Sanctions

I

Detentions. Unsatisfactory effort in the classroom may result in a subject area detention. If the detention is longer than 15 minutes subject teachers are asked to give a warning to parents.

Daily Reports. Where unsatisfactory effort continues, pupils may be placed on daily report. This enables the tutor and (or) Head of year to closely monitor the child’s performance throughout the day.

Exclusions. Other sorts of anti-social behaviour may be first checked and verbal agreements reached. If the particular incident occurs after warnings have been given, then exclusion from school may be necessary pending family consultation.

Suspensions. Suspensions are used in cases of severe misconduct and the family takes over responsibility for the welfare of the pupil until a reasonable attitude to school is worked out and agreed.

(From “Staff Guide of the Kingsland School”)

II

Special education is provided for children who are deaf, partially hearing, partially sighted, physically handicapped, educationally subnormal, epileptic, autistic or suffering from speech defects. The educationally subnormal are the largest category in this group. Some handicapped children attend ordinary schools. Others attend maintained special schools. Special education is intended to enable handicapped children to overcome their difficulties in order that they may, as far as possible, take their place in society. These schools have a more generous staffing ratio and provide physiotherapy, speech therapy and other medical treatment as well as special teaching facilities.

Ex. 9. Read and reproduce the following situational dialogues on school

life:

A) between two teachers

A. - What were you discussing with the second master when I came in?

B. - My teaching load.

A. - Have the teaching loads been made up yet?

B. - Yes, they have. I’ve got 20 periods a week.

A. - That’s a good load, isn’t it?

B. - Yes, it is. And the time-table is already ready.

A. - Have you got any gaps?

B. - One gap only.

A. - That’s quite tolerable. By the way, could you spare a few minutes to

look through this method aid that I have composed?

B. - Did you compose it in summer?

A. - You are right. I did it while attending lectures at the Teachers’

Updating Institute in summer.

B. - Then it must be interesting.

B) between a teacher and a parent

P. - You wanted to see me about my son, didn’t you?

T. - Yes. Will you please sit down? I’m sorry to have troubled you, but I wanted to have a little talk with you about Peter. In general he is a good boy, but he is inattentive in class and doesn’t listen to what the teachers say.

P. - It’s the same thing at home. He is restless and can’t concentrate on

his work for more than 20 minutes.

T. - I’d suggest that you let Peter have a rest after dinner, and then one or even two hours out-of-doors. He will be more fit for work after that. And perhaps you might help him a little with his homework for some weeks, until he is able to do it himself. Of course, we’ll help him as much as possible here at school.

P. - Oh, thank you very much. We’ll do that. I don’t want my son to be

so much trouble to you. I’ll come again in a week to find out whether he is improving.