Art and Science of Teaching and Learning, The - download pdf or read online

By E. C. Wragg

ISBN-10: 0203698797

ISBN-13: 9780203698792

ISBN-10: 0415352215

ISBN-13: 9780415352215

ISBN-10: 0415352223

ISBN-13: 9780415352222

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Additional resources for Art and Science of Teaching and Learning, The

Example text

They told us what to do and what not to do in the lab . . We thought of rules like: Don’t run in the lab, go in without a teacher, no eating or chewing, tie back long hair, don’t suck or blow tubes. (Alison and Beryl) He gave us a sheet on lab rules and a blue sheet where we had to spot the mistakes. The rules were that you were not to eat in class; you don’t put things near the edge of the table; you don’t muck about with the burners; you report accidents; you don’t let the chairs stick out; baggage must be under the table; do not run or fool in the lab; don’t enter the lab without the teacher’s permission; always ask if you’re not sure.

The pupil sample was not a randomly chosen one, but rather a group of second years who had been taught by a sample of the teachers we had observed the year after our fieldwork. No pupil approached refused to co-operate. The semi-structured interview schedule was in three parts. First of all the pupils were invited to recall their very first lesson with each teacher, then they were asked to talk generally about him or her, finally they were shown the same four pictures of classroom misbehaviour used in teacher interviews, and asked how each teacher would react if such an incident occurred in his or her lesson.

Furlong (1976) studied a single class for two terms, and reported how some of the 15-year-old secondary modern girls in it appraised their teachers and behaved towards them. Even some of the aggressive so-called ‘non-academic’ members valued teaching skill, and were prepared to learn in the lessons of those able to arouse interest. ’ If the answer was ‘no’ he would be rejected. ’ It is difficult to demonstrate that pupil judgements about teachers occur in precisely the order Gannaway formulates, but he mentions characteristics which consistently appear in the literature.

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Art and Science of Teaching and Learning, The by E. C. Wragg


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