By E. C. Wragg
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Extra resources for Art and Science of Teaching and Learning, The
Usually Mr Abel’s jokes were shared, but three of the girls took a different view as exemplified by the following statement from one of them: He likes to play tricks on people, especially the girls. He dropped a model of a bird-eating spider in front of me. I shrieked. He does this kind of thing mostly to the girls because he says they need toughening up. They’re too soft. (Elizabeth) Mr Abel recognised that his unpredictable style might be a little frightening occasionally, and had described in interview how he would diminish this effect with humour, support and mild flirtation.
H. (1965) Freedom and Authority in Education, Faber, London. Buckley, N. K. (1977) An Ethnographic Study of an Elementary School Teacher’s Establishment and Maintenance of Group Norms, PhD dissertation, University of Houston, TX. Duke, D. L. (1978) ‘How the Adults in Your Schools Can Cause Student Discipline Problems – and What To Do About It’, American School Board Journal, 165, 6, 29–30, 46. Eisenhart, M. (1977) ‘Maintaining Control: Teacher Competence in the Classroom’, Paper presented at the 76th Annual Meeting of the American Anthropological Association, Houston, TX, December.
91 The questionnaire data provided interesting information about pupils’ views of teaching. There is a degree of congruence between the pupils’ expressed preference for teachers who are understanding, friendly and firm, and both the teachers’ views in interview and their behaviour in the lessons observed and described elsewhere in our research, which showed that they tended, on the whole, to establish a climate of businesslike firmness at the beginning of the school year, but with a tempering of warmth and humour.