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Class Teacher Keeping: Eleanor had visited her class on three occasions during the Summer term. She had met her teacher, NNEB nursery nurse, other members of her class and had explored her classroom. The teacher had noted that Eleanor played alongside other children, that she had a good concentration span, enjoyed stories and had a good singing voice. Preschool records were with the parents and to be handed over at the beginning of the Autumn term. Eleanor and her parents had a meeting with the teacher in the week before she started school. During this meeting Eleanor was able to confidently talk about the pictures she had drawn and the picture sequencing she had done.
In general it was a relaxed interaction, with anxieties readily relieved and mutual encouragement offered.
Apart from the class teacher keeping the book-marks, an effort was made for pupils to record their own reading. A classroom chart was prepared, as a record of recommendations rather than as a competitive display. Pupils placed beside their name a school, at which secondary school heads were drumming up first-choice support for next year's intake.
In addition, a pair of earphones could transmit spoken instructions from the computer "teacher" or from tape recordings—a particularly useful system in language teaching. With these essential components, the student could question and respond, with the computer acting as a substitute teacher. Paradoxically, these impersonal tools can permit more individualized learning than is possible in the usual classroom, where a teacher must keep an entire class moving along at a fixed pace.
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