ABSTRACT
Our division of ideas and practical issues into chapters about planning, methods, classroom management and assessment is a convenient and useful one but also requires the reader to be vigilant. It is convenient and useful in that it enables a clear focus upon a central core aspect of the teaching (and learning) processes to be sustained but it can also over-simplify at times the complex interrelationships between these elements. Nevertheless, it is important for any beginning teacher to be able both to see the multiple skeins of what ‘teaching’ means and to develop each skein individually as well as in connection with the rest. This is necessary in relation both to in-course assessment and in a teaching post afterwards.
