Formal Versus Informal Teaching

The group of students is divided into two teams, each of which performs the same role play. While discussing formal and informal styles of teaching be sure to show their advantages and disadvan­tages. Expand on the ideas of your character. Disagree with some participants and share the others' points of view. At the end of the conference you should come to a conclusion about the desirable style of teaching in school. (May be done by a vote.) Comments from the class on each team's performance and the value of the dif­ferent arguments are invited.

Situation: After studying the county reports on the work of formal/informal classes in secondary schools of the county the chief education officer who is at the head of the local education au­thority) holds a conference to discuss the most controversial issue in the area of "teaching style" that is to say: are "informal" styles of teaching more effective than "formal" ones?

Characters:

1. Mr. Bernard Hudson, aged 33, an education officer, has no definite view of his own, he is in two minds after his inspection. Pu­pils seem to do better in terms of the basic skills in formal classes, the superiority of formal teaching for basic subjects is evident. CMdren taught in informal classes achieve lower academic out­comes but are more independent, cooperative, ask more questions seeking information, are better at non-verbal problem solving, are less frequently absent from classrooms. Much individualised in­struction is used here.

2. Miss Susan Curry, aged 54, a Geography teacher in Stewart Comprehensive School. Stands for firmness, principle and authori­ty. Never reduces learning to the level of entertainment. Organises her lessons well. Laughter is not her style. Ignores fashion. Respon­sibility is the air she breathes. She likes utilizing her strength to its utmost limits. Always shows her power. Likes making and keeping rules. Insists upon her pupils' even margins and correct posture, punctuality and industriousness.

3. Mrs. Hilary Bell, aged 42, a grammar school teacher. Likes her work and her school. Approves of its formality, its regard for order. Is used to working briskly, without a break. Writes in careful, legi­ble script. Has cultivated felicity in the language." Never permits her pupils to use expressions which are inelegant, rude or improp­er. Always acts within reason. Reminds people of Mary Poppins, an English nanny from a fairy-tale with supernatural powers. Has the same effect on children. Keeps pupils on their toes. Discipline in her class is strict. Discourages movement during classes, pupil talk is forbidden. All the same shows much respect for her pupils.

4. Mr. Mark Dawson, aged 27, principal of Newlyn East Primary School. Believes in being friends with the children, in classroom democracy. Is charmed by his younger pupils. The infants are his pets. Likes to join in their games at break, to feel that they love him. In his lessons pupils take an active part. He lets children speak and think through speaking. Doesn't approve of Hilary Bell's didactic methods but admits that they work if a teacher is sincere since kids are fair. You can't fool them. If a teacher is doing a sincere job, they know it.

5. Ann Bennett, 21 year-old student teacher. Uses informal methods in her class. Movement during her class is allowed, any question is encouraged. Interruption of the lesson doesn't scare Ann. She comments on all marked work in the spirit of a teacher- learner dialogue. Likes to put problems and encourages their dis­cussion either in pairs or groups. Though her class sometimes lacks discipline she is quite happy with her work, methods and pu­pils. Believes that in formal classes children won't develop an abili­ty to think and feel for themselves. But her timing and planning are not perfect. Sometimes doesn't have time to explain and drill ev­erything she is expected to.

6. Mrs. Leonie Thorpe, aged 67, a pensioner, former teacher of English. Thinks that there is no single right of handling classes or individual children. Each teacher should find his own way. Leo- nie's experience shows that certain formal ways of behaving in the classroom are more likely than others to lead to order. Is not sure that children can say and do as they please in the classroom. The more teachers take from children, the worse it gets. Thinks it is necessary to find some way to show them who's "Boss". But be­lieves that an olderly and highly drilled class who know exactly what is expected of them at each point of the lesson may not al­ways develop personal qualities. Thinks that friendliness and co­operation are required on any teacher's part.

Group Discussion.

Give your own views on the problems below and speak against your oppo­nents.

Topic 1. Mixed-ability grouping in the classroom

Talking points:

 Mixed-ability group — the usual basis of classroom organiza­tion in Russia. Results.

 Mixed-ability grouping — a controversial innovation for the English, having occurred partly as a reaction against streaming.

 Introduction of mixed-ability groups in English primary schools (the dominant form of organization), the first and second years of secondary schooling (relatively unproblematic), later years of secondary school (cautious and tentative).

