fl?a s~str~.taut ti~eyYe.~c~ut~1ly do.in~~ c~u+Pe ~,v~7, tJ~e4~`r~ r}~#fin_q ~t~ere. Thc~}~'s~e qQ# tC~ r~11se.that in ~ s~hov~ tike fh~, ~f takes Mme t~ ~t tQ ktrr~w the kids. C~r,~ of fhs key thinsi~ +r~h~tYrer tt~ir~~ ~r~: c~~rnc,~' ire ti~~ r'rghFdr ir~rr .; . ~t~ tnt~y gating t~~tf~r' tit ~avr>c~s the ~la~rt~e,~~ gt~s orb?

(Assistant h~aef teacher}

~t 1s j~~j~fu~ to tt~ir~k that lh~,~ ire ta4uer teVels ~n ttr~ s~a1~ ~ft~r~ the ones IwQrh~ing;~t. !have be~cn~e aa~~~are of the n~ssi:E~ ~IiffereticeS ~v~rs svithir~ thjS5ahool ... tlte,tem~ of day, ~~e 4veafher, ih~ area cif dtie schtxat ,., sorrre depart:f17~f11S fiQY~ f~ rltOt'~ S0W171.t~7 ~~3c7:'t t~1f~~'~'~.

{Ex~~i~r~4~ 1e~Ctier}

! tr~~v~ wnrke~t w~tlx samQ #~~~~~a~~ wl~p ~~m ~i~rf~tty h~ppY Wltii i~vel~ €~rc~urad 7and' 8; they don't sum that b~ffie ~t~ut gaPr}c~ tt~~ ~?r~ra rn11e tv g'~t.flle ke~i~rea!!~ sart~ct ouf ~o that,tn~y.c~n~ust fro it there acid rel~r,

(He~c! of y~~rj

There's a sx~ge ~f whr'ch, 'f!`yov are at Level 9 or 10 (or a fe4v lessens ~r a raw . ;wht~r~ tray Est t~.~ecJ tci it ~in~~ rt l~carrtes 'the norm'. Thay ~xQect fh~ lesson tot~~ ~}~C. Tlter~'s a lot ciftied ~<1vi44~rsr» Jn it, They Gin be ~vnditeon~ t~ t~ett~ue.: <.NQ# in a t~a~~asds ~~nt~ol freak 4vay b'U1 ~u~t g~dtrng tlr~rt ~s~~l t4 tl~i~gs . , , ri[ual~~rrd rautines, belnr~ able #o l~ave;~.bit ~f a laugh end relax at some pints try the~essvn,

(~spe~~~7c~d t~~ctier}



'~A~~Rt~[N~ dTNlt}~PH~R~ iN THE ALA rRi~~1411

! 4v~rrieci #hat t~tkin9 a~ottt, o~' men a~kR~~trt~/~rn~ t, ~~ ~Yver letrel~ Qrt t1~~ s~~~fer7~Fj'ht ir7~r~'as~ tt7~ tr~~r~ '-s ° ~t7~~tr~s ~~UP G#~~S r7t£~r~?~~i)er~t. ft's fir) c~ thattoC ~f them aTe.w~ur~~ ~p abt~ut 4t~,~en fh~y are in the ear;}~ sta~~s ~t ~r~t eta s-m~rtt. ~uC rt r to sc~rrxe tr~hf-h~~rrt~d c~r`s~u ran ~f rsv~ls wvhr`cia shay hid sr~~~tln~fered why they tia~ere pupils ar7d ~h~~n ttaat nc~r~e ~f them s~~ere a1 level 7 t+~tff~ all#heir ~dasses~ flaky ~vc~/d.s~ tlt~t thir~~s ~v~rl~a't~~ vve~tse.

(A;ist~r~t }~~~d te~~~7er}

~`h4 wc~(~ ~fas r~c7t desi~nc~ t~~~jua~~ th4 class _~~~f~a~y~i5c~nt skills cif N.n~i~=idu~l

teact~crs, and it is easy to see l ow ifs use tni~13Y be lrnhel~Ei~1 ~iad corrosive of ke~ch~c

tn~~al~: and ~~li~iat~ity(s~.c Ck~~~tcl ~} ~f trse~!_~4 a nfana~cri~t t l car in ~n iitq~~ ~iti~iri~l

~~~ty, tty'~nF1ke com~<E~ison~. Thy hops is 1i~~~t sft~dents anc~, ne;tvl~' ~ual'zfi~~ tet~~hers nz~~~at

tESitiEc ~~r~fttlly ~buut #tic (ever ti~~y a►~ «~c~rking at, l~~ik qut~3de their ~l~ssruc~in~ andsl~4~re i~iesws ~rt~i strtte~ ~s for improving the ~lim~t~ h their ~.~~n. [~' ~rot~~sional dia-

lo~ste ttt~r~ut bel~aviotir issues c~~ravc~id c~~f~nsiver~~~s ~hcrc i~ fhc ~ussibiiity ofcc~llabo-

r~tiv~ ~tc~4c~ri i~ ~x~l~it~; ~~r~vs ~~t ~4~lin~ s~~i~~i tti~~~t~3c: ,kt~cl cie~~;nt.;,~s;~~1 ~t~}~rls, i~ 4~~

Icad t~ con~~rtec( ~~tion to su~pari co{leabue~ ~4~ha:~re war[ciii~; t~~tEi parti~etl~t~ly tiif~'i-

~~~lt~~~~hin~ ~r~u~i~ ~;;~~ ~l~a~r~+: r;~~)3I~ ~+~~~ i►re a tea~I~Qr err ~~ ~ti~c3~►it- te.~ch~~ svho }vi~rks, in a s~hacil ~vla~r+~ ~Il 4he

~l~tss~ are t~ncicr tlye r~l:~;Ked c;e~r~trc~l of their te~clicr;~, and t is ~iii~t~tc; in ill ~I~tsses i~

ss~ch that pupil b~8i~aviour is not really an iss~~e, thin thus t~~ac~k.is perhaps ni t an essenk ~l

read, although i ho~ie ii ir~ight still ~i~.'~ifi sor~j4 interesi. t ~ufl~jtcd to w~~it~ the (io~kbeca~asc [ belieti>e that the warkiti~ aEn3nsphece i~ tEle classros~an is an im}~ortant e~3uca-

fionsl issue, olie that a#2~et~ i1~~ c~~►~[~tv ~f ~t~~tfy-te~►ctl~:e~' ~vorki~~,~ lives. l ~licr k~eli~v

that il~fi~its in the ~uc~r~ r~~ at~nt~~~itt4rc ~n ~.I~s~rcac~m~'str+~ ~~~~: rat` tlt4 ~'n~tjt~r c~i~~~s ~~t`

~~tucatiann[ unde~~clii~v~tn~~it in the United Kingdon3.

'TF1E pREYAL~NC~ ~`►~ ~~~1~:1'~'"S►1C+17~~ VV~~t1C~~

Tl~e pr~bletn of de~is~ils' in tits t~~orkit~~ att~igs~liere in EEtt; clawsi•t~c~~n iS nai ~n~ th~t;~u~#

iift4~cts a 1t:mt~tiAl ol` uint~i'•ciEy s~hn~l~. ~t is do rrt Ic~z~st ,~i+r~t~ r~Q~r~+~ stn i~~u~ i~~ ~ 1ar~4

dumber of scIfao(s. ~'hcre a~ fe~v s~coudury scit~ls it1 ll~v U~itecl i~in~dai~~ s~li~rg t ie

~rt~r~in~ ~tinc~spl~4z~ i, c~~ia~3~tently at lc~v~l~ ~ and lt~ ire al{ ~:l~ssrc~4n~. tt is sin issue*

th7t }~~s a be~rir~~ on fhe quality ~i~ ti~r~st teachers' ~,v~rki~~ tiv~~.

I~~ t~~i~~i~~~ ~ackQr~u~cl ~~~~s at a r►~~tt~erx~ inner-pity ~~~np~.h~~~sivr~ :~~~ic~~l.For min}+ ~~f the yca~ [ tat~~~t tlt~r~ it ~va►~ t~n~ xecptlion~l in tern~~ cif its iiatake end intcPttS:~ of jpupit b~ls~viaur. ~t s+v~s ~ic~t Etiy any t~t~;ans n~tc~rious', but ~Su~ l b~tiavi cur w~.~

~e~•tainly art issue fqr mast te~chzrs. ~~e~i~ t~t~chers ~v~re b~tt~r:~d esfablishfit~ con~~,l in

tf~+eir ~l~ssr~oms thin c~tl~er~, but tn~st i~€' us had t~ ihii7k abut s~c~~itrol i~~uc~; wltcs~ g~lata~

r~in~ c~t~~ lissc~n~. You ~~t~lc~ ~~Qt a~s~t~ttte tEt~i }~t~tt ~oulc~ jtisi ~;v in ~r~+~ t~~~1~", ~tkt thy:

SCItCK}I L~l~il ~V6iiC llli'416~1 'tt b.~d ~S~tch' ~rnd hel~~vipur did bcc~Fnc ~ n~a~pr is~fi~. M~~iy

cif` ttac ~u~il f`x~~~, rnicl~llu-lass ~~a~k~rc~un~i~ rr~c~v4ri ~~«~a}~ fr~~m ~h~: ~~.l~c,~l and as the

s~hoi~l was riot filll, it w~~ al~Ei~ecl t~ accept: l~r~~ ~~~ai7~~c~rs of pu~iis ~xcltrded frani

ci~ttcr sch~~jls ~Ivl~ccic~n~lck: 19.~R); H~yd~t; i 99~~; ~ ~~)St~, 1 ~)`.?~)~



c @ ~ W~~KtN~ /~TM4~RH€R~ IN THE ~E.AS~RUt~M

i ~c~(`t s~+~r~ncl~~ry i~a~:ltiit~ tea ~~ 3r~tc~ 1c ~~~;~t4~.~r~~~4.~t «n in 1~1~ a~~~~N ~1~~v~: ~i~ti~s;~«rke~f ~ teac3~er ed~~~tion i~1 the i~nrtlrtvest.o~ ~~~glar ~i, L+~ndo►~ tt[~d East Ai7~1fa. fihen~Et~r~ c~F nib s+~~rk me ~n5 that l ~c~ into 1:►r~;e nitr~nbyr~: cif scl~~~Is, nip ittl~ #t~ ~~bs~;rve~tci~cnt teachers on tli~ie- CcacE~i~~~ ~ta~i:m~i~ts, A~ well ~~s obs~i`vi~z~:sk~~ttent t~acli~i•s intt~ cl~ss~c~om, l rc~ul;~r~~rt lt~lk it~.~nci ctiror~ with i~~~.l~ers i►nci fi~~t1 ica~ii~r in ~► ~vi~1er~~n,~v of sel~c~c~Is. I s~lso int~n~ie~v dozens of ~tpp(iC~nt~ fi r my ~G~ I; eaurse min}r off'~~tl~om hatt~; worked as class~ac»rt a5~is~~nts in Dreier to fain classruo~~~ experience bsforuapplying for fh~ P~i~~.

Althauglt it is rea~an~bl~ to ~ssuf~tir. tlt~t ~tctd4rlt le~clurs mny st~-u~~lc; mareth~r~ ~:~pvrit;~t~~d ~}~+~5 t~ ~o~trial ihe_:ir cl;tss4y, z~~ ritc~rvi~;~vs with a [~t cif ~x ~i~nc~dand succ~ssfvt tencl~er~ tad ►ne to 1~el eve that pupil i~~lTa~riaui•:arlc~ ciisen~~~e►~ie►~C feumM~arning ~v~r~ is~u4s nl4var~t tc~ ~t~any ~cha~ls (ste ~ I~a~~t~r~ 7 a~~sl f~j. ~-uan ~x~ri~nc4c~t~ncl7~;rs uPho wcr~ rcgaeded bp~ il~~ r peers as bti~y~ exceptiof~ally ac~a~~~lisl~ed at mai~~~~irtg ~~~il bcl~~v~auC ac:kne~l~sle;cl~~d tt~~~ tlf~y ~c~me;~itr~~;s Ca~~ht c;las~cr ~YIt~~'e ~t sir»pit passible to ~;,~f #a levels 9 ar l(~ 01~ ,the ~~<~le b~c~use:of the v~iy c}l~ll~rigii~g uaFurpCsui~7~ ts~achi»~grAttps.

