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achievement actions activities answer appear asked aspects attention attitudes authority become beginning behavior boys called child classroom close common complexity concern considered contained correlation course criticism described desire develop discussion educational effect elementary evaluation evidence example expected experience expressed fact feelings findings girls give given goal grade hand happen important individual institutional interest involvement keep kind learning least less limits look matter mean measures Moreover move objectives observed Opinion particular percent performance perhaps period positive possible practice present problem question questionnaire reason relationship reported responses satisfied scores seems sense significance situation social sometimes success Table talk teachers teaching tell things thought tion trying understanding usually
Page 41 - And regardless of whether or not they are justified, they make it clear that part of learning how to live in school involves learning how to give up desire as well as how to wait for its fulfillment. Interruptions of many sorts create a third feature of classroom life that results, at least in part, from the crowded social conditions. During group sessions irrelevant comments, misbehavior, and outside visitors bearing messages often disrupt the continuity of the lesson. When the teacher is working...
Page 11 - ... a glance what will happen next. Thus, when our young student enters school in the morning he is entering an environment with which he has become exceptionally familiar through prolonged exposure. Moreover, it is a fairly stable environment — one in which the physical objects, social relations, and major activities remain much the same from day to day, week to week, and even, in certain respects, from year to year.