| Abstrakt: |
Twenty supply teachers from one local authority were interviewed on their views of their work; how they negotiated their first meetings with new classes; and how they would respond in the classroom when confronted with various instances of inappropriate behaviour. Of these 20, the majority (16) had five or more years’ teaching experience, and yet when asked about the advantages and disadvantages of the job, the latter outnumbered the former by two to one. Many of the disadvantages were concerned with not knowing the classroom environment, their colleagues, the children and the school itself. At times these led to management difficulties and problems of providing work at an appropriate level: mistakes, they said, were inevitable. Supply teachers considered their first meetings with classes to be important. They stressed the value of being prepared where possible, and of appearing to be prepared as a last resort. A firm (though not severe) and friendly approach to the class was necessary and most thought it important to attempt to establish a relationship with the children. They used the first halfhour with the children to engage their attention, empathize with their problems and assess them. In this way an attempt was made to gain at least some of the information they did not have initially. To explore supply teachers’ responses to classroom disruption we presented them with photographs and accompanying storylines pertaining to five disruptive incidents in the classroom. They were able to say swiftly and clearly what they would do in each instance and there was a high level of agreement about the kind of action necessary. Responding to photographs where individuals were involved in conflict, a number of those interviewed pointed out that such situations were particularly difficult to deal with as supply teachers. They were reluctant to rely on their broad knowledge of children in general, gleaned from their experience; there is no substitute for knowledge about particular children. What emerges clearly from the study is that without the kind of knowledge of the school, colleagues and children that is enjoyed by the class teacher, the task of teaching is made still more complicated. [ABSTRACT FROM PUBLISHER] |