THE MI ~,E~ADII~G' AND IJNH~~~F~IL N~T~RE F Mkt~►~ ~'H~ F~#~~[~1~ [1~IS~+~?UR~~ QN T~i~ M~INAGEMEN`1" QFPUI~~L BEHdtVIQU

Tli~re is son;~ rlsgttte over U~~ i~~i°~ io ~a~Ill~Ii ~7U~7fI I)~}14iY10lll' tlFl(~ GI{155COgR1 CIIlili~~~tv~ is~uc:s its ~r ti~lr ~eh+w~s. (~i~~ ~~e~c nt ~ucr~:tat-~r ~f ~tatc fear ~dueati~n ar~ktetl that~i~r ~u~il behauivw~ is;{~ problem th~i ,z~f~'ects à si~»I) i~umtaer of pupils in a s~~iz~ll~autnk~~r ofse#to~ls' (P~tt~n, 1{7~~#~, Ire ~Qt}3, ~ UtCS i~Eii~i~l ~:stiirtatc~l i1~st k~ck~~~~i~~~►•was ~t ~~-~t~len~ iii I in 12 hucc~ndnry scha~ls ~tn~1 I iit li)~ ~rir~~ary s~l~~ols {~:larka ZC~f)3),Altl~au~h ti4~Ys~~}~crs have: displi~y4ci lie~cfli~~es {Ti~iu'e [;~) ~ucl~ ~s Schauls eri~is o~rc:~~~t~t~~41;~rc~a ':t~~t Ali i~(in~' (Thy Tin~~~.~~, 3 ~4bra~~j~ ~~J(~5), "Ana~hy r~l~~ inn ~~tr t4l~~~c~ls'(L~r~?t}~ E.tip~~as. [_i~ Sepi+~r~~l~~r'?~IDS) ~ti~ '~Cl~tss.►cwnis ~r~ ricsts ~vitl~4ziE dice' (Exec>~tr'tr~~~r►r~lur~/t ~~" r~~r~l 2t)(lSj, ~txt4~i fi~~clEn~ ~n l~~l~;~v~~4~r i~~ ~~lyn~l:; have ~nns~~~~atl~„eepdrted tl~~~t l~clic~a~ia~t~~ is m~aatis~'ackde~~'~►~I~r iii a very sni~ill prfl~iart,idn iif' secor~~.irysclt~ul:~, anal it It~~ r4c~~l~ly b~c►t r~~r~r#e~ ~s I~s~. Ckxa~t ~ntiafactoey in un g 2 pi'r cent Qfs~cond~ry scl~t~c~ls (Ofst~d, ?t~lU; Kelly, ZQ11~ ' M~Pi'iS-KFiI~, ?011}. Tfi~ ~ov~rnn ent~c~m~nassoried t~~r I~~~ari .on s4hori! heHa~+iou~` ~~1r1 c~i;~ci~,iin~ (~~t~r, 2~C79) t~i~t?.i-~pc~rk~d that ~i~~~~ards at ~iLhavi~~4r were; very yaac3 iia tlt~ v~si n~a,~ority ~►f~~lxt~dls, ~n{itl~e ~overniiie~~t's ct~i~'e~~t a~iuis~e ~n ~el~av~~ur in scl~nots Inns a[so ~e~ued the 'nestt~+;i~~~vf~ur, ~n~~t ~y1'tli~; ti~t4 is really ,~c~t~' {T~tyl~r,'qu~~i;~~ in V~,u#;hait;~~l L ~Q}, Thyquc;~tian o~'tlic prr:vole~t~~; cif c~efi~its in the v~orkin~ fltinospl~ere in clas~rc~t~ms is Go t-~i~i~~d is~, mc~r~; d~t~i1 iit ~:1~~~p~~rF_i;

Mt~c1~ o~ the catnme►tiary in tie~vs}~a~er~ t~n~ Frtrm politicians i~ profour~c~l}~t~nhclpfui ~►nc~ tnislwac~in~ anii slis~la~s ~ lac:k i5f un~i~rst~nciitt~ pf th~,.~fia114r►gc~~ cvhivht~~~tcher and schools faG~ iii tl~e ~~t~a of class ~ifatl~~~~~ent. Th~~`~ is catten an a~s«n~ptiontl3at tt7c cl~fault' state c~~'~f1~ir~ i~, il~ssr~~rns iti te~rcl 1(l i~i~ tEi~ s~al~ ~nrl ti~~t ~~ty ~~fyY~~etent t4aclter i~~'n ~~~c11-non sc~idrsl ~ti~ill die ~~n~;~~tin~ ~t I~~ef I~ with ill th~;ir cl~itisc:4;an~i tt~nt any cietic t fr~«~ that icycE is due tea Lead i~~cl~i~t~; ~r poor sst~aol n a~f~gcmai~t:

~.



~YI►E"1~KIN~ ATM{~~RH~RE fN THE ~I.A3~1~~

Page 8 of 35

E`~gu f.~ f?~~ss ~ttd teievisicx~ ~au~r~g€~ ~f ptipi~ ta~i~v~ur h~~ k~~#~ t4 sd3art~lis~tEi~ is~ ref ~upii k t7~v"+cur

T3rs;t'~ ►i7ust be san~eo~ic; to bifzi~e; tie;ncc: h~fldlin~~ sueli:~~s Lne te~clic.r~ ni:ecl a sltcal~t

~1~ar~ le~~c~te ia~ d sci~sl r~4~ (I~cxili~ I„i~>r•4~i:s, 7 N~ttea~tb~ t~ I~~~~i}, "I`~~~h~r~ titirlt~ fail toy

[ce~~a order face sack in n mo~~~ly' (Tfte 7`'rtr~s, 1~ July 1~~7}. ~#ate scIioals ha~~~ been

u~;~~d tc5 `tale a tip fr~►n 'rnr~,:penc~+;nt s~tt~o(a~ ~r~~ci brim iii ~, t~~ius~ ~yst~m (Girar~liarl,18 ilrtay ~~~ ~nc~ ~mulatc the etF►bs ~f ~bod c[is~iplih :' teak private s~ho~ls promul-~~te (t'~tli y f~ro~;yrcnt»arty: Tt~+~icr ~, ~~i':~attti~~ 2Gu6),

In launching ;the Meer ~1'oekin~ Grvu}~ o~~ p~ipii t~liaviozae anal sci~o~l disc ~

~,l ~c, thy; c~rci~e~r c~P Stag fir ~ lue:at~~n ~.s~uusGd tl~c ha~~~c that thy: ~~b►~~~ ~v~uld eccFcrmmencl #I~rie ~ • ~our,prc~~~amxiacs that ~i~ prU~en icy work' ot~ b<~c1Ey bchavc~d ~t~pi~s

'tla~n eve can say t~ sek~aofs; }~c~t► sti~~iirl ~ciopt anc of these pr~a~r~~~~fayes end dte;~~~' zs r~~e;~,~,u~~ ~~~~ ~t~.~a`~ fc~r ~~~ir F~ul,~rvi~fu~` iii ~h~ ~l~~sr«+~z~~' (~nd~rrj~ f~~c~~rr~7rrrrr~e, F~a~i~ ~;

i1,1~y '?OQ~i, quoted in Tf»rc~., Etlt~cc~rirtrtral Srr~~~lc~~rl~tit, 27 May ~l~{}6). tL1~ diun~fing ~a~

tal~~nu clt~r~ tiuri;~u~l~ cos~~ments ~tre redol~;nt r~fÌFèi-st V~orl~i W~tc ~~;n~~àls oper~ltin~ sori~~ n~ilcs

b~liia~d the frcint ties, 'tie role;; of engagement fi sclr,zols, end eriti~~t ~ani~nzritary can

class ~na1Y~~~me~aE and discipline i1~ sclit~oi~, .iee ~ss~~ed ~i}r politicians ~~ic~ pc~liey-iiiaker~

~~lici~c ~I~ildr~►t d~ not. ~~~~~ers~l,ly'~itfc~~ci ct~allen~!i~t~ SEat~; s~ai~tlary '~cl~~ols ~an~t wlSc~lite~rali}~ der rt~c have ~ ClttG ~t~a~E tlf~ ~c~l~; 01 pa~Ul~tri~ t~~ir~g [~acli~;r3 tv}~~ sv~r3t' ~11he

~=~ 8

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■ W~RKING'ATM~?~RHER~ IN THE ~LAS~t~~1N!

~I~f~r~ n~'. {Fca~ .t ~rc►~hic~ i11~i~ti~~~i~~n ~f'tltis ~at~i~~i, tip+: tly~ ti~~lititc»xy ~>f ~~t ~~ic~aiylttc)t~~+lead la tiie Westminster• Edu~:~tian I~onm7 s~mit~~r o~i ~upii t~t:liavioi~r aiid scl~o~l disci*plin~; {V4'estn~insic;r ~?due~tic.~n F~~um. '~t)[lfi: l fl(~- ~ }); ~s tla~ .anc}n~=~~~Utes h~~~c! ~~}iff~;+oul,

ad~~lts tvlt~s~ ~tip~rience 1~ta~ only b{;~n of n~i~~11e Gn~I4and} ~» ~ do ntit ta~~ F; ina scIu~ol in el~allen~ii~g cit~citinstances ~i•e ~`r~i~uent[y not atvnr~ of ilie ~ecssueethat,exist both inside tI~G school and in the sttrro~ndin~s tivhere the sEu~ienis live..., tl~~rc: arc chifdre;~t «~hc~ ark; very dit~i~~lt tc~ ]t~lp an~i tlacir t~~:havi~ur co~iigt~~;illy ~~:ts in ih4 x~•ay t~1` Ihc'•i~` I~~rnin~.

(West~ninst~r Educ~tio~s F~runi, ~t1~6: I Uflj

S+~Itostak (191!) and ~Iliot# (I)~8) 1~ave ar~~ed #list the ~i~:4iance' ~nod~l ~f}~u~il ci~~a#l~~;ctia~t ~t~y,t tii,.~f1'c~tion ~'rnj~ s~I~e,~Ea~g ~:~ a for~r~ ~►f ~i~vi~n~ t~;h~~i«u~} iinisl~~+clingy, ~~id that toi many pupils, tlie'.~Necision t~ diset ~~t~;e fi'~n~ edl~c~tia« i~ a c~~it~~t~tsa~~al ~t~d s~n~ibl~ c~rtc:, t~ah~.rty (~i~q i) FQur~~ that ~iai~y ~u~~l~ did n+~# aU~nd ~c1r~~1pri~nnrily tc~ le9m, ta'~;et an ~cfucatiott'; tiny cams in for social end p~c~aniary reasans,`to sce their i7~ates', tu ~n 62~su7css'. Q~ie of the most nt~~~sr'ful formativc:,e~}~eri~nccthat cur P~iC`F? s~uilynt c~acbc~-s t,ncl+>rtak~ ~~ iv traltc~~~ ~t ~rt~t~~ c~~piipits tltrciu~h st ~v~at~la*.sclioal day. The major ly ot'tlten~ report iF~~t for ni~~~v p~~~ils, pai~i~ulari~~ tk3e less ~t~1c,tia~ sif~c~c~i day is nU~ Sa,t~a~vt csf cherTìe~'+ full ~~f~jU~ful end life-~~ilirmin~; ~;~~~ ri~e~ces.Ch€~n~es in,t~sse~sm~nt policy in r6c:cu[ years have m~<~nt thnt same children find out ata vci`v early stage s~f tl~~ir: s~{ic~i~li~~, that t{~~y ~r~: rt~i~ hi~It-tti4ts. ~~rn~e eus~arcli it s ~u~-~~sted t1taE er~e~i~ ~t pritn~iry scli~~il, ti~~ o«tc~ines: c~~' form~i ~ss~smen#~ 13z~s ,~»: i~~7p~yckOtt fiÌCti(I~ItI~ ~'Y{141(1S} » itli those ~cs~~'orinin~ s~~~ll in ~A'~s t4sC~ ~i~a~~d~~i ng t'~i~;«cts ivtt(3a~.>e p~:rfUrniccl less ~vcll see, fir ~xznzple, B1c~Qm, 2(~7j. C'iiven such ~re~st~res, ~# i:;nit sur~»~isin~ ~ll~t-s~nie ~su~ils la~cs~n~e clis~ael~antesi with t[ic exp~rie~~e~ ~f sciaool. ACla~~t~r- ~ incli~~#~15, Ita~vt~~ ~ ~~s~~-4~:~ti~i:'~~p cyf ~u~~~! 43ttituc~~x t~ fi~hUc~l f~nc~ sc:hc~~~ls~ik~j~cts. -the less ably, ih~ tvlente~, 'thy ~l~y, the ~gi~fel~us, th'~ .~~nf~ri~iist, thea,vktiv~r~1. t~se ir~u~lcci — i~ ~~3, imnc~~;~i~t ~~y~t ~ n~~3►ts~~n~ ~h4i~- ~~havi~ur;

[# is import~ni that 1,oEh p~licy~nt~ker~ ~n~i il~c~se ~~~llo ~o i~itt~ teac~~in~ #~~~ea~c~ut~C of tl1e~~ ~c:Y~~ectivs:s. a~uc~ t~f the fact~~~ that :irti3t~~ncc. tt~c rt~flt►a~e~~zent .off`tenrnit~~:3re beyoti~ ##re control a~ iiiciivi~l~~€~1 sehnols end te~~~er~ y they s~r~ itvt 'repa~ c~ii,',,44ik~ ~`~~tllinst~tt (quc~t~tl i►t Lvc;; 200.5), ~uttit~~ llic ~as~: ter thG rG~~isi~n't?f a~urrictalun~ r~hic}a is ~~i~ap~ealin~:and in~~prnpriate fer in~ny ptt~ils. ~I~~tnetf 1h~ii ntci~tteachers knotti~ that the root proUten~ with l~~F~~~ioar lies iii t1~e ctErriculErm': H~~ve~r~r, a~c~th~rs h~~~~ poir~t~~l c.~ut. ~~hc~c~ls F~n~c~t isi~he~v the ~hdllen~~ c~ft4~~;hin~ 1hin~~:~v~3ichand e-ssentinl ~~n~ i~n~~ori~►nt t~,r yoi~r~~ p~apl~ t~ k~c~»~, ~~~~ei~ {f it miglrt uc~t b~ ~ns~y tot~ak~ 1y~~.n~ ri~~ititt~; t~ ~atipils-~13y~~r~rFt, 2~t~3: ~at~4, '?t~-1 I; V~Strt~, 2QIt). ~~t~ ~.if`then~i~r~y im~~arl~t~t skills ~~hich te~►chcrs need tip ci~uelo~3, 1E1tI OiIC WIt1Cp1 I}~i5 f1t11EYf~}DCI~IIlI~~~Clii~ ci~t ~lt~}11 h~jl~~'Itiltt', 1ti ~1C?l4' (f~ ~t;t~t,~t ~~~9145 111 ~ ~'4'tl~ ~yhl~ft 4'llCi1S ffl4' i;~ilttriile

