ABSTRACT
This chapter is a chronological description of the process of becoming a teacher. It is a well-known phenomena to anyone teaching in schools or universities or to anyone acquainted with research on student satisfaction that students approach a new course especially in a new college or school with high levels of enthusiasm and feelings of excitement and expectancy. The ‘honeymoon period’, as the name implies is a period of euphoria and heightened awareness. Much of the euphoria arises from the massive change in direction in the student’s career from the academic ‘grind’ through school and university to a practical course involving relationships with children. In science groups the problem posed was slightly different. The material was prescribed by a packed syllabus and was abundant. The search for material is the student-teacher’s behavioural response to the problems posed by the classroom.
