ABSTRACT
So far in this part we have looked at some of the more specifically pedagogical aspects of the teacher’s work and how they affect the pupil: primary and secondary approaches to teaching, mixed-ability teaching, equal opportunities and management and control, for example. In this section we examine some of the features that make up the classroom environment and some situational factors that impinge on effective teaching and learning. As regards situational factors in school learning, there are literally countless factors operating singly or interactively which impinge directly or indirectly on the student teacher’s and students’ efforts throughout a lesson. Indeed, the lack of effort on the part pf student teacher or student could be seen as one such factor, and obviously a very important one. Even if, through some miracle, it were possible to identify all these factors, it would be quite impossible to discuss them all in a book of this nature. What we have done, therefore, is to select those that we feel the reader ought especially to be aware of. We begin with a review of the physical environment, and go on to consider successively the emotional environment, teacher-pupil relationships, the use of modelling and then teachers’ attitudes and expectations.