~nentot ptkE3ils to Ic~~ntin~; ~l~c~ir# it~etn ~s~~ ~l~apt~r7'_);X15 M~:€'lullimy (;(9yG} ~ai~~ts uut5 L`VL'l1 1V1~IY ~li~ll:2 5~+1~I1C7Uf ~5Yf1bIL'TY1~1 IC ~Vl}t1ICI

be rati~~r stjr~~ri~in~ if` 13~~~,~-c~upi ~f pupils f'or~ect i~~ti~ clas5t'ooms3 in man}~ a~se~n~~u~st~_Ekicir inclii~nti~~~, did n~E-.Enesc abut end mist~r;havc. Level l0 is pia[ fl' i~a1►ar~l

~ ~-



~IAk'~}RK[M#~ hT1Yr#~~RHE~E !N THE CE.A~SR~~~ I

~~gure ~.~ ~~t l i~ r~~t aiw~ys ~ bawl of ch~r~i~~...`

Page 10 of 35

~kstt~ of a~fairti. It ttik~s a ~re~t cE~~l ~t skill ko het tts €i p~sifit~i~ ~vli~re tl» tea4h~r is iti

~:Q~np(~tel}t ec~l~xc~i att~ a~surcci ~e~tttrc~l ~i'the cl~s~r~r~~~i, ~i~Ic: t~ ufidc'itak~: at~y to~~g cif

~icii4~ity hc~we~rerc~m{~t~x, witi~4►~t havi►i~ t~ tti~c~ Chink ~b4«t cc~ntr~l ;.su►ts,'~tze aPthe rnc~sf itnpar[nnt ~tx:ssag~s ~i~iain~; gut of 1i~tEi my a~ti~n ~xp~ri .t~c~s in

schc~l;~ send thc~ r ~~~:t~ t h~~e cc~Aa~(~~~t~ci ~ur;r ~hc~ p~rs~ d+~~a~c i~ tl~~~ thcr~ ar4 tr~~i~

exf3~ri~ti~ecl; accali~~aIisEied te~tehers ~~hc~ adroit ~c inadin~in~ gasses cud t~tern~tin~

r~titir ~u~lg ~anct ~n sc~~r~ c~~~~, ~vitlsin tt~e~ir,ul~c~~~~, ~~r~ ~~knbv~t~~~~d tU ~~ ~L,~;ac~d ~5

it acts' t~f;d~ry[in~ with ~rupil bch~ivi{~iFr) ~v~ib non~ii~eic~~ :~tru~gl~ is pct t~ I~v~i ({1 with

III thc: k ~.lasstis (see 4itn~tc~: ~i}. }3c~,:du~c: tnuc~h cif its ~iublic ~lisee~urs~ on managing

behaviour n~ schz~ols is mistesadit~~, end itt~ nfi~cmed, there is a ne~~i #o hear the vai~~s of`

the ~~~pl~ wl~a a~etc~lly d~ tlrtc ,~~b in S~hc~c~Es, u~h~ [iauc to ~:c~~e ~vitl~ di~~ff'~,~ted ~n

cli~ruptiv~ ~u~ils, anti tiv1~Q I~s~ve: a re:jlist~c ~nt~ ~g~~uncicd' view of tl~e things that can

socn~tifn~s sn~k~ ~i di~'feran~c~ to ~;1~~sr~oin ctii3l~►t~ ~n~ ~cipil bcha~'ioUr. Tlt~re i~, cifZc~ur~~, ~ ~t~~rst~t~tial 4=c~lc~~t~~ ~f Jit~;t~~tu~: in tla~ ~r~s~ C}f n~ana~En~ ~i~ss~~:: ~ri~ ~iupl

b~li~viuur, ~4~ritten try experts ire #3i~ ficici, t~~~s~y~ ~t'thes~:, w~e~ rr~~~~tiu6ied by the t~~av}~ers

xn~l stu~l~r~t tc*s~c:hc~~ 1 ntcr4~ vwcci, artr! ~4~cre tt~ce~~cl tc~ tic Etcl~fiul iii a r~tn~i t~f ~~ay~+:

TTowever, even Here, #here is ~ tur~~letacy tàr ~uc1t ~vaz•~s (e«ir~ersta~~~iality) to sly<<yll ~c~~

iiornin~ntiy an c fi~~te~ie~ fc~r ~cfiievit~~ s4►cces:;, :foe m~l:in~ #liin~;~ 6~iter. Less tine r~s~7~nt tin cntE~tsel9iii~ te~ycE~ers and student #eu~liers :~bal~k what to do.~vhen the su~gest~d

~t~•a#e~~~;S #àil, pn` dact~n~e litl~it~tti4~, din tt~Fv t9 e~pc tivhcn, in s~itc of ~olli~tuin~? the

adwict ~Scatk~rccl3 y~~~ stilt I~~+ren't ~~it ~~sunabfc coritY°al ~F the cts~s~ atad arc still

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c 4 ■ WLl~KtN(~ A7M~?SRH~R~ [N 7'H~ +~LAS~R~t

~it~uncl ritl~ i~~ 1h~ 1u~3~4r l~uc~ls ~ f' ~~~4 s~~1~:, ire ~;I~s~p~~ r ~, 1~fi4it~~4 r~ll~~t can ~4~lt~l 11~~}~do ~vilen'they are not in full cont~~o1 of ~t cl~s§. I~Icstiir clo you sui~uiv~,>lta~u #to ~+ou hetthrt~u~h thy, 1~ssc~t~> Il~.r~u~h tine t~nit4 i~rc~at~;l~ the y~:~tr, ir~h~ n ycna hurts classes over~~~6icl~ your ca►~t~ol is limit~:d?.

TAE ~I~IIPA~T ~F 'T~lE 'W~a~C~l►YG A`T~II~ P~1~R~ IN T~#~

W~~iKIN+C~ L~'►

Th~r~ a~~ it~t-y Evt~+ th ri}~s in ~ro~essic~itt~I life le a enjoyable th~1n bei~t~; in efte~i, loGket~iii a r~ro~n ~~i~lg 3U ct~ifdr~n ►poi fully ~ind~r your control. Fer[iaps surprisi~~~ty, sonic oft13e #eA~lt~zs iat~rvieu~ed spoke positi~~ely ~itiout #I~e enjoyment an~i "hu~z' tlte~ d~rive~i~iom wr~silis~~' 1vit1~ ~cortps ~vl~icli tiac.Pc;-€x~rLnzeEy ~liFfi~ult i~i_~~»nage, ~~~t ~+lt~re tl~c~~l.11'4`1'(;;iYtlllYl~ ~4'YG~~ ~-~~ 1517 ~~11 SCi1~~'5414 ~~~14t(j~Cf ~}~• J'}jGC4 Wi1S ~~5ti 4`Vl(,~4T144 (7~.a".~114~1111

tBAt~i1CYS ~1itl I7~W~}' ~Llill~fl~lj t~~iC~It~CS 14`~XIR~*y I~tI'IC~~ a~38t1~ f~t15 ~fli1~~~1i4,TL: ~1C~1011t

lxc:cpt c?n ilta,~ t~;~clt~rs wl~~~ hoc! ~;xpceic:nc~. ca~'~vc~rki~n~ ~~ lc:v~l~ ~) ~n~i 1{a de:;~rili+~d itia~ uery positi~~ #~~iins, as #1i~ fc~linwia~~ exc~rpts~sl~~~a:

! c~nr~o~ stress hs~av ~+ onderfu! ~t is to tech a ~a~ell ~~fr~ved c1~~ss, ti actu~ilyerx~t~te~ you fQ fr~t~er your guard aru~' ~om~a~t~ty r~i~vc. Fvf:r~ }t~~ugh !was tea~fn~them ~baut a rel~~rous prk,~rimage, t reaFly enjc~yeci fha l~sor~ end th8 c~iil~fren dfdtai:.. ~ l c~tnF~ t~tG

~~#udet~i.#sachet}

Yr~u I~i~t get fc~ flae st~,g~ :with s4n~~ el~~~e~ 4vher~ ~pu can relax s~7d you fee! tlt~tyt~u are nit t,nder pressure, nc># h~vir~ tai k~ep;yautgu~rd u~;<~r~e~k;gfanc~s4vfr~n,Y~ 'vt; get ~c3+.~~' k~~~k ter/~ i' ~r ~1~ ~~Iptrrr~ ii~~'~ad~als fir` Vvrt~Cfr~g Nlit~ Ficirtr'cudar r~rou~s. '~n,~ ccu~ld just ask them tb carry ort wrti~ sc~mefhrr~j i/.sQtnetl~ingcrops up ti~~t y~ ~'~~e~ g~i t~ d f sn%~th

(Ex~er~+i~~i 1e,~~chet~)

!n ~ tunny part ~sf ~+ay, tt ~~~ ~ bIt of gr~s~Ur~ an yc~u ~vh~t ~'c~t~'v~ ,y~rt ~ ga'~?tGress ~t~rch yflu chef art really w~,rf ~vifli ., .; }roU kip th~i~king 4vh~f ycru are: ~r~.r~ tc~~l~i tc~ ~ays thr~rrt~ ~ gr~~t 15~n ::. t9 ~? tt u;~ .,: it k ~~t5u.~r~ ~ittrt~ies: 8crtthe lessons are ,~reaf. Yc~u cott~e ~+~t fe~rin~ great. Yc~~ krt~w th~f y~i~ ~av~ Fheirresp~cf, they+ rat~`yc~u, if~~~~ think you ire ~ qo~ ~ char,

(t~Ql~

f'c~ur t ct~iny €~ctt r~~ty c~~fs hatta~r ~vl~Prr you ~r'~ ~t iQvels .9 Inc! ?~ , r . }cur ~ sl-tic~n is more f~uent, yatr ~~n tt7r'rrk of U~iR~s oft t1~e top otY~ourhe~d ~ .. Y~+~ s~rr~ totit' a~>l~ to think cif ifs cif d r~r~~s f~t;~<~~rsc ~Qt+'~`~ Tit tf~fr~k~jg, t~f lh~; l~~~k 6fyQ~tr rr~lnd at~tlt cc~n~~'r~! ~~r~ ~urv~ilt~r7~~ issues. Y~,r get a t~ucz o+~t of ft ~r~~! }~q;~rcan tit your ~r~irdavirn rrior2, fake ~ fe~v moire rislc~.

(F.~~~~i~n~ t~~1i~r}

As yak a~r~ 4v~lklr~ raur~c~' the ~IAssr~im, car looking c ut o! the wtrtclaw. yd~ thir Kto.Yocrrs€~11, !here ar~2n t rrran~ ~~ecipre wt~fi taave a job as (u~tlirrq and ~njb!'aC~te asleis.

t~~A~èr~cet~ i~~eti~rj~ vt



`Wl~RKlMC~ ATNtt?~PH~~E !N THE C1.A~~R~~~ft '.

~r~ P~rt~s cif i~~rti~ r~ttctl }~t~ er7j~y y~i~r # ~d~fr~g, th~r~'s ~z rTt~s,~iVe ditf~r~r~~~tw r~ t~,~~'atir~g ~~ ~~vets ~ ~~~ ~ ... wt~F~i~ a i~ft .,, ~~ (erg ft~s~t~ :.. ~nc~

~eve~ ICJ, when ~€'s jr~st a fin#~s#fc jib, p~rE~ pl~a~ur~ .;, yru ern r~et ~ red! t~~~r~rt ~! the ir)t~t'~~tr~t~ widtt ~ta~ils: ff ~ like ti» ~d'verts fir tes~hir~y tart #~r~ 7~ t~[~F {nf~~r rrg:

~t~

The. ~+~nver~e ~t tl~i4 is t[~at tea~lii~tg is ve~v dit~i~ult tt~ ~ttijoy if the ~uor~Cing

a(«icspEYer~ with tkie uaajor ty c~Fyottr classes is [aelotiv, ss~~~, level ~ ~s~►d E>ci~lt~ps hi~,hcr~.~s~ny r~~~c~nct~nt:: r~p~irte:ci that ~i~ey rii~i~'t fi~c~ i1 o~~y t~ f~91[y unj~y #~~c1~in~ ~f (~i~~~s

lowertll~t~ 9 aiid [Q.can the scab; often l~c~use ~~~n at le~rets ~-8 can t(~~ scale E~ey ~`~~t

it heel a ~ro~~ativ~ ~n~a~t Un pi~~ L l~~rn n~ ~sc~ci ~n tti~ t~~ac~n~y cif t(~~ir t~~~1~in~;, ~~:;t c3t`

t~~e sfuderit t~actfers auti NC.~Ts itjterviewed €~cE:~t~~vted~ ecC ~h~# they e~tp~ri~nce~ ~ range

~f Ec~vcls on the ~cal~ ~d} il~ a~~ ~cl~c~ol pla~~;inent anci in tltcir ~Jt~Ì' year (s~~ ~.ha~,ter ~):

~v~en ~xperi~:nc~~i tcach~;rs ~ul~a ~r~ere well e~tal~tt~hed in ~h;ir seh~at repart~d that they

cvc~nld nit b~: ~~~~rkin~ at tcti~c:(s ~J ~n~ 10 milli :III tlj~ir t~aehi~~ ~r~~r~s, ~~~cl t(tat thy:

~I~n~ii~~~ ~i E~s~ns ~voul~! t~k~ in~~ a~~a~~r~t ~~pit b~lraviour did ti~~ n~~d ors ~t~}~ iiB

con#r~l t~F Chc l~:ss~n wiih 5t~i~~e ~rc>tt~s. tine v~►y expo ri~nc~cd ~ncf success#uE k~ext{ of(~4~iS1~Ifi4~It~ ~t)~S~ iT14':

~'rrr ~ serer rr~~m r ~~ ta~f, 1'rri v~.ry rrc5~ic~ci ~rrd !ern s~pp~.s~d t~ ~~ ~~~at tt~ar~~~irr~ ~Supils ar~r~ c.tass~s'- ft's su~~Pos~d t~ ~?e one ~i r~7~ sf~e~,~#hs. gridyet l s~c~ fat a ye<~r grass wham 1`ve c~of to ~'an the 1es~~'r ~r~nd ~or~ira~ .., gett~~ir fads ~wr3. get fl~~-rn tiuritFrrg. p~r~F~f~ svrr~ ,ne earfy In ~t~~ /essar~ t~ ser~clout a message, Ycxi can't enf€~y teaching when iYs lrk~ thaf.