^N 4. Considerations relating to preparing pupils for public exami­nations— a major obstacle to the introduction of mixed-ability groupings in senior years of secondary school in England,

5. Mixed-ability grouping means harder work for teachers. En­glish teachers' possible reactions. The ways to solve the problem used by Russian teachers.

6. Advantages and disadvantages of mixed-ability groups.

Topic 2. Is school a place for the imparting of knowledge (understood as certain material to memorize) or a place for the creation and development of a child's personality?

Talking points:

1. Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confi­dent? Persistent? Independent? Have they achieved a degree of success without any formal instruction in school to help them solve the mystery of the language?

2. Learning— a passive or an active process on the part of a pupil? Don't teachers often make children feel that they are inadequate, worthless, unworthy, fit only to take other people's or­ders, a blank sheet for other people to write on? Isn't what we say about respect for the child in school usually opposed to what teachers do?

3. "To be wrong, uncertain and confused— is a crime; right answers are what the school wants" — the motto of certain (if not many) schools. Do children in such schools or classes acquire some undesirable habits? Do they not learn to dodge, bluff, fake, cheat, to be lazy, to be bored, to work with a small part of their mind, to escape from the reality around them into daydreams and fantasies?

Topic 3. Pupils' norms of behaviour

(The document given below was produced by the Deputy Head of a large com­prehensive school for discussion at a special staff meeting.)

Talking points:

1. Pupils should enter classrooms and sit down with books and pens ready for teacher to arrive unless the room has a notice on the door indicating that pupils should not enter until the teacher ar­rives.

2. a) Pupils should stand when teacher enters classroom (not compulsory for fourth and fifth years), b) Pupils should stop talk­ing as soon as the teacher enters the class.

3. Anyone arriving after the teacher has started the lesson should wait at the front of the class until the teacher has asked for explanation.

 

4. Jackets should be removed as soon as the pupils have entered the classroom.

5. Anyone bringing a message to a class should wait at the front until asked by the teacher to speak. Only written notes should be accepted.

6. When the teacher is addressing the class nobody should raise his hand but not call out.

Any pupil wishing to answer a question or attract the teach­er's attention should raise his hand but not call out.

1. Chewing should not be allowed since it prevents articulate speech and singing.

2. At the end of lessons pupils should not make any move to pack up or leave until teacher has given permission and the class should all sit quietly when they have packed until dismissed by teacher but teachers should not abuse this rule by detaining pupils so causing them to be late for their next lesson or, at the end of the day, a school bus.

Unit Four

SPEECH PATTERNS

1.  He pointed without looking...

Mr. Finch poured himself out some more tea, without asking me.

And without waiting for her answer he turned and left us.

2. She hated it more than ever.

He felt better than ever. Paul works harder than ever. I love her more than ever.

3. Why would anyone write about school?

Why would I do a thing like that?

Why would she go to them? They dislike each other.

4. The man isn't smart enough.

She was lucky enough to get a job on television.

She's pretty enough to twist any man round her little finger.

He was kind enough to ask the same question every day.

5.

My father knows as much as my teacher.

He likes swimming almost as much as his brother.

He worked as hard as the rest of the group.

6. Tommy screamed with laughter.

The audience shrieked with laughter.

She squealed with excitement.

Katie flushed with pleasure.

7. How weak she must have been!

What a comfort you must have been to your mother!

How he must have loved her in the beginning!

 

EXERCISES

1. Complete the following sentences using the Speech Patterns:

1.1 led him to the study without.... 2. She turned away without.... 3. Pete... than ever. 4. The weather... than ever. 5. Why would he...? 6. Why wouldn't the girl...? 7. She was not clever enough.... 8. She was still young enough.... 9. The boy laughed as loudly as.... 10. She couldn't jump as high as....11. He grew merry as a cricket and.... 12. The play was so comic that they.... 13. How tired she must...! 14. How they must...!

2. Paraphrase the following sentences using the Speech Patterns:

1. Why should he come bothering you when he is not invited?

2. She disappeared into the kitchen and did not notice the girl.

3. Now John plays the piano better than he ever had. 4. Mary speaks English better than she ever had. 5. Why will he wish to throw aside such an opportunity? 6. Why do I wish to go to the trouble of looking after him? 7. She was sufficiently clever to get what she wanted. 8. He was a nice kid sufficiently old to have his driver's license. 9. The boy laughed very noisily when he took a ride on a merry-go-round. 10. Kate was very pleased and her cheeks became red.