p

31

34) (32 39( (38

.
.


.

)(

.

, .


.

As far as weaknesses or deficiencies are

concerned, many teachers are prepared to spare no
efforts in their attempts to remedy these in the
interests
of curriculum
their learners.
They do this
reading,
When
development
is by
carried
out
on a group basis it can provide a means of
continuing teacher education. Few teachers would
assert
theyever
finish
their
all that
that when
they will
need
to training
know of they
that
what they are offering to their learners this year will
necessarily be appropriate next year or the
followingHaving
year.
Participation
in of curriculum
carried
out an analysis
himself as
one of the main elements in the total situation and
having to take an active and
fully professional
part in
curriculum
planning,
the teacher
Quite
naturally
the learners
will bethen
the needs
major
factor with which teachers will be concerned and so
likely to be considered first All teachers know that
learners differ, that The
some
differ greatly and that no
Environment
The environment in which a school is situated
and from which it draws its learners provides
another range of factors which the teacher must

: Finally, the school climate, the sum total of the

values and attitudes held by those in the school,

)(42-43

THE SCHOOL CLIMATE

44

A school climate usually develops slowly, but

. may be changed considerably by the appointment
of a new head teacher or a large number of new
.
teachers. It is rare for a staff to analyze the climate

. )
( .
.

There are
many more opportunities for
the in-service education of teachers, both shortterm and long-term. The newly developing
teachers' centers are offering in-service education

47

.
.

Although the task of teaching is becoming a

far more difficult and complex one, there are many
more aids to help the teacher. In the first place he
now has a longer training which ought to mean that

48

50

Curriculum objectives

" : The question What should I be trying to get
) ( . my learners to achieve?' appears on the surface to
. be a perfectly straightforward one. Yet it frequently

51

... what their objectives for their learners

are, to answer in terms of content and basic skills,
.
giving their answer in such a way as to indicate
that they had not really thought deeply about what

.
.
)( :

These are the objectives expressed in behavioral

terms of this particular short course in simple
cookery and it is possible to assess whether the
learners have achieved them. This course might be

51

thought about objectives and who know what

they hoping to achieve. In some cases, they might
be rather vague ideas, somewhere in the back of
the teachers mind, never really expressed in

51
p

54

Argument for and against the use of

behavioral objectives
Those who argue against the use of behavioral
) ) objectives usually do so on four main grounds,

55

.. .
:
.

.. reject that which is important and trivial. Much

that is trivial and unimportant can be taught under
the umbrella of a fine-sounding aim: to develop an
appreciation of good literature, to help learners to

55

,

. .

Critics of the use of behavioral objectives argue

that by slating objectives in advance teachers are
not
able to take advantage of opportunities
which occur unexpectedly in the classroom. This