It seot7ivc~ to lip ~xrticularlV ~iis~iritir~~ ~v}~~;n studenf t~n~h~rs or ~QTs iiiid

that ~~l their l~~~c~ns ~r4 cio~nin~t~~ Icy ~rc~w ~ ~:antr4C' r~~il~~r than ~~art~in~, z~iihau~h,

fortunately, tl~et~ s~ent~d to be f~~v iystan4es tiai~ere things were sty unrem itin~ty

g~i~n. N~~zst i~#'tlyc stucic.nt t~:~clic:fs ~rtt! I~~'i':~ 'rnkertric~r~e~t ~e~~rt~tl t1~~t thc~ I~~d Sott~e

cl~ss~s t4~hr:re #liey c~ultt c~rncu»teaRs ern t1~~ir ~iib~e~t ~~ntt c~~jo~ their tef~~hi~~~. The

t~u~ribers i~tvolved iii ~r~ttrwies~~~ ~v~}r~ Kist lay"fie cnau~t~ to ~t~ f~c to ~~~y autlit~rit~tiv~

at~~~emenis ~baut the t~ttality of t~~tciacr;~' 1iv~~ in their Ezrst f~tik }*Fars t~f Mach n~, bill

it se~n3s r~asc~~~~bl~ to sug~~st,titat tl~er~ may b~ a sig~riticai~t rl~ut3ber cif ne~v t~$~It~rs

~~vc~rkin~ in s~l~~~i:~ ~vh~r~: b~l~avi~~~r a~nc6 c:v~~trol i~~u~s I~~r~~ i~~tn~s~t~d ~~r t1~~ ~1~~~~t~' which tlti~y find t~gching t'ul~iili~tg ~~~i vn~oy~bl~. C]~F tlzc; 5~ tcael~er~ ~vhu 4v~r~ iii

the lirs~ ~hr~e ~~~rs ~~f ~uaclting, i~ airs ~erlt~~; ~ pc~~ Live int~i~a~ar that ov~:r 11ir~;e-

~u~rters qt kh~~t~ saint that they- were eri~oyin~ th~:j~ta o~~er~all, i~ikhau~l~ tl~~ r~e~r~~,to

~e~l~i~lt tEt ~ t~rs~~ krt~a~~~~ cif, +~r it ~pitr. ~f, tlt~ ~y~~ekir~~ at~rit~:~~1~4rc pr4~,~ilita~ in tt~~ir

~l~s:.cs is ~3it'fi4i~~t tci s~}~.I~ese~rcli ~ti teacher ret~ritiar~ cot~firat~s tlfat difficulties ~n~ith pupil bch~~tianr

ire ~n~ of tlt~ ~t~t~in ~~e~~t~a~s ~'or n~~v t~,~a~h~rs l~avin~; t~i~ prcafessic~n oYitltin t~~~~e y~.~ts

(f~utcitin~s e/ ul,, ~~1U2; ~~ckb~ rn grid FI~}~1t~~ ~{~t}4; Taylor, ~'~}5). Yogi don't ae+~ess~t'-

ily ~~i ~~tp~ rt~v~~~y t~r'c~-~atin;~ €~ ~i~n~t cvc~rkin~ :~Crri~fg~ah~rt~ with y~t~r ~1~~s~;s, bt~t i!

makes it much easier to enjoy teaclfi~~~,



i y ~ W~RKlN~ A'P~VI~SRH~R~ 1N TNT ~LAS,~',Rf1~7M

'~'li 1~J11~'~+~'T F' '~~1 V~1RI{.1~ A~`M~11i~R !Nf '~HALA R~~M CAN R~PfL Aìai"A~I~MENT

I~e~+cai~~li'an te:~cite~ recnaitment t~ne~ ret~~ttion rc~~e~l~ that mist ~er~ple ~vl~o ~o intotc~~;}riiS~ do.~c~ ~9r g~ri+;rally jti~:~ti~iic ~nc1 ~il~tii~tic; r~:asun~s (Cu~:kb4►i~n ~C rrl., 2~[)I~F~R, 2~Q0; ~vckbi~rn anct Haydn, 2{~t)4}. ~'iomin~nt in this. is the ~1Ga~~tre ko b~~~rive~{ f'rutn 13e3piti~.yc~t~n~, p~g~~ic 4o Ica~r~+ ~~rt~c*tl~i~t~ lh~t eiiieegc~ `rum a1! tkfi~ ~►bc~~~~stud« ns s~ n3~j~r t~4ti~r ire ~eac~lter jt7h ~atis~~;tc;ticm. Pc~rf~a}~s i~~# ali ke~zuher~ retain Shu ride~►list ~, ~erh~►~}s nat all €e~cllees become ~Lp~rt ~►t l~elpi~~~ pt~pifs t~ learsi; bttt whetthey ~~ ~t~ the ~a~fcs~io~t~ this is ~n4 t~E Chi tl~i~a~s That is at thi t~i-~irortt ~t them~iaotives f'oc ~;a n~ into ihc: jc~k~ foe m~tn}~ te~cl~et~s.

`1'lfi c~tr~c c~tti strc~i~gl~r in inarsy ~i't}~e int~rviu~v~.:

It is ~,~~~e (c~lir~g yv1 r7 y+4~f krt~uv tt~~at ~~~i~~r~~ ire the ~l~s is i~~rr~ing end r»s~ktrrP'ro~~ss ... ~ttd They know they ~~e r~~~kr~ag progress. Arid too ore ~s sfoppfn~ tl~~£~~fli~l7,~. T~itS t~C~S(~'t ~fJpfl7 kYJ~~i ~/~7?~~.~~E~SS~ !'~SAt 9t'v f~1~$ W,~EFI t~.C1'9~'~.

(NQl j

~e vest ~onten# ~ .: a ~uprr who's ve~}r limited' , , , rt~t even on the ~1/~ /ei~e.'s . , ,he rro~i f~ke~ an ~~tive ~i~rf Jn tYr~ fes~n~; h~ pats hl~ ~iC~r~d up ~ntJ a~!~nts ~Q 1~rr~frt, to atl~w~t ~~e~t1~t~~; t~ ~4r~~rrP~1f~, t~ :~~ ~8t~t ~i thlt~g~ $~o~~ tf~~~~ ;S ~ r)~atrr~osphere in the roorr~,

t~ }s ~r~ w~ri~ ~nc~ !'r~~ ~xf~~r~~t~d ~t ~ rn~s, i~trt ~~her1 t r~t~t~ f~,'~ Ypr~ #fret ~lt~ft`child Jik~s history nc~w , . , they J'icir~'t t~sect 1~ b~ rnterestQti , , , 7t daes r i~Ftb yourfit g~vci, 1~au f~~l ~r~au ~ir+ce d~Ir~g stirn~th~n~ r~~ity wcrrtY,svtail~,

(NC~Y}

Tc~chinc~ has its.up~ and dasvrts. it's ~taat s"art o~~ob ev~rr i~her~ you've bin dcrnit fvt` ~ f~4+~ .i t`s. ~3ut wP~~t~ ~ ~l€~ ~tc~ 4!~t3fi, tNi7 yc~ra t tt~ ~~s~rr? r~~~dt~ ~r)~fit's ev~r~'better Phan ytw dared t~ hooe.::: 7~ere was nQthin~j to n~alctt i~rat i~ my~evrcic~u~ jt~h,

(T~~~~~ ~rrtt~ h~~i r~r~v~ fr~arn ~nt~t}~~r pr4tes~~n}

!"ve ~c~i a ypa~ 7D G ~ clams vt~l~ct art /an#~$t1~, ~ r~~ pteas~tre to te~eh. J t~often c~et ievc~ $ arrd ~orr~e~irries 9 and ~t7 .. , that ~e;~ing ~h~t yew carp do ~r~y-thing. - - - 7~ey r~s,~o~r~ ~rrlf~arit~~ _ . , th~r-~`~ a g~~d ~asllrve Clfr»~t~ i,~ !{~~ ~l~ss-room, (think wa all really err~oy t17e; lessons.

{AcivB~C~d shills t~~~~i~r work€ng,~r~ a ~t~ lea~gir~g F~odFj

Co.~tv~;r~ely, ~s a~:~~~r~ zvt~ci talk4~ ~~ut o~?~ratih~ at thy: I~w~r, ~~v~;ls c~~ the tical~~~ree~ 7~~t just ttiseiicli~Eit~:c~ 1iec~l~,~e it ~vaa~~'t a very ~le~s~nt ex~a~ri~nce but hei;ause it~~~~,~; frtN~tc~ting ~,4ati+:n atll ►tt4 ~{c~rk tl~~il hail ~tan~; into ~I~n►tir~~ iltu le~~sc~n 4vt~~ 14~~~tc~dh~.cause a£pupit~ u7e~si~~ ~irou~id, "~rr~t gf~~1j~~•ll~z~ le~s~~r c~ c:hcincc~

~w~ gnt one cR~ss wh€~ ~~r~ r t1y d~yi~ult, end ~ br„~t ~ gut tc~ think a(t~ ~t~rtt~r that4Vlil get t!`~~rn int~~'e~t~l, fh~f vYtll at l~~~t g'~t t1t~Tt d~ yrve t1~e ~~;ss~n ~ thart~e;gibe me ~ chance fo het gnine~ .., i ,scour the nit ~~nd the rcwsp r~ fors~~~tlika~ ~h~t ~v11I gran them, jt~~d (gar ~ rntnutc~.er tw~.;,4rrd r~~~hing Ix~~ ~+ork 'yet. You feet tli~f yQu are wasting your fine. It wbutdn't make any.dtffersnce if they

1~



~YStt~i~K[Nti ATMt3~PHERE IN THE CLA ►F3~t?!1~

jL13t h~C1 ~ ~GjS~?1y te~G/Ter` 4Y~C} S~tt~l7'~,~NE~ ~ 2[555. (f ~'l~ d7~}~ CI~7S5 VY~~ ~l~S~ fhl~

C)~1G', r C~9~Ii~ Prlll7~f ~ GC7~J~ii Std/7C~ 1~,~~JC~~)

11t~t~R ~,f4~ r7i tiri?f~ ~ltCf tr~liF~ta tr? dU s~ ~L~ ~4r°~ G1c~Y~~SP ~4V` ~1~~ ~~c?r'~ cif tFi~ IB~S~r7

so that ws were~r`tlust doing anc~fh2r 4vcirkshee€ €sr t~i+orkinc~ ~rgrl~r the test ~k; Ott!7~}~ frrS~ ~~~CF5173~t1t 5G111, ~hiS'&OIt Qf ~Gtl'Y~~* ~~~~ kYt71'k~ l~~ t1'Bll, ~'~ ~~ r`2

~re,~t r~.5ponse 4rn~ the kids, N~tè, they just t~+'a ttierl~ Up(Sttlt~erit fea~Eer)

~c~~~~~►f r~aan~lvt~ts ~v~t~ t~n,~ry ~t~d bitt~;t•'~bt}~tR ih~ nr~fairn~s~ ~f'tlic sy~te~ii° ~vh~►~Eh4~ ~~~c~rk~~i in'~tt~c~c~l~ where it'w~~ tlif~ cult tci ~tc~p sc?an4 pt~~il~ ~~i~ link t1i~ 14<~rnin

~rf ~rftiers~

You ~r~~ ~ti~~r~ t~i~t ~v~t~ in yr~ur r~~~t tiif~r~trlt ~t~~s ~ tFj~r'~ ~r~z ~~r~~ kr~l~ ~i+~tt~just qui~tJy het art s~ritta i1. wha 4v~?rld IFke to 1~am but wl~ are c~u~etly f~l Up , . , a`c~uietl}~ r igr~~i ~;f~otr~ tP~ fact tf:~t the whc~~~ l~s~c~r~ ~vilf b~ p+°~tty mcr~h ~ sh~rta-~71`~S4 ~€~US~ / ~~V (3r7'~ {~~tP ~f2~' 4V~f tO $lC?~3 S4I77Q ~~ t' ,(~1~I~S 4~ES~YCIS!FR~ ~~E,

tessan. It's a horrii~le fee~r`rt~, b~c~use ot~vKrr~sly ycyu b{arr~e yaursetf arr~ fhnk ~rttatl~7t~r~ y0G ~~IJd 4'~4 :,. ~ft7~1 th~tt7 y~J[~ 4Ys~1k ~~ t/i~ i~#h~i' ~1~~Srk70tta~ ,~rt~ ~~~ t'~

taa~c',~er~in~ to teacla~rs svtx~'ve at the sehcrol €ar years={~tu~erit te~ch~r)

tt's ~'rttfcttlt ter ~? this jpt~ ~i+it1?t?r~t [htrrkirr~ hoyv urif~Ir Che system ~~. ['v~ work ` 1noral sciaool~.r+irt~f r't's sc~ obwi ply riot ~ f~lr c~7ntest l us~f #n work i~a ~r~ r`nri~r=

~lty ~Ct7r~t~1 Wl(i~ ~ kgt Sri ~'iff~Uit P~Ic~S. Tfi~ ~t~ff w~"~ g+` t, ~ (Ot of dh~r» w~''~ fats-tasiic te~tt~~rr~: A~Py ~xarrt mutts ti~er~ 4ver~n'# .great .., note% 7 work at ~ m~rct~

~i~f scha~t arrri t get a ~dt of ~r~ s~ tc~r my ~xarrr r~sutfs: ~'m the sarr'r~ t char{F~cr~enced h~~d of dep~rtmenl)

