By Denis Hayes
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Example text
In other words, planning, teaching, organising and managing must take close account of the educational and human beliefs that govern every area of school life and not be viewed as the ‘real work’, separate from emotions and relationships. The assertion made by those who espouse a narrowly objectives-driven curriculum that education is solely for the purpose of passing public examinations fails to take account of the many other dimensions of learning necessary for a civilised and morally responsible society.
It necessitates a reconsideration of educational and personal priorities. It certainly requires dedication, study, perseverance and determination. However, the end result, both in terms of effective pupil learning and adult satisfaction level, amply justifies the effort. 6 below. Liberating teachers are characterised by reference to five areas of their work and conduct: 1. They are child-centred, so that they: . . 28 see pupils as pupils, not mini-adults; value the uniqueness of each child; commit to establishing a relationship with each learner; understand and value a child’s point of view.
In fact my teacher in Year 4 had been a lovely lady called Miss Hooper, who was invariably helpful and relaxed. Would Mr Clerk be more like Mrs Gobby or Miss Hooper? My friends told me that he was friendly and liked football, but that did not quell my anxiety because I was a child that hated sport (though I pretended to like it in case my friends thought I was soft). On the first morning I was literally trembling with anticipation. I was a shy girl and had never had a male teacher before, so I did not really know what to expect.
