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In mainstream classes where additional help was provided, benefits could not be shown for children with special needs unless special arrangements were made for the working arrangements of the additional personnel. Clift et al. (1980), in their study of 40 nurseries, looked at the nature of adults’ activities. Teachers spent most of their time on children’s activities and administration; assistants spent more time on housework (routine activities) and equipment. This research found that a plateau occurs in the benefits accorded by having extra adults in the classroom: most involvement with children occurred when three adults were present – beyond this there was no improvement.
Alongside such an aide-mémoire, it is, as we noted at the beginning of this chapter, important to be reflective – to think about what is happening and to use one’s personal experience and judgement for guidance. We therefore give here a couple of reflections about learning in the classroom, both for the direct impact of the material being related, and as examples of the process of reflection. The first one is taken from a piece by Tony Booth and draws from observations he made in a primary school.
Hatton (1985) reviewed research into team teaching in the UK, USA and Australia and concluded that teacher culture strongly supported an individual orientation to teaching. She found that teachers tried to maintain privacy, and felt embarrassment and intimidation when others were present. Teachers would arrange ‘alternative cover’ for themselves when the barriers afforded by classroom walls were removed – for example, in open-plan classrooms by re-arranging the furniture. g. Fish 1985; Jordan 1994).
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