such questions-as Peace, Poverty, Race, Environmental Pollution and so on."

16. Role -Playing.

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 dif -

ferent arguments are invited.

S i t u a t i o n : 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?

C h a r a c t e r s :

1. Mr. Bernard Hudson, aged 33, an education officer, has no definite view of his own, he is in two minds after his inspection. Pu-

pils 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 in-

struction is used here.

2. Miss Susan Curry, aged 54, a Geography teacher in Stewart Comprehensive School. Stands for firmness, principle and authori-

ty. 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 ev-

erything 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 al ways

develop personal qualities. Thinks that friendliness and cooperation are required on any teacher's part.

17. Group Discussion.

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

Topic 1. Mixed-ability grouping in the classroom

T a l k i n g p o i n t s :

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

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

6. 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?

T a l k i n g p o i n t s :

1. Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confi-

dent? 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.)

T a l k i n g p o i n t s :

1. Pupils should enter classrooms and sit down with books and pens ready for teacher to arrive unless the room has a notice on