Many head k~~cl~ers and te~cl~ecs in~ter~i~wed ackno~+~le~N~ecC #ltat itndcr the

present sys(~:rf~, ~t~piIs ~u ttt prcat~lt~~t~~ ~rr+~: not ~listrik~uted e~uaII}+ Isett~~eeu ~~[lc~als and

~N~~~ sc~r~~ ~~hc~~il~ itav~ ~~ t~~r~~~t (~r,~~; rr~~rr~~er~ c~~clit3~~ult ~i~p~[s, 7'h~ w~ri~i~~ ~cr,~c~s-

pEere in,tFie ci~ssroom, is ~r~ important is$ue n~t_just L~e~aus~ it n~pt~cfs on pu~iil ~~taiif~

m~eti, ~it~t ~e~~u~* tljer~ 'r~ a~ sc7ci~l ju~tie.~ is5u~ at ~t~~k~, t~~~ ci~`ttte bust in~c~t~aliti

cif o~~p~rtuai~+ in ~h~ t1i~ ~c~u~a~ia~~ s}+st~~n is ~~ihetl~~.r pupils ire in ~l~ss~rctioiz~~ t~rhic~~

aye KE~~dcr the relaix~;d end ~ssueed cciritr+~l c~f`tlicir tcaGhet~'ar in c[~s~ra~~t~s,~vh~rc the

tou°~r levels on khe sct~le prev7il, tt tiv~s in#~restin~ to ~rzar o~i~ t~~cher why I~a~l ~4~orked

t3 t~y~ c~~n~~clitt~aivi sGl►aols befae~ triavin~ into tlt~ pciv~ite; sector #€►Ikin~ ~C pt~~il`~1~craclii~vemc»~', ~r~hcrc a!M 1h cl~~g~~ rani ~t levt*ls ~ rt~id 1{~ un t8~t~ ~c~~e;

Thy k~t1~ {~~~c~ ~~ 't th~t~ dr`lf~r~+7t /~E» the tucY~ ~t X ~r~c~' Y~r~ t~t`r»s cal it~t~v f~ri~ht'tlhey are, '17~ere'~ era amaztrx~ afr~vun~ of aver~~ht~verr~erai rally. When yvu Icr~ik attn€ur ~~ 7'~sd sc~sr~s, th~y'r~ n~crthrr~g sp rà~ ~nci yet rep terms of r~sa~dfs, they cicifilly ~t+~J1. I1t4~t?!ng i.~ ~~l~i~~~d ~4 ~~# !ri ~t~~ w~,yr caT I(i~lr l ~`Ri~, ~~ !h~'~s n~n~~f the settlinc,~ them ct~aVn, c~ett1n(~ them quiet stu/f That wastes sa mt~~h dime. VVet~~V~ sarrtc~ kr'tt~s h~~ wtt~i'~r~ t~ti»~ r'dl~, w~'ic5 e~d~r't as?~~»# ~o tt~r w~11 ~r~cl h~v~ fa 1~~for~~c1, , s but ~tt~y are n~u~r atf~wect to s~apil the Jearni~rg of c~tlters.

~E~c~erien~ed t~~c~ier}

~4

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■ wa~~K~N+~ ~°r~r+~+~s~H~ ~~r YHA ~r.~► R~c~~

M[~~I ~urvt~~rs 1is~v+~t ~~Snai~t4~ttly ~~~rz~~c~ s~~,l t1~4 ►ritp~~i ~~~''~~~«tt l~.1~4~4 ~c~~ar' ~}tiparental ~hoic:e of se~~~ic(~ry schools:,

Tlt~ fc:asc~~~ IQe scl~ool~Cloiu~~ltered little ~nc3 tE~~ m~s[im}~artant ~oi►~e~~n -~a~itt ~t)~y — ~v~s ~~cir~ cis~:i~,litii;; ~:it~;~ 1~~~ ~~#°u Q~' ~~arynks. Sll~io ~'cr~: itai~~~ns;c~1

b}r exsim resu3ts — bui oi~iy I S°la crfs~n~c scftool pz~r~~rtts ic{entified [eii~ete i~l~l~.~]U5111t71iS 3S It1lj3OP[flt]l 117t~IL'~lOYS 0~5~~1~4~ L'~1DiCL;

~i~l~ss "ttivict~ cieepen~ is pail', Tbrres Erlricc~tit~iurl ~'rr~~~t~~~rcftt~ 1 F~eb3~~tflry t ~~1~)

T1~~ I,I~yMeLi~r,E~~port(2(lU~j~~jy et~acriv~ teuchi~i~ su~~e~fecl.Eh~t i~t~k ~f~i~~nipti~i~ Intl ~I~iss~x}c~~t~ cl ~ttat~ ~v~;r4 t~v~i of tlt~; itt~sE ~i~ni6 ~1t influ4~tces ~~ t~t~pil~'learning gpportunities anal ~aro~;ress: G+~n~n~~:irtit~~ ,opt Zsutnm~ry oi'rs~scarcl~ on c ~tectiv4t~:ac~rin~ in tl~~ t~r~itecl ts~t~:s, ~+•a (t)~7: ) ~~nc~~~~#~~ ttx~t 'ci~~ ct~;~i~~~~:i~~nt~~en~e~i to bear nio~t ~Er~ng(y an hQw ~vcll p~ipE1~ aahi~ved'.

Altl~i~t~~ly Ilike~; is r3o. ,~i~7~~s1~ ~~e(atio~~~li~> t~ci«recti tl~~ ~.~~reking atir~Q~~}hc:r4 ititt~e cl~ssr4aoi anif pupil aCh~in«~ent, tlic nvee~~h+~ln~ii~~ mnajQrit}r of E~s~cher~ :v~d headteiic:l~cr~ ~:lie~e<titnt ~~~►nils learn b~si wtturi tlicr~"is ~ ~~liri; j)LIC~54)S~PIt~ #iil~ ~q~Ifl~50Ct1ttV~atmc~spl~~r~ in the cl~tssrc~~m. 'Ct€~ch~*rs ~i~~aYt want tc~ hr:. ~t 1~:v41 1 ~ in tlt~ir ~.Is~y3rc~~i~just t~ecause they tiv~nr an easy life or b~c~susc they fire control fn:a4cs. Tt~cy iv~nt Ao t~~Eit ~Ui1ttC}I n1't~ti~ ~l~s~rc~c~~n b4~~~~~e th~i %;~ o~~~ c4fihe.~;cr~ditiU~~~ that vnall4s ~~,~rnixl~;tc~take place, and ihnt, is t~acii~rs' corgi. l~tasiri~ss', it's Qni: of` t}~e ~n~in reasons they cib~f~cie jib. t'~t~c;1~4r4 ~rz k4~ my a~var~ s~~ the p~t~ntial tr~pat.~ they ha~~e 4n ~~up l:~' lifs.chances itt~c~ cib~~'t f~~l tcio ~o~d aE~o~~t themselves «~h~~~ #I~ey z~r~e a1u~~rG that they ark notn~akirig the tjt~i~t cif t~tc tcari~ing ~~l~nfis~l gfill+eir puni[s.

THE t,~t,~MRL~~I'~Y ~F MANI►~IN~s t~i.1.1~$Rp~1~A~, P'41P#~.~~HAYIt'~UR ANA 1~EARNIN

1 ~~i~ is r~~t ~n ~s~~.4t ~~f t~~a~l~ ~~ w~~i~:l~ is ~tr~i~hcfc,n~~~r~l err 5~~:~~tihl~ t;~ ~i~n~le ~a~u-Boris ar quick fixes. For~~~~sr :~ccrctary .uf 5t~tte fàr Bducatip~i Ruth I~ ;ll}~~s sty e~tion(3ìn~es ~~lrlcrrlitxrQl ~~ttj?/~lc~nt~i~t; ~.7 ~~y ~t)t~.~i) that ~ ~~~rtcittg ~e~u~ ~~~iti ~iitnc ~~s~ith three or four thins 'ti~t~t ~v~rk`. acid t~~r there ~vou~cl then ~~ ~~Q excise a~iy snoreIc~r ~c~~~ h~:hAv~t~u~ iii IItC LlasSrc~arf7' i~ ~« it~~;~t~t►~us i~~f~I unrealistic ~~ic~. C,,ivcn iliac~nlplc~it~+ a~c~ intr~ctzibiliiy dt'thc ~rtiUl~m of j~upil beltavi~ur, it is u~~1iEc~ly'tl~4~t thesal«tion will b~ st~rii~k-w~~}~p~d`.

~~htt~?ls +~o r7c~! ~xi+t in ~ v~4utrtn; us [i+~r~:~t4~ {l97t3: 3~7) ~Qi►ils t~l~l `4~1~tca-tibn c~s~tiat co~n~~nsat~ 1'or sc~cciety'. Pupils a~lr~ ~r~ n~tin the ia~st awed by the ~otie;t~

acv z~c~t ~;c ink t~ be c:c~ur4<) •b}~ d~:1en#inns, tltt~ ~~ithdra~~v ~6 rovrz~ c►~ ~x~lusion. (}1 1~«~yex~rs t~~o! ~~ n~iiottal t~c~~*s}~tper repori~d 1i~e cage Qt' ~ primary scliool'cullin~; for ~ssi~tstic~ t'ec~rn ttr~, ~t~lis:c. S~'hLn the ~~1ic;c ws:r~: told tit4 najncs ~~filic pupils n~~glve ~ in thedi~tttrba~z~~, they ta1r1 die s~haal hey w,ot~Cd bees to ~v~it tòr reintorct;tnents 1~~fore they~~rt~c irj.a f'cui• ~eac~lic~~ ~w tM I~~~~~ ~~~en~r~ries, site Steer F(~~~~t can scHoc~3 bcft~ti•ic~~r ~~~c#isci~~Iin4 (2t~0)) is jtisi the I:~test i~~ ~~ s roes at' ~otirernntc~~t-cQn~~eni~~ c~»~u~itt~:es t«iiav~:stì~at~; tlf4 probl~i~ti of bchAuio~u~ iii schools; A~ Lec (SOUS: ~) notes, ii is, an issue

1~



'W[}i~E~(N~ ATM(~~PM~R~ fN T'H~ EAS~R~IQM

~~t(~i~~~ vas ~up~ins4c~ tip ~ts~v!~ 1~4~st c1~s►t~ ~~~itlt c~n~~?~;l~~n~~~rr~~y key tlae ~1t~~ii [t~yYt~~~i

