Social Policy for Primary Schools

Abstract

interest teachers most, that is teaching and learning processes' and 'teacher pupil relationships'. third addresses the preoccupations of sociologists, it is the 'processes of social differentiation in primary schools'. Pollard goes on to establish the perspectives of both teachers and pupils in schools, and he documents the things that are most important to them. He employs notions of 'interests at hand, self image and identity' and shows how they operate on a daily classroom basis. He looks in detail at the processes of negotiation and adaptation, which teachers do in the face of the realities of classroom life. And so, demonstrates the ways that identity and personality determine a lot of teachers' style. Pollard also gives priority, to the now well established demand within qualitative sociology, of documenting the role pupils play in constructing the social reality of the classroom. They are taken account of, and viewed as active agents in their schooling approach brings into sharp focus, the fact that, The threat to the self image of both parties is inherently high in any classroom situation. Therefore in Pollard's view, 'teachers and children put considerable effort into developing ways of coping with it.' He also emphasises that, when the coping breaks down, considerble stress and anxiety result.