ABSTRACT
Jackson, in his perceptive account of the social organization of classrooms, draws attention to the fact that ‘Classrooms, by and large, are relatively quiet places and it is part of the teacher’s job to keep them that way’ (1968, p. 105). The observation is not startling and those who have experience of conventional schooling might be forgiven for wondering whether this is anything more than an unremarkable comment on the obvious. Taken for granted truths, however, often shroud vital issues and Jackson’s point is, in fact, far from trite. It reminds us that despite containing something like thirty pupils, each with particular interests and energies, classrooms are not normally riotous settings. They are not normally like playgrounds with their cacophony of sounds but are (under the circunstances) remarkably subdued and frequently silent places.
