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By Gary Thomas

Gary Thomas presents a consultant for the recent groups now operating within the lecture room. picking key parts of outrage resembling terrible conversation, he makes use of instructions to enhance the stresses and tensions that can come up.

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26 CLASSROOM TEAMS WHO ARE THE EXTRA PEOPLE? The introduction of other adults into the classroom is a relatively recent phenomenon in so far as it has occurred to any significant extent either in terms of number and variety of personnel or in terms of its geographical distribution. I have already indicated that there are two principal trends bringing extra adults into the new classroom teams: the integration of children with special needs, and the parental involvement movement. However, additional adults were working in classrooms before these trends began.

The situations to be isolated are: 1 2 3 4 team teaching; special education (special schools and mainstreaming); teacher aides and teacher assistants; and parental involvement. In examining each of these areas, from team teaching to parental involvement, I shall attempt to isolate the existence or otherwise of each of the likely areas of conflict for the participants. Team teaching and support teaching are the situations examined in this chapter. TEAM TEACHING In team teaching, relationships are found which raise many of the issues already outlined: there may be clashes in educational ideology among participants, and/or interpersonal tensions.

Williamson explored the attitudes and feelings of teachers towards withdrawal and mainstream support as ways of helping bilingual pupils. He undertook six semistructured interviews, with three teachers from each of two secondary schools. The teachers were aware of the value of support teaching and the arguments evinced for it in reports such as Bullock (Department of Education and Science 1975). But they felt that it was hampered by poor organisation, unhelpful attitudes on the part of mainstream colleagues and lack of status for support teachers.

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