To check that we are acting in ways which are regarded as being ‘fair’


To check that we are acting in ways which are regarded as being ‘fair’.

Evidence and reflection

Again, the only really valid source of information on this is from the pupils themselves. Whilst it is possible to discuss the issue openly with them or to approach it through story or drama, it is probably less contentious and as satisfactory to watch and note their responses to teacher actions. This should be a continuous process for teachers who are sensitive to the way their children feel about school, but it is worthwhile to focus on the issue from time to time. Both verbal and non-verbal behaviour could be noted and interpreted – the groans and the expressions of pleasure, the grimaces and the smiles. From such information, and from the awareness to be gained from such an activity, it should be possible to analyse classroom actions in terms of the classification which is discussed below.

One obvious point to note here is that not all the children will feel the same about teacher actions. Patterns in such responses may be significant.


The feedback which this activity should produce could contribute to the smooth running of the classroom and to the maintenance of the working consensus. If rules and understandings which were previously established are being broken by a new teacher, then the children may become resentful if change is not explained. If classroom routines are not being maintained and enforced by the teacher, then the pupils may well consider the teacher to be ‘soft’ and may try some ‘playing-up’ at his or her expense.