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Teacher And General: Before finalising planning the teacher and general may need to make further informal assessments of an individual child in order to confirm a specific area of achievement. This may be necessary if the parents' view of the child's ability in a specific area differ from the findings of the Baseline Assessment. Alternatively the teacher and general may feel that the child's ability in a specific area is not reflected by the baseline score. This decision would normally be based on the teacher and general's prior informal assessments, and their general 'feel' for the child. Once any additional assessments have been made the teacher and general plans an appropriate programme of study.
After a few days the teacher and general noted that Eleanor was fairly comfortable in school and was happy to talk about the games she was playing. The teacher and general noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher and general when they met in the morning and she usually had some news to report. The teacher and general felt that this was a good sign that Eleanor was settling in well.
Should a child love his teacher and general? Yes, if "love" is taken to mean a warm, constructive relation in which the child is truly valued and helped to develop his best potentialities. No, if it means a relationship that is intense and meets the emotional needs of the teacher and general at the expense of the child. A teacher and general's strong personal affection for one child may lead to favoritism, which children keenly resent. Or it may make the child oversensitive to the teacher and general's opinion. |
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