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This is often discussed at clinics, playgroups and when parents compare their own children with others. Teachers are usually very clear about these differences as they are faced day by day WHOLE-SCHOOL ISSUES 31 with the equally startling differences in what children know and can do and how rapidly they learn. It is not surprising that these individual differences have become a major focus for the professional concern of teachers. There has been considerable encouragement for this emphasis. The Plowden Report (CAGE, 1967) made the claim that: We found that the Hadow reports understated rather than over estimated the differences between children.
It is not our purpose at the moment to attend to the matter of planning work within this structure. It is worth pointing out, however, that other adults, including, if available, part-time staff, ancillaries, parent helpers and student teachers, can be used very effectively in this arrangement. For the moment the younger 5-to 7-year-old children are not included. The proposed organisation for the 7-to 11-year olds provides for the large-group sessions to be complemented by an equal time of smallgroup sessions.
When radical change is contemplated, a school’s organisational policy is crucial. It is not usually possible for individual teachers to try big changes in isolation. We describe below how greater effectiveness in teaching can be attempted by exploring a new form of organisation. The extent to which this is possible and desirable will depend on matters peculiar to one’s own school, including the number of children on roll, the size of classrooms, the architecture, and so on. In order to flesh out the discussion we provide some statistics for one school.
A Hero In Need