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Quality Of Teacher That: Whilst proficient bilinguals bring special talents to a classroom, the teacher is far more likely to encounter children who are in the process of learning a second or third language rather than balanced bilinguals. This factor has logistical implications for lesson planning and class¬room management. To place bilingual children in a withdrawal situ¬ation would not appear to be the most appropriate method of teaching English or communication skills. If no support staff are available for collaborative work, the class teacher needs access to essential infor¬mation from the family and community in order to provide a quality of teacher that experience for the child.
After a few days the teacher noted that Eleanor was fairly comfort¬able in school and was happy to talk about the games she was play¬ing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.See Also Smiling Teacher Who:Few two and a half year olds are in any kind of educational estab¬lishment in England and formal primary education starts years later. In the primary classroom children confront a smiling teacher who is interested in them as persons. Each child finds her own individuality celebrated and her own creations valued and displayed. She is encour¬aged to make choices and to reflect on what she has learnt. She is expected to do her best and to develop her potential. She is encour¬aged to identify with her class and with her teacher, and beyond this with the school as a local moral community based on respect for indi¬viduals. She learns that it is most important to be a nice person. As that most English of English educationists, Sir Michael Sadler, observes:
This school has a high reprographics standard. The 'leaflet' rapidly became a booklet, wire-bound, with semi-stiff covers, illustrated with copyright-free professional graphics and car¬toons drawn by a pupil. Moral: if parents are valued by the school, then give value to what parents receive by ensuring it looks good. An early choice of illustration was of a teacher figure, extending a grateful hand, smiling broadly, but with an axe hidden behind his back. 'Read or else' seemed to be the message! Subsequent versions blanked out the axe. The booklet offered a brief rationale for the scheme, and
some plain advice:
On The Other Hand See School Teacher:But:'There are lots of things I'm rather worried about and I'd like to talk to the teacher, but I'm too shy to go up to the school teacher.' 'I always feel the teacher disapproves of me because I go out to work.' 'I want to know everything that's going on, but I don't want them to think I'm a pushy mum.' 'I hate going into the school teacher because everyone else knows where to go, even the children. I just feel lost.' 'She talks to us as if we were children.'
We have already suggested that a simple way of doing this is to tell parents that their child's teacher will stay at the school teacher for, say, half an hour on a certain day each week, or come in early one morning. This is not difficult to manage for most teachers, provided they can choose the day themselves. It is an important arrangement to make,because it is their own child's teacher that parents usually want to see, not the deputy head or a liaison teacher, or someone with 'special responsibility'. |
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