ABSTRACT
Human learning copes with the complexity inherent in the eternal parade of abstractions in linguistic attire by a process of reduction and concentration. Concentration in two senses: in the sense of active attention and in the sense of distillation. One of the main consequences of the divorce between theory and practice is that neophyte teachers have little option but to turn to experienced practitioners for models of the practical skills of teaching. The interesting thing is that, when compared with comments and evaluations from peers, supervisors and cooperating teachers, and student teachers' self-assessments, the pupils' evaluations show a fair amount of agreement. This chapter shows 'lesson from life' which takes up the points about supervision being a form of teaching. This extract is taken from a supervisory interview following a student teacher's practising of reinforcement with a small group of pupils.