{ 194 }, ~ 1~ 9uont1e5 3U(} pale ~xait~ir7atioti ~f discipliau probliitts its ~~hools:'

~~~ ~sil~ky is tlt~tt sci~c~~ls K~~aci e:~tti~zs ~v~ll ~►l~v~a~s It~ty~ icy work hard, ~~ncl ~it}t~an~icler~bCe i~iiti~tive and in~;emiity fo ~ni~ainiis~; the pi~~ablerta of disru~tit~~ ~~;I~avic~~r.

`~'h~ ~cl~Ei t(~~3t it 4a~t lac; ~r,~di%~Cc~t ~y a ~:e~u~lc ~af'~t~c~~ nett/ ~~cili~:_i~~ i~ ~~~ishfu! tlti►tk n~.Meer h ms~ii n ude it cleric tl3at h~ tl~c~u~ht there ~}~~s ho magic ~iuil~t' ~l 1t coatl~t b in

aed~r to ~vcry clffssr~+~rn ~`Why~'tl~e beha~ri~ur hat~9e ~{rill never c,ftc~°; Iìmc=,c~ ~clrrr~crtiortrrl

3r~~~l~rrt~nt, ;~~ E~+Iav 2t)tl{~):

Air im~~~~tai~t ~ aet cif cre.ati~t~ ~ clit~7~t~ tvlti~res prc~iessio►~til~ end policy=it~~ki:t~~~ti t~1k ~~►~:nly and ~c~n4tructiv4ly ~~~ e~~~h ~th~~ about hoty tp ~n~~na~~ ~u~»1 bch~►v~htiraci€i I~:arn ng is tt~ get a~v~y E'eam the idea that i~' them is a cl~ssrooni that is ~ipt fitlly

under ~1~~ +~c~~~trol ~i'th~ t~ ucl~~r; it is nc~t r~ ~ss~rily b~~at~~ that t~a~l~~r is inu~ c~quat~:

dV~r cio ct~li~its iii cia~sra~m ~lim~►t~ c~~c~:~s~ar ly indicate Shat t1~is is ~ b~+3 school. G~rocit~ acb~,r~ rvorkin~ in ~;c~~~t aul~c~c~t~ c~~r ;~~ into a c;t;~ssr~►t~ with ~ ~~~~11,pl~nn~t~ 1e~:5~~r~ant[ h~~4 ditl~cf~lt}` ~C~E7~TUIIl1]G' 1I1~ C13S5, S~verttl lie~td te~~lt~r~ pointed gut that the

issu~:s ~r~f~ ~1i 1i~vc Ietl ~ it~c~i~ased prt~t~l4rns ire society ~cri~:ra[[~ ia~c;viEfl(~3y h~tr~c nit

impact on sal~or~ls. ~iv~n t1~e v~r~ nc~3kive oiitcon~~s ~v}i c~~ n~#~n occ~zr t~rh~n }~irpils ~r~

p~*rtn~rfentfy exciracicd fi~~itii scht~ol> tl~c ~as1 tri~,~ority of s~ho~ls ~r~►akc; stretauc us Parisi~~t4n v~:ry cr~:~t ~~4 a~~t3 i~~~;~~;iris►tivc}) ~tterr~~s Ea 9cG~:~ +;~~~ri very ch~tlengin~ }~u~ils

1Y3t~ti11 S~}lt7dl ~i'~I71{S~S ~a~ACICI~YII; 201 l ~, H~~t Nsis is ~~of without ndclii~~ a degree of pros-

~~,r~ t~ h~~~ ~yst~r►~~ ~r~~t t~~~cner fi~~~~tr~efirt~~s. T`ly~ #~Ilv~vn,~ t»rc~ ~x~rr~si[~~ ~r~ n~u~r~present~tiv~ of'n~~ny''oth~r ~omn3ent~ which were niatle by t~~ati teacli~rs ~v1i~ 1v~:r

ItitCYYiW~

There. ire ttu~e p~~leri~s caused Cry the br~cUp of stable families acrd #lie~h~c~tr'c, som~tim~s ~~a 11dr~~ t~~cJigrcatlnet tf~at ~am~ pu~its ~~t~~ Tarn. t~~ arepict~t~q uP the ~l~es ~sf same horr~r+a'Qus soci~~ ~ituatk~ns.

given i» rtty tirrte i~ te~clt~rrg. ttrer~ tt~s beets a r1~~~sive +»~r~s~ in thg ~tumber`cif~rp~l~ fic~rt't ~jr~i`~rr~~fi9rr~1 f~n~}J~e~, ,~r~~i~~ whr~ d~ri'~ g~~ ~e~~~rui~~f its the ~~nings,with very little respect fcrf parerrtaf ar sci~cad/ cc~rtfrol.

GIV~II Xli l~ iS~i1C~~! 8~~ fltCiS~, lll~~Y4'I~~!'~CI ~GICR4~VI~(~~Ct1 t~I1~ it Wc~S riot a level playing

~~ lc,{' in ~~ rt~~ Ott' tlt4 ~li~t~'i~ufin~ 4?f dit~~cult ~5u~ils ;~4~ss ~~tt~~~s, ~ 1~~~1 f~' la ~,~.e~rt

iYSIJ~fEId X74 t~ llitilt7l` [1"flIT77p11 C7I' z~amna ~mcnt and ped~rg;~~y in €~~iv~rsity: tine si~iv~~ce~

skills tcacitcr i~itervicwc;~i ~p~ke of f~ctii~g ~ d~~;p sense of ~raf~~i~n~l:~atist~clia» ~Rer

h~~=i~~~ ci~li~~ere~ ~ quite +~r~n~plex end aiitbitiot~s l~ss~at to ~ ~~er}~ ilit~i~ult clssss, ~v~~t

tt7c~u~h at s~rnU mints{ thiti~s ~~~er~; y~it4 chaotic f~nr1 s~:rt~inly riar efF~rtl~~sly utidc~r rt~y

cti~~ir~al —with lt~in~~ varyi~i~ ~~;t~fe~n kcv~l ~ end 1~4~;1 ~ at variat ~ ~r~~n1~ i~~ flip

Ics~ora'.Many sci~a~1~ cJ~s~~nat~~ ak 'fa lire'; 'in fi~+;ciK~t ~neasur~s' ~r '~ta~l~ ~~;ri4~~as

weaknesses` cofifaic teacl2ers ~vl~~ ire extrenl~ly t~l~►~tecl ~inil ef~ecti~~e ~~~ana~,ers pi`

pupil I~*urriin~- .~. C'i~ilii~ ~3~acilc~ tc~rrt~cr ecc~~~r~ary ~c~,cUe~ c~ftt~v 1~~~r ar~uc~1,

LeC t1~~r~-tie ~~o c~au~it :vhout tl~is> if ate + u~`the {mc~ciia~ cvrnnien# tsars visit~c~ tl7c

~f4~ilu~~' sch~c}l~ th~~ Ica ~i~ricie tltsy w~talc~ find p++~~~ets o~~stan slii~i~ success..

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■ WQRKIN~ ATM+~SP~H~R~ IN Tli~ ~E.AS~R(~~lM

'std#4~4~174~1l1~' 1~k~1Y1~1~~9~, l4FiC~14~'K ;,~~~# ~Il(~~;17#~ — !~1{~4~f~i1}~'i1~~4. 5~l1'1~, 4TCi~l~Y4

bti[liai~+ce. Teacli~rs av4rkin~ iii sucla sel~+~ois ~►~ of~cu t{i~ fitaest the professionI~tih tai crf~f4ra

(Grr~rrdic~n Grlr~c~nlivt~~ 7 Fe~r►i~tiy 200E

,~o1i~~ ~+i~~rks, c~~tcatiun policy. f~clvisc~~' to ,Tohn hrl7jcsr, c~}ni~~r~d ex~si7~ a~atio~~results t`r~~n a nuitxt~r of cc~~nprelic;nsive ~~Itc~a[s 's~ as to com~iar~ 1i1 ~: with' like'(Ivi~rks, I~~~1~: l~. Thy; ides tit~d alt com~rrehensi~~ schoo6s are similar in terms afeiih~riiit~ke clim~t~ ~r ~ultur~ is ~~~~sf~ui~ctiy jnislcaclin~;. Ni~st PGCC~ tutor:; ire- ~~var~ tl~~►ttai+:}r ~tè su~~t~n~+~~ s~t~clitt~; n~~ti~ ~l►tle~tt t4~4t~~r~ t~ rlt~ +~It~t~k ~:cii~ ~~ait;nt ~~f TlycGBS~~i'[1 Fi~~tit' ~v}i~~i tl~~y make all~cafEo~is t~ scli~~is; end f1~at tli~y arz s~ndiii~ ~tlierst~ ~c:hc~ol~ that F►r~: n~k ~t tl~~; sh ~h~ c~i~t', i~l~~: ~►ar~ is t~ l~~,la~ac~ the ~i~~rc~ of ~(7sill~r~~~~~~v~l+rcd aver the i~~~g~~accn~~nts, btd~ v~~~n ~vitl~F~ ~ri~vocplacenien( nzot(cl it.istiftcn~n~lj~[i~:;iblC lr~ 1~t#~ks; 3ipcicriE Ceg4~~+=iii ¢11~~1'c: r~{~ Cil~ f~11~ Sp~t~[I'41kri c7f b~haVic7I1Y 4V~1i~'li c~cc~rT;+it3 s~hQol~. Th~r4 ar4 q;~s~iv~ variati~n~ t~ettveen schc~~ais i►i berms of #h~ M~vcls ofcr~tii~ul ~n~i t~cti~ti1ic~tu wlic;l~ ~r~v~til.1'}~etw ~'+, tna~ty ~c;li~~ls wlt:r~; it ~'~4►I~f b~ uuu~Ualt'c~r tl~~. fevcl of b~lr~~iio~~r to slip below tu~el 7 or ~, and eveet then, this ~t~i,~l~t big +onlyt~~ xt3 wE~ker student keacfic;~~s ~r wc;~[c said iti~~t7eri~:nc:cd NQTs. M~r~civer, th~r~e ~r,s~lu~ols wlter~: given if incic~titts cif difiru~tic~n ~rc~s~ air ~iartic4'14tr cori~crs of t~~ :~clic~~E,the school syst~:t~f arici llie authority of fl~~ s4n or te~tcl~ers ~outd ~uiekly lac: n~abil Berl~n<t tlt+~ t~m~rr3rar~r 'blip' nn iiai* b~haeicy~r ~-t~d~r wc~t~l~l ic~~t ticj<~1t »~iti1. ~'hery ~try skillpaanX se}i~o1s tvli,eee 11~~_ pupils. evil) ~f~ll silent and ~~h~ue perFeeEly if ~ licFyd'oP usfala-lislte(11ti.~c:.E~v~• passe,. by c,~~ ~1cuj~;~ iiit~ ~ c;l~s~rc~c~m.

However, there ire Viso s~haals tivher~ ilte ~vorkin~ ~ti~~Q~ph~r~ its cls~~srdomwill ~~l1 ~o ~;~~~~c~ot'tttc ~c~rw~e 1~~,~1s u~~ the ~~alc, anti ~t~hcr~ ~vci~ ~~om~,etent ~r~d,~.x~e~i~~ncecl tea~l~e.~-s struggle to gvt to the highest levels ~vi11t snn~e ~I~sses (~~e ~;(~~t~attr H forfi~rtli~r d~v~lc~prnetyi ~~ tlsis p~i~~k)~ It's got ,~~,st ab4nt diffcreti~~s in t~en7s off' l~v~l~ of4c~ntr<Tl car incfis~iplin~, ~~ Wcit~~nti (19 5. I) hc~~►trtw c~~~t. 'sv~~t7~~1~ i~it#~;r in key ~liara4t~r-istics, c~is~i~lir~a~y ~li~n~te, setis~ df ~4nu3~ut~ity, and ~4~~~s ~~~ pla➢ring dithcult b~}ra4~~~ur'; ~i~hc~ ~l 'ter~n~~5 hAv~ pr«f~t~n~i i+~~licatic~~~; (~~r the ~v~}~ti i~~ ~vhi~h ~~a4h4rd~~Ei.iee le.tr~~in~ in tliei~'~[~issroQms. S[r~~tc;~;ies witi~h wbrt~ in suni~ schools nr~ inzft"ee~five in ot(t~r4 (~~e ~lt~pter 7),

An~thec aspect ot.~j,~rnl,~in~ .Ieai~~ n~ ~vi~iGl~ ~~n var;~~ consi~~et~aE~Iy 1~et~~~eenSc17bc~is is rcl~tetl t~ rite icv41S off` toler~attc~ pr ac~~in~tncclation' cif' difT~cui~ pu~i6~:~onu scfidols cs~~c~t,s~ ~ zero tol~r~nce' p~►1ic}~ ~n bel~avi~ur, ~ncl teachers ~,r~ notettcouc~ged to ~ot~doj~e, ~xcta:~e ar n~~ka allo~va~tces for breackaes of flee scI~~t~I cc?d~s~i° l~eh~vi~it~r ~7ir~r~r ~dsrcali~~~rl .~r~P~l~r~t~~r1, 5 C3,~4~~t~b~:r 2(Ip~, I~ ~4I~y ~~~~; tlts~~~f~s~~rvt7i•, 1(} July ~Ut~~~, Iri s~nte scli~r~l~, stiv~~ii~~~ in lessu~~s ~voufd be ~~n~id~e~d at~irly ~~*ri~u~ rt~aiier, in ~tt~~rs, it is nvt sc~~n~tl~in~;'~t~c which .~ F3~~~i1 Rv~}ttfcl t~4~~s44er-ily i~~a~~rs~rious-`c~nse~iteticcs',~►~d ii is~~èt~ p~ssibl~ th~~i~id inay.w~ll izol ba~d~alt~~tit11 by' any s~nctit~n. lt~ n~c~st ~clt~~ls n~i h'~n~i~~ iii l~u~~c~~rotk~. iy s~t~n~i~~:e~:~t ~~serious br~~ch ~fsclival policy; and sttid~nt teao~~rs and ~fl~Ts wvt~ld he ~x~~,~tec~ toclr~s~ ap and ~xc:t cart -~us;l~ c~c;r~:licti~ns ~~sic~uously. Iii sc~ntic ~4h~i~l~, l~un~i:~vork hasIi~~p take~i c ut ~i1'th~ ~isci~liitary system, ii i~ set i'c~r ~~a}~ils ivhc~ mi~1~t ~~~ant to ~o ~tacid It is at 1c.is4 tacill~ ac~cpt~cl dint ii~t doit~~; it ~~i[1 nai bring flbaa►t rc~risals> E~+et~

1 ~ t.



`~11►t~~K[N~ 11TMt3~PHE~ ~N THE Cf d~SRC,~~1~ i

~u~il ~u1ttK~'~ ~:Eyn very ~t~b~tanti;~lly ~c;t~~e4t~ c~~t~n~i~ily ~~rr~il~r ~~sh~a~~~~ ~~ ~ a~t~It~+:r~c

liow iticd~~ffs ~tr~ c~ezitt wikh:

