By Paul A.Singh Ghuman
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Additional resources for Asian Teachers in British Schools: A Study of Two Generations (Multilingual Matters)
There was a friendly atmosphere at school. I taught history from 1st form to 4th form and English to remedial classes. ) No, the only course I did was BEd in Pakistan. What emerged from the interviews is that the first-generation teachers who had good command of the English language and were from the urban background, predictably, did not have to face many difficulties in obtaining their first teaching post. However, teachers with 'language difficulties', who also tended to be from a rural background, met very many problems.
The differential response pattern of the two groups lends strong weight to the argument that the Punjabi trainee teachers, as compared with the British sample, believe in strict discipline, under-estimate children's abilities and prefer to adopt teaching methods which are based on the pupils' passivity. They do not wish to be involved in the affective life of the children, but expect a high degree of respect and obedience from the students. They are sceptical of children's abilities to think for themselves and to engage in purposeful activities.
I joined the local university to improve my qualification. To improve my spoken English I started to have elocution lessons. At that time I realised how poordifferentI suppose my English was. I was also advised by my head to live in an environment where English was spoken all the time, as I was living in an Indian household Page 18 when I started teaching in 1959. . There were only a handful of Asian teachers in the authority. I was completely at a loss. To tell you the truth I had no teaching experience and my 'practical' knowledge of science was abysmal, as we studied science mostly from books in my college.