Abstract
sity. Those who were teaching beginning classes were enthusiastic and thriving on the experience. On the other hand, the poor unfortunates in intermediate classes were at a loss as they tried to work with students coming from different schools, different teachers, and different backgrounds. A lock-step approach was obviously not the answer; ways had to be found to meet the problems, needs and interests of all the students, regardless of their reasons for taking the course. The first remark that all our student teachers uttered was, These kids don't know anything; they forgot all they learned last year. Others, less secure, were quick to blame the first-year teacher for the incompetence of their students. What made the situation worse was the fact
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