;fit r~~y tir~t ~Ch~t~l, (%rig ~I~rrit~ kv~r~ ~~t jiff ~ir~ a f~rr'!y ~il~r b~sf~ , ; , tP~~,'~ Wt~s r~~~h~n~e al ~i~dng 4~rt wPt ~ drd rt. 1~ ~r~s ~~ ag~rr~st them, ttre ~vh~1~ 4~cihp~t~ 7ia~ywoultf get tc~ether 1c~ stitch Grp se~m~ rs~ffy r`rtnocuQUs tirt~ ►vha you knew h2drr'tdUrr~ it, r`t 5 ~ sc3~# t~~ g&~7a~. ~car~~etirt7es tftt~ ~i~ ~t1~im ~p,t~f~ h~tè fwt if itdo~~, ure t~sUalty ref #r~. the I~ttiim ~f tf, Wfi~ev~r ~riy#hr'rac~ ~~ke fha~ h~AA~~s, 4v~?firm! C~C~f kvj`j`'rc7 ~'id it t~ t1S~ ~c~~'tt~Ci~'i~ t5r c7th~~ l~#S try kr~~~v, ~a~d tlit~ ~9trpi! t~~t~~~idyet~d$ ~r~a t~ein~ ~xclud unto ~h~ir ~aar~n#~ ~~rrr~~ fn i~ ~iseu ft~~ r~~att~r.

~l~e~.d of t~epar#rrtent)

Y~~, ~v~ ~Y,~ ~~rrt~tfrt~e~ get s~rta~ pu{~Lts t~~tt~Vit~g in €~ u~~y tt~~tt ~e#~ ire (h~ ~!~y o1ofher pu pils` i~~rning, ft dct~s happen, ti~it main, th~r~e's a bT~ "di~Ierence in f3~eC~rr~7~t~ ~r]~' thr3 rat r~~4~tr`~7~i~'ir~ ~C~~~~fd~it~~°. Tti~a"~ r~r~'t ~ ~U~?i~` 'f1'arfe~ t+rii~rr~~~~e; 1}?~y'c!c>ti`F ~tsrr~yS sf~~k togs#her ~o tlTa#~~~' vvl7at. !f ~om~r~ fis tne~s~J?~around ~rrd ~~~arly br~lsin~ thg rules .. ,; c,~vine~ 6e}~r'tc! ; .. ttae r(hs~ kids trsu~J,~k ~ their c1;st€~rzc~ end dc~+~'€ g~~ r`nv~vac•1. Tt~trr~ r`s ~ cr~tacat r»~ss ~f ~sr~~llycao~ra~ive ~au~r~s , .. the a~r~es yvf~a try ar~cl mess ~bou~; ,oJa~ uP~ atlsntivrr seek,Cli~o~r,~t ~r`v~~t~v~~P ~r~ t~t~f~t~#,

(~7~Yi~Pl~~d ~8~~~181'~

`~Itic ~: v~riaiic~ns ;ate: ju:t c~~ic a the stran~~ ~?f ~o~rj~,[~,~ t~ t°cE~t~t~~ tc~ tna~~dgin~ ~►~~ii1(+~~rnii~~ ~vhi~cl~ snake li#'e tliffic~tEt ~crr stud+~ni tea€~fiers and N Ì`s tivorking in titcir fir~4

pt~st.~+~~st stti~i~nt t4a~her~ f~ 1t that i! }a~~ best try `~*~t y~~ur tcyu~l~ sclic~~il iii fiat};

ratiie~~ tract the akher ~4~xy rout~ci. Thy radical ~liffere;nces its behnv'[oui° Icvel~ srtd ~vii~t,is

4x~~c~~►icl;; in c~if~er~:»t schcsc~l~~ pan c:n~.~e ~onsid~r~bt~ ~tres~.

l t~~d ~ Y~ry ~uSSfuI ~~t /3I~~~t~?~'t~t ~rtd W~~ t~dc~' b9~ t~tiT tft~ t~~~i~er~ ~ 4~~r~twith and my ur~lversity tttfc~r fist class rr~~nac,,~enaent ~ arsd' fo be a particular~C~~+c~th. t ~'ict fe€1 ~~inliderit ~r~t~' wits ~b/~ tc~ ~~t ~ ~c~~iti ~r~ikin~ ~tr~rc~~~~re ~j~1t~~l! iaay ~t~sses. Tf7er~ F wet# t4 c~ .Sir~tila~r' SG~3p~l d~4~'? tie ~c~d ~r~~1 just cc~uP~` gotc,~st the'c~uitrot I was used to .„ it eves tra~m~tr`c h~vint~ be~r~ able to c~et ~antraFar~d tf~~n feelJri~ 1m~cri~rrF . , . t~~tpl , Ttt~ st~tf w~r~ grit ~~~' very supp~r~~r~but I spent a lot cif time in team €n the staff r~sm arrd nea~~}~ ~ackec if iri:

(H t~ cif d~p~rtr~er~t)

ThEs r~ti~~t tie ~ 1~at~ ~v~y ~~ st~tin~ i1~~ f~ai~`ly vlavious p~iot that it ~ ~~~i4r td ►ri~h~~~;pupil l~arnin~ iii sojnG seho~ls c~rnpar~ to atl~~i~s, brit if is ~ ,poi~if that se~nj~ io i~a4~~

clt~d~cl.s~m~ ~~l cy'-r~4ak~:rs uti~1 pc~li#i~:~an~ (there ar~;otlt~r ~;icsrm~l+:w, but the i~lcc~ that

taugl~ ~~il~ptt:h~:itisivc~ sti[ic~ols tl~v~ mach t~ learn about ~la~s ti~atltt~etl~vnt frusta the

in~~~~n.~~:nt ~~:~~cz~ ~~ ~ ~~~~i~a~l~,r[y.~l~o~l~~~ ;;~~~~:~►s~n)It.n~i~ht ~c felt that ~t~«lt~~t# te€t~hers ~h4i~ld noE tiaue to tivork in ft~~tgl~ si:l~a~ls

its t13~ c~tGrs~; pf tl~~ir tr~i~aing, but ~n~ny cif iBic ini~rvi~;t~ecs s~ti4~ tti~- e~~c~~:ri~,n~c if

~i~~o~kin~ ~vitli #eaGlier~ «~tiv iver~ accom~lsl~~ci at m~n~in~ t~arnin~ ~vit~~ clit~i~ilt

pupils ~s tFtc jaio;~t rr~tlus~blc dart Ui' their tr~tinin~- #;ice Ctr~ptc;r 7}. Mc~~~cc~ver, in ~ividt~

p~ c~~t~: tlualilird teac~ter ~Int►~s, yu{M ~~'~ ~ivin~ ~ltcm a► licence to [G~cli .~t any ~~~tt~~l. ibelieve }roe t7ivsi; feel ~t ttte v~r~r Ieast thflt a shYdei~t te~icfier catalc{ cope ~t ~r~ average'

1~

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~~' ~ Wt)#~KING ATM~SF~NER~ IHI THE ~E.AS~RQ~l~!

Gc~rttprul~4~~~l~r4 if ~h~y t~~'~ ~i~in~ tcs lip; ta~~l~a l ~;+~ ~~~~ ~enc~rs~lr'ti~tr ir!' 44~i1~i~~ fit, 1~ ci~~~;~i~~d~nt teachers t10 f~voues to ~tr~rk ~t t►vc~ s~h~sils 4ifl~re dis~iplin~; is not r+e~lEy x~ si,~»~ti4arii ~rc~4~E~:~' wil}~ Einy cla,~s. 1# is an i~~vali►al~l~ c~.t~x;ri~.~rc~ ~`t~r stti~i~:rtt teucliers t~work ~~tif1~ at least Qu~e clays ~s~t~erc they lave i~ r~~~l~}r ti~~~rk l~arcl over fi st~staii»d ~rio~{u1 ti►nc tc~ g4[ ~ir~it~ .fu11y a~ ~t~ti Gaut' att~f und~~' rc~~ti~naE~tc: ~:~ tt~ol, iyt 1cX►~1s e~f c(a~~_roQi» c1in~~1e. If y~z~ ire curretitly bntliirt~; tivitli :~ c~ifCic«lt Muss, at Fast t~{~e sons cnn-salf~tion from tEi~ ~àet that 'althau~;~r it is ►~t~t t1~e n~ces[ tsit uC the job, i1 is ~rot~abl~Ptiel~in~ to made ~o~ ~ i~~it4r teac(~er: ~àta ean't 6e~om~ ~xpirt at ri~ana~in~ pup 1hc.liaifEut~rjrr.~t ts~~ r~~~lin~; iw~ks ryb~utìt~

To acf~t ira kh~; ~~m~jl~~ity art tine [àc1~r~ iaxi7«4nGin~ jucl~~:n~c~~~t galls z~n I~ury tc}}~~bicll~ ~~pil f~~l~~viaur,,se~~eral responses u3dicnted that in soiyte-cases clier~ ti~r~ee it3~jorc~ lt4r~n~c~~ i~~ perlic~ ~:ve.it ~i~ithirr ~cltn~l~, What was ion i~~r4c3 an a~pr~~riate,res~ons~kto pi►pil tt~an~~~~ssion5 ~vc~uld d~~aer~d an ~~izich <ieparl~~~ent or part of the sclioc~l you\5'L'~C 14rc)~'k111~; 1V1~~~;

nth tl7e peopJ~ in .ti~~ c/svarfm~nt t~uer~ i~~ effect 'beck bets" at m~n~~ir~ t17klCls; 1l~i:> ,rtrP~r1# ti~i 1'l~ ~~~P t3jt ~~f tlTe tjt~it~li~g. ,k1~11~ 4v4~1fC1 t~~ inL~r~ ~~urE;#, (?~dtert~ehavec~, as they yam$ nt¢ #h~ block YQu ~~uoLtd s~ them ~uttrng the~~ tie, on,tucklr~ t ~afr slti~'s fri, ~~ ~ l v ~~~; rc~zTc:~r`ny ;n itris t~Ft of ttrt~ ~ct~ t, l wr~t~lcl be rn~ri~~~»fr~n# arrtl w~luki tend tc~ ash X arc! Y far h~P~ tca s~~t in~id~r►ts auf ra#her lt7arr.use tft~ forma~'reinou~ systett7 ; . , it avau(~' ba qulck~r end mc~r~ ~ti~ctive.

(NC~T ire chaUer~glrig, se~~a!}

The c~nv~rations !or ~~r~tfing kids vut of the room aren't e~~n tha semi ihraughocrtdt~~ ~c l~r~g0 hev~r't~ir~d tt~~ LEA ear ttt~ fir . lr~ pr~r r't~~`~r'~irr w~ i?&v~ ~ee~~s~~I~x ri-enced #e,~Ch~r~ why ark really bad avith t1~e krds so v,~e dory"E fent~ io s~~d (he ntU tl7t~ ~,~C1U5rori rc, w~ 'r75i/tcY` kt`d~ (~ czt7cf7 Uthvr: 8U# fri c5f1r@r ~1rt~ ~f ~J7sGf~o41, titt~e~ Jep~rtments, they. use ttie ~entraJ system. Tr~ine#;s have yot -fcradjust fa drff~re»t ways of avorki»c~, there's nv ~t~rrdart~ rule,tfiat you can ~pP~Y fn~~y '1Nt~~r1 Jf I~~~r73~ ~h~~Y~ ~~ ~hl~. , ,'

(F~~a~1 of'ct~p~rtm~nt~ ~flh dear of tea~cliing~

TEM~I~N~ BETWEEN EDI,I~ATIQN~4L IN~l.U~1t~N AN1~PR~TECTINti''TH~ Rft~HT T~ LEARNS 1,~~ ~iTHER F~JF~'IL~

In 1'~)9(r, David Hirt, 1e:~ticr U#'thi t~takit~n~l Ass~ciati~iit c~(`:I-~e,{ct Tet~chcrst ~ttklincc~ ad Eemma co~iPronting n~~ny cat leis iiiei3~}~ersr the tension t~'etw~cn the ideal oi'ecl►ivatio~~~)~~l~~~io~ — ti~~t atl c~~ilcl~.n I~~v4:~ right i~ G~ ~i#~t4atc~ - batr~rrc+:~ ~~ai~~~i ~th~ ri~l~t ~Fothers t~ (~~~en az~d j~ot'~i~ c[isnipYeci by ~e,sn1~11 min~ri#y ~f'~~u~+ils' {[[~~t, 199~i); Thereare te~v Ite~d #~achers tulja dc~ ncit ai ~~tii~. ~i~irii hc~vc to m~~~ dif~i~:ult cleci~i~ns abaulbaiaoci~~ the rights ~afid i~icuit and disniptive ~at~~iJs;t~ an e~lucatian ~tglinst ~rateetin`the ri~lit tP le~►~rft', in ~e~c~i~abl~ cprlclitic~r~s, of p~i~~ils wli~, r~~a~~t t~ le~rt~. Tltiis is ~~~t a~roks[+:m that just ~f~i*clh 1~~acl te~~~ft4rs. Large; a~tantk~+~r~'c~f t4ach~r+. h4~vi~ tQ ~ns~k~~ c~it~i~cult d~cisi~ns about ho~~ tc~ step ~om~ pupils s~ailin~ tl ~ let~rif syg cf itliei~s. A~Ia~~y erft1a~ ~~;ucher~ isjtervi~~~{ect (~itktti-~~t~u# situ ~~ic5n~ r~it4r~ r~n~y car ~rvn_pu~ils ~ti a ~i~~ ~v+~r+~}aate~~tly i73tecCcrif~g «~i~h the le~in~i~~g t~f others, ~tid il~~ thi~lking that undcr~iiijued decd-~i~n~ ~n hc~4v Kc~ d~:al ~~ k11~ a~Gclt situa~icm5 (s4~ ~f~a~f4r fi); r~~ in other ~~i~,~1~ c~1~~t~s~c~►n

1~



Wf~~K[~~i ATMt?~PN~RE EN THE #$LA rR~~A~

anal pr1~.t~~+;, ~4~tc~~al~ 1~~~+~ ~'+; ~3it1IGr~~it ~~~s :~[~att~ Ott ~~~ltist c~i~`4ti~~~~t~~t~:~s it ~ ~~~}~ ~~~send "a pti~i{ truE c ~ II rioitnt~l cla~r~~~~. citlier t~ state ~ufsid~: for'satty~ ar all of t~~e

I4ssn~a, ter, to ~c~ t~ sc~ta~~ ~i~nn of znternal ex~lu::i~n' ~r'tef►~«<<al° rc~p~, ~t~~itc;rw tlle~y t~'

~e~s~arflted fi~a~n ~io»tt~i ~lass~s Foa~ s~+n~~ or ali lus:~ons. S~iniila~~ dilemnjtrts ~ip~ly tg the

c:ir~utrt~ta~~ees a~ ~~~h3~~'~~a~i(~ i~i~h~ bi~: ~:x4lt~ticd ~rciin ths* ~~ho~3 it~clf, ci[her ~~ar

f act term, ~r petv~~n~ntly. Tl~cr~ a~~e also clif~i~uEt d~c si4ns ~bc~ut what h~tp~ens ~~~Stipils ti~~ho l~ai~e heen ~ern~~nently exc(ud~d f'ro~n ~t seftool, ~:s ►nany cif t)~~~n d~ not fare.will in li~'e thereat~~r,

