Dear Gert-Jan,
I sympathize with your conclusion (24/4 16:47 +0200):
'Children who do not show the copy-behaviour we expect can be either
"dropping a level" or being in a quality-event. Because of this uncertainty
most teachers try to keep their students in track. And that is not the
quality track.'
I have a small objection however to 'that is not the quality track': it IS a
STATIC quality track, which IS needed too. Imagine a class full of children
'being in a quality-event'... I have been a scondary school teacher of
economics for a couple of months ... only for a couple of months ... ,
because it did cost me too much energy to constantly direct students out of
the static quality track (which they were addicted to after ~10 years
school).
Maybe the problem is a kind of pre/trans-problem? Avoiding pre-rational
'techniques' we also suppress the trans-rational ones?!
With friendly greetings,
Wim
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