highlights the need to help children appear in front of their peers. ‘cool’ behaviour might be his way of trying to ensure this. It must be Castleton’s exhausting for Castleton to present himself as feeling happy and being funny with all the other challenging emotions he is experiencing and his difficult circumstances at home. Castleton also expresses his need to have fun in school and for his class teacher to entertain him. He prefers his other class teacher (Mr G) with whom he can have a joke with. He describes a more positive relationship with Mrs K whom he finds funny and whom he believes finds him funny in return. Castleton expresses his desire to have a nicer teacher to replace Mr S. Stone (1990) examines opinions on what makes a good children’s teacher. Such factors include interesting lessons, always have things ‘give for the children to do... ask the children what they think... deal with bad behaviour quietly (do not p. 15. It appears that Mrs K is a fun, happy shout)’ adult and Castleton appears to rely on her to improve his school experience Ant and school experience and relationship with Castleton’s key adults post intervention Acceptance Following the intervention both experiences appear to present a boys’ feeling of acceptance and being more settled within their school environment. Also both boys seem more able to reflect on what they feel they need. For Ant, it appears he now has an awareness of what he needs to do in order to improve his learning. He has better relationships with the adults that support him within school describing them as and ‘funny’ ‘helping him’. Interestingly though, it is not clear whether Ant feels he has the control in order to apply himself to his learning and improve. account still Ant’s reflects a sense of powerlessness. I shall discuss this in greater detail under the Master theme 2 (self reflection/awareness).
highlights the need to help children appear ‘cool’ in front of their peers. Castleton’s behaviour might be his way of trying to ensure this. It must be exhausting for Castleton to present himself as feeling happy and being funny with all the other challenging emotions he is experiencing and his difficult circumstances at home. Castleton also expresses his need to have fun in school and for his class teacher to entertain him. He prefers his other class teacher (Mr G) with whom he can have a joke with. He describes a more positive relationship with Mrs K whom he finds funny and whom he believes finds him funny in return. Castleton expresses his desire to have a nicer teacher to replace Mr S. Stone (1990) examines children’s opinions on what makes a good teacher. Such factors include ‘give interesting lessons, always have things for the children to do... ask the children what they think... deal with bad behaviour quietly (do not shout)’ p. 15. It appears that Mrs K is a fun, happy adult and Castleton appears to rely on her to improve his school experience Ant and Castleton’s school experience and relationship with key adults post intervention Acceptance Following the intervention both boys’ experiences appear to present a feeling of acceptance and being more settled within their school environment. Also both boys seem more able to reflect on what they feel they need. For Ant, it appears he now has an awareness of what he needs to do in order to improve his learning. He has better relationships with the adults that support him within school describing them as ‘funny’ and ‘helping him’. Interestingly though, it is not clear whether Ant feels he has the control in order to apply himself to his learning and improve. Ant’s account still reflects a sense of powerlessness. I shall discuss this in greater detail under the Master theme 2 (self reflection/awareness).