THE I~~LATIL~(~I~HtP B~~1I'kf~~'N ~#JRIL B~HAY1i~UR ~INE~

~.E~RNINIa

Tl~v i~sn~ ~t' ~la►ia~in~ pupil t~~tz~~~iour i:~:son~stii~~es caaisi~ivi'4'[I ~~isETli4'[t~c~lÌJ IE] t?l~t~i~irc:pc~ri~n~ c~~` ~;~u~~t~a~j ~s sr~rrr~thi►i~; c*ciRirclyf ~u~sar~t~ f'rr~t~ ii~c tt~a+~~g+:rnunt c~# ~u~ail

I~arnin~. Sir Alin Steer, until re~%t~tly ~lesceiU~i.t~s the 'F3~}~~~~ tear ~'z.~e` #o t13~ ~aven~-

ttYcnd, tnrEt~s the crttGii~tty irn~iartatit poit~i tli~t 't[Ye ~tr~iity cif lu~ra~iti~, t~~~;hin~ a~~c~

belr~vio~zr its schools are in~e~ar~bl~ isstaes find Kare the respc~tisabitaty of 111 st sE~ ~St~er,

2tl t 1).

~~m~ thin~C-yank criti~~ues mF~k~ tl~~ ~s5unt~tia~~ iliac Ali pup (~ c~n~~ t~ su~r~c~1

w~ri#It~~ to le~rt~, and e€~nsider t3~is ns ~ 'liven' in the classranii~ egc~€~tiori (~c~, ~'~i•

~xa~t~~~~, 1~ti~lc~r i~~~~), ~`lt~r~ is ~tsc~'a ~~hcsi~l ~zf t~ta~t~ht rvl~ pit s« cats that so~`~ ~~~;

out tt~l~~iviaur iii ~oni~ ivy ~~m~:~ first` (w~~:Ecs 1-3, e~ixbl ~l~ control, weeks ~--12,

ca~ntnc:~a~+: ~i~ipil le~rnitt~). f41th~~u~(t tnauy_ ~sp~nc~~~~t~: a~:kn~wtcc~~~.r~ t4Y~t ths~xe ~+ras Hn

ès#r~t~li~hn~tent' ~~encla evlien t1~e}~ first e~cou~~teied nei~~~ teEtchin~ ~*~~~~~s, there vas <►iso~n t~~~tl~r ~i~ii~li~5~ tltai frti~m the first s»mutes c~f't11~ Crst is ssarst ~cttin~ ~s n~~injf ~~~~i1s t~

~~F~nt tc~ I~arrz sas possibt~ s~~~s ati im~art~z~1 ~7r~ c►f`sn1~~;~gin~; ~~~~il beh~vic't~r, Ct ciid neatcame a#~cta ~ett[n~ ~~tltcol~ fir tiipst ~xperienc~t~ te~eh~rs iE ~va~ gcnc~àlly ~lte primpty

~:cii~s~i~~:ra4 cart in p[t~nnin~ the firsk i~n~ciunters 4vi#l~ nety t~E chink ~r+~nps (s!~+; ~E~~ ~tcxr :~)..

~f`~aiirs~, studei►t ten~hers ~nc~ ti~wly ~~inlifi~cl te~clier°~ da iiot have ~ it~~ss ire`~e~hivc, ~~ ~c~illiant icla ~~ ter + ~~a~in~ ~t~~ k~ in l~~rr~in~ c~m~~ar~ct t~ ~xp~risn~c~4

c~~cliers, it iaikes tine to bet~ld ~~p ~7~t~j~agic~l expertFs2 in tht clflssraoni. 1usi-~s }~~tt

~~n'~ :~~~~k ~i fin ~ia~e: tit«ntl~~ car be ~ rna~~~rc~ Qf the ~ianc~ strai~;lita~r~~ny{ i~ eat~e;~ ~'rttt~

to became accnmptishecl in terans c►f su~~ect pedagogy; lio.~~ to t~~clrall a~speet~ v#' your~ulijeet lkt'a «'~~~,tif~t i~~~i~i~etivuf ~itld i~t ~ ~~y tf~~t +~li~il4 thr ~Er~►t~5etn~~:nt ~tid ~~thuS~=~sni v# e~~en r~tucla~~ <i~i~l t~~1f=h~art~~i scl~~l~r,~ (~t~~ kris is presb~l~1}+ ~ rt~~it~r ~i`~ears,

nc~t rt~ottihs). F~►- this mason, new teachers neeii `c4piti~' strategies t~ coitt~ol pijpi[sti~~hc~ ~Ce riot ~rt~; t~+scE, until th y ti~;e~me a~rarc; ~~Ct~rt~pl shed al pec~tid~tjiy~ pu~il~ into►Ie~r~~ing. ~1+1~ otv~ PGCE' hit~r ~idn'i r~~1iy~ like tzs doit~ i~;~iiiii~ r~ttnd t1~6 class' (sue:

~~1~~}~t~:r ~), ~ii~t~~#i~~ n~z~i~s ~c f~avin~ ~ty~ils cv~y~r~~ from #1~~ t~c~a~l, ~~~t h~: acc~pt~c~

tt~~l rather tlian l~avii~~ the lesson ~vttin~ 'gut cf"ct~nlrol; it n~i~!ht be ~~~c ,ss~ry ~t ti►ilcs tou~e~~lc~jt ~ettti►tig',aGii~~ities MacLennan, 1X87) as ~v4 ~ver~; le~rrrin~ tc~ teach.

Ugderstanclin ~~nd develapir~~ pupilsx ~e~rnin~ agendas' ~~1l pct e1 ~C:, ~Ct[~l)

~~r~ts sc~r~ ~s :t fu~ti~tflina:r~t~l seen t~~v~rds ~c~tin~ tc~ the tc~}, Ic~~~cl~ ~F tlic ~cal~, as }v~

g~Eti~t~ Masi tl~~ us ~~~'r~t~s tlx~»a' rnt~nd~li~~+, wl~er~ ilY~,pupil~ ~v~r~* ti~vn :t5 °th4 u»4rz~y'.

tt~ tl~e wprc#s of~ine head nfdeptrnn~rit.

~~

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~ W~RKINt3~ ATM~SRH~~ IN THE f.AS~iR~l~iM

~n the tori~,tertrl, }fnc~ l~~v€~ ,dot f4 be able t4 c~et th~t~ t€i w~rif to:le~rn ,,. tc~ ~f'f Si tt~+tl~ ~ J~ St~r~~ .cif tl~~ ~i~7~, #t~ join tr?. Tf7el~ r7'itlst b~ ~t 1~~St ~~~7'ae l it refsor,~~ ~ess~ns fhaf fha$~ are lnt~rested fn, ar can er~foy, ar pan see tl~s point of .. ;4r just ~ ~~s~d ~tm ptt~r~ in tt~c~ room, sc~ f~i~ii ter dQt~st things ~r~ pt~~~s~nt endfrrentf!}f, refa~~, secure. Wift~out that, given iP yor~'r~ gt~~te good at tfae cor~irot sFd~of thi~igs, tea~h~rig wit! not .be ~ti: en~oyaC~le ex,~errer~c~ , , , r`f you ~~ire jest corrtair~lria surly ~r~cl r1~.~tits cr~av~ b~ ~orc~:

}~ot~~euer, as ~ttc~tlitr 11~at1 o~ci~.~P~i~ttt~c;zlt ~~ititc~i ~t~t, t}Aere a~~; ~~t~zc: ~~ttc~~l~ tvlterc;

a gac~t, ex,~erienced feac~e~ can g~ ~n ~ttere wlth t~ reall~r well-planned l~,sson,c ~ut~ r't ~~C~YIt~N~, ~r~ ~ av~y tt t ar~~~t,~ r~it7~t el Pike ~u~il~, ~r~~1 Y~izr t~n7l ~tr1t ~~€sar~~ krd~ wt~t~ ~MN! mess ~f~ut, wlto r~+A #ry and a~gravat~ the Cea~her; whp avill:try end sail the lesson, _

it t~~~hin~ ~~ssi$t~~n~ talk~:~l of tlierc being ~ linlnnce' between tliinki»~ ~Er4t~t h~o~v to.~o~ttrol tli~ puniis at~d h4iw to lure ti~cm into leart~irj~, _

7i~ere's a sort of bal~n~~ ... before coming into the roorr~`[hey lave tt~~ar~hf a~c?ufi~c~w tQ ~i~~~~it~t~~~t~ s~iti~r~ kids ft~ir~i r~tr3~sin~ ~~[~~tt~d, b~rt ttt~y h~iv~ ~ls~? tt~t~~ttt~Qut ~t~N to clq sort~etht~g dhat the ~~ss ~us~ nNght yep an~ereste~l in ,.; 'these isserfn~ 'cir`f~rrit~` #hat at lest ~elut~ikv ~s tf~t there r`s a nod to yet t }pupilsInt~r~:sx~' in the t~~+~, that they ~r~ nc~t ad! r~rlv~n ~clxak~rs a~ffh a ~assr4n~f~ cf~:s7r~to cfo watt in ge raphy or avhatev~r:

There are th~~for~ t~~=U majt~r t~gendas fc~i° teachers tt~ ma~~age ~u~ail learnii~ef~'~:tiv~:ly a~ui ~~t a calizi, uotati~cillcd and pui•~u ,~~G~( ~v~irkin~ atmg~nli~rc: j~ti the c1n;Y.sai,-~U~~t. they must iry :inel g~! the ~~i~pits tc~ w:~nt to l~.r~y~; and #irey n3ust b~ alafc* tc~ disacour~~~ nu~ils tivlto dcai~'t wait to tarn teoilt s~iailii~g tl~e les~or~ for otlt~~~ pupils.

~sgure 1.4 Twc~ ac~erEcias rs~lating t~ ttte vac~king atr~,o~ptters in tha c~s~room

Cnnteal En~~~$me~it

'Nla l~av~ to ap~r~f~ within ~ ~c~ios~l `7hi~ is w~rthw1i11e ar~d i~s~a~xtarit.'frar~tewotk ~f rtal~s:'

'(have hic~k~ ~ ctatt~ns'ta~ yQu' 'M}~ 1Qb is #~ help you to do Vt+eil,,

'It i~ my p~pfessipa~af r~ponslbility,t~ '{anti in#~r~ste~i in yc~~ ~s ~ tit~man E~~ ng, nc~te~f~#~li~t~ ~ ~lim~t~ ~vi~~re-you pan ~l( just ~~ ~ st~~u~~t oaf f~ist~rytrri~ths'~r wtl~tever;;Ism (I'rtt nit jUu~t €~ f~~i~t ~~~itro~f rt~I~t,R

'YoU will have a mire ~nj9yahle #inie if 'It yc~u give it a ehar~c~, :this rY~igh# be'inter~~tinytu kry tc~ carnp~ wiill rrty ~tar~d~'ds ~r~d eaijt~j+ak~i~.'~r►d expt~tians~''We ire tter4 fci r~rork.` 'You can a1) Marti, you n all t better.'

(Tti9s area is partly about ~ecia~Qgy and purify~t~t~t sq~i~.i.~eE~tio~tsy.

~~ .,,



1Ni)R~LE~t~ ATM(}~PHEFtE IN THE ~lA~SR~?t]14~ ~

~~MN~~I,RY

~1<~s:»r~~~Y,r~ c:~int~tc, car` tl~e rv~rkin~ ~t~~sphc~r~ ~ ~h~. 41<t .:;r~c~i~i ~~ ~i~ ~~ttpc rt~►~iis~u~ in edtic~t[9t~, io tei~»s of ptapif nit~im~7en1, ~~ality aE ~ed~~~ation ap~a~rta-

~ti~}r anal thv aural ty c~i't~ac;hcr~' ~vc~ekits~ lira ss

Tl~e t;~~orki~t~; €rtniospliere in the .classroom c~~i be Eho4~~l~t ~f in terns cat a cQn~

tiElUtiill, b~;tcr~ccn il:~ss~4 ti~~ijcre the t~aelic:r is in rcEaxed ~n~i ~~sured control of

the 1~ss~~n, ;~nci cl~s~r€x~nts tivhery iiEtl~; (eaniin~ e~~n tE~icv ~ls~cu be4~~t~s~; :.Um .

pupils ~ar~ spoilin,~ the learr~itl~ Q~'others.

It c~tn bc~ helpfa( tnr t+:a~:hecs to r~f~~ci can the ~xtcn# to which the~~ R~r~ a131~: kn

n~€t~~~~e i~amin~ i►~ t1t~ ~tassrovi» i~~ ~t~z ef~e~tiu~e w~►y fornll ~aupils,~I~s:~r~i~rt~ ~li~ntyt~: is ~M~ is~tr~ ilia i~ re [44r~nt tip rttt~st tc~~hc~s ~~r~f tn~~t

sc~~ools. I# is nat a pi°ot~1~n~ that is limited to a smell n~~ml~~r of cl~~lt~a~in~

itut~r-city :sehQols,

]t can i~~ helpii~l for ii~w ie~cl~ers t4 co~~sider the vieNrs caf ex~ere~~c~d tezchers

and lie ~~ci t~~che r~ can the i~suc: ~~` ~1€~s~r~vixi clit~~at~;. Sciatic ~t}~:di~ Ktjt~ pc~l~tics°►I~r~a~mi;r~# 4ifthi~ i~su~ i~ ta~ih~l~ifi~l s~nr~ ill-9~~'~n~aat~,

~fasset~otn ~lifn~te ~~~d pupil b~f~~viour are cvi~iple~ ~~~~i i~itraut~ble issues ai d

~r~; tint susceptible tc~ siin~le s~liations and quick fix~s4.

Mort t~acl~ers a~ad mead t~uc~~crs ~vi11 ~'~c~ dif~icu[t dcci~ie►~ts in t'~concilin~~~t4~►fs oaf cdctca~i~n11 in~ltt~ian tvi~h liic ri~tli~ ~tf ~u~~il~; 1~ I~;arn tirfit{i~ut inte:r-ference from ~tl~er p~ypils. _Th~rc ire t~i~ca `~g~t~d~ti' r~elatIr~~ ids e.fas~r~~c~tty ~lirnat~,: c~~1c: i ~ cp~~e.~~n~d 4vitl~

tryi~~ io het ~~~p is io ~~nnt to le~i~z, the other is ~on~etne~l wit~t discotir~gin~

~it~pil~ why dc~ riot ~v~~t t,~ learn f~s~t s~~ilin~ t}~c [~:a~it~~ pt~ t~tlzo~•s.

i+.~.~

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