Abstract
I started teaching in 1985, in a boys’ comprehensive school in East London. With a class of 14- and 15-year-olds, I decided to read John Steinbeck’s (1948) The Pearl. The experience was, as far as I can recollect it, an unmitigated disaster, for a multitude of reasons. I found it painfully difficult to establish myself as a teacher in this environment. This was, I’m sure, because the “normal” challenges of classroom management that confront most new teachers were intensified by the fractured and fractious nature of the class.
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Yandell, J. (2016). The Impact of Policy on Teacher Education and Literacy Education in England. In: Kosnik, C., White, S., Beck, C., Marshall, B., Goodwin, A.L., Murray, J. (eds) Building Bridges. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-491-6_3
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