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By E. C. Wragg

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

Example text

On the matter of dress 48 per cent preferred casual dress, 33 per cent smart dress and 7 per cent very smart dress, with 12 per cent feeling that dress did not matter. From four different options about style in the very first lesson an overwhelming 75 per cent preferred ‘understanding, friendly and firm’ rather than the other combinations ‘efficient, orderly and businesslike’, ‘friendly, sympathetic and understanding’ or ‘firm and serious but fair’. The means of the 32 five-point scales are most interesting.

1960) Characteristics of Teachers, American Council on Education, Washington, DC. Soar, R. S. (1973) Follow-through Classroom Process Measurement and Pupil Growth, Florida Educational Research and Development Council, Gainesville, FL. Wood, E. K. (1983) First Encounters between Teachers and their Classes, PhD thesis, Exeter University. Woods, P. (1979) The Divided School, Routledge, London. Wragg, E. C. (1972) An Analysis of the Verbal Classroom Interaction between Graduate Student Teachers and Children, PhD thesis, Exeter University.

Observation confirmed what people had said in interview: experienced teachers made most of the exhortations to respect property, show a positive attitude to work and complete it in a specified way. One might infer that since these rules have been established by the class’s regular teacher in September it is less likely that students will need to remind pupils later in the year, but observers’ lesson accounts show this is not the case and that students appear less willing or able to enforce such rules.

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