Download PDF by Tony Little: An Intelligent Person's Guide to Education

By Tony Little

Tony Little is The Headmaster of Eton. essentially the most innovative and imaginative
people in British schooling at the present time he has hitherto saved a low profile. This book
accompanies a 3 half tv sequence to be screened on BBC 2 yet differs from it
significantly.

There is a main issue within the British schooling procedure. 12 months on yr GCSE and a degree pupils
post greater examination effects, with extra scholars attaining most sensible grades. but business
leaders and employers bitch bitterly that our colleges are usually not generating humans healthy for
purpose. What we've develop into is a kingdom `Over schooled and lower than educated`.
Far from being locked in an ivory tower, a bastion of privilege, Mr Little has used his time
as a instructor and headmaster to become familiar with primary questions concerning
education. He desires to produce humans healthy to paintings within the glossy global. How do children
absorb details? what sort of humans does society desire? what's schooling for? Not
only is the writer one of many nice reforming headmasters of our time yet he has planted
Academies within the East finish of London, based a nation boarding tuition close to Windsor and
yet is a passionate recommend of unmarried intercourse schools.

This publication isn't really a textual content publication for faculties of schooling- it's a publication to enlighten the
teaching career and simply as a lot for frightened mom and dad. The ebook is just arranged
under issues corresponding to authority, expectancies, growth, self-confidence, intercourse, crises and
creativity.

Tony Little thinks it's time to ask a few primary questions, and to make brave
decisions approximately how we make our faculties and our schoolchildren healthy for goal.

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Extra info for An Intelligent Person's Guide to Education

Sample text

In addition, the speech was classified into different speech acts, following principles for content analysis devised by Thomas et al. (1982) in a system called Conversation Exchange Analysis (CEA). In this system, speech is segmented into separate acts, each of which can be seen to represent a single thought or idea. Acts can be further classified along three dimensions: activity, type and focus. The type dimension 36 Political speeches was used in this study to categorise the type of information conveyed in the speech by Arthur Scargill; the categories employed were based on CEA and on the work of Atkinson, Heritage and Greatbatch.

Thus, a further content analysis was carried out of the types of statement used by Arthur Scargill in his speech. 3. These results clearly showed the value of rhetorical devices in inviting applause. A large proportion of Arthur Scargill’s speech was made up of external attacks (58 per cent of the total number of speech acts): 86 per cent of rhetorically formatted external attacks received collective applause, in contrast to only 13 per cent of non-rhetorically formatted external attacks. All of the other types of speech act which received collective applause were applauded more when presented in rhetorical devices, with the exception only of replies to heckling (of which there were only three examples in the whole speech).

Emphasis naturally calls attention to passages to which the speaker attaches particular significance, but Atkinson argues that emphasis alone is rarely sufficient to ensure a response. Projectability is also important, because audience members must decide not only if they will applaud but when to applaud; if the speech is constructed in such a way as to indicate appropriate applause points, this assists the audience in co-ordinating their behaviour. According to Atkinson (1984a, p. 18), the use of rhetorical devices is in the 30 Political speeches interest of the audience, because it helps them applaud together rather than risk exposure to public ridicule and humiliation by applauding in isolation.

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