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By E. C. Wragg

ISBN-10: 0203698797

ISBN-13: 9780203698792

ISBN-10: 0415352215

ISBN-13: 9780415352215

ISBN-10: 0415352223

ISBN-13: 9780415352222

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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. CHAPTER 2 PUPIL APPRAISALS OF TEACHING E. C. Wragg and E. K. Wood, in E. C. ), Classroom Teaching Skills, Routledge, 1984, pp. 79–96 Pupil perceptions of effective teaching are astonishingly consistent across age groups, and over time.

Analysis of critical events recorded by observers shows the differences in style, degree of success and reasons for rules existing. If one takes the most common rule ‘No talking when I’m talking’, for most teachers, students and pupils this is a commonsense basic rule of discourse: that if one person is attempting to communicate something of interest or value, distractions prevent those who wish to listen from hearing and learning. For some on the other hand, there is a wider social aspect, not merely to do with discourse, but with general respect and concern for others.

4 shows the involvement-level scores for the first eight lessons, and there is a noticeable difference between the average involvement level of 90 measured in the lessons of experienced teachers and that of 81 and 80 in the case of BEd and PGCE students. 5 shows the levels of deviancy noted during the same first eight lessons, and again teachers’ lessons show less occurrence of misbehaviour than those of either student group. The differences between scores for experienced teachers and trainees cannot be explained solely in terms of individual competence.

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Art and Science of Teaching and Learning, The by E. C. Wragg

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