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9/1/1972 - The Open Classroom by Irving J Spitzberg

INSTITUTE OF CURRENT kORLD AFFAIRS IJS THE OPEN CLASSROOM THIS PAINTING IS TYPICAL OF THE CREATIVE WORK ENCOURAGED IN OPEN CLASSROOMS IT IS THE WORK OF A TWO YEAR OLD IN A VERY OPEN NURSERY SCHOOL HIS NAME IS EDWARD STORM SPITzBERG NOT FOR PUBLICATION WITHOUT WRITER S CONSENT INSTITUTE OF CURRENT WORLD AFFAIRS IJS THE OPEN CLASSROOM Canfield Gardens London NW6 England September Mr Richard Nolte Executive Director Institute Current World Affairs Fifth Avenue New York N Y 10017 USA Dear Mr Nolte Every summer hundreds American teachers invade Great Britain participate workshops about famous British primary school classrooms integrated Most these teachers Joseph Featherstone Charles Silberman Lillian Weber virtues physically relatively unstructured classroom organization which considered typical British primary schools All looking model primary school which solve problems primary education United States But never there single model class The label classroom diverse range classroom styles techniques Its diversity classroom single striking characteristic Each group teachers United States different picture classroom which depends particular school indeed particular classrooms which members group visited particular lecturers which exposed Although various propogandists classroom United States limit their observations statements about variety forms approach conventional wisdom about classrooms holds there exist detail implemented where This conventional wisdom quite mistaken All classrooms appropr iately teachers common general attitude toward educational process which summarised phrase child centered But detailed manifestations attitude actual classroom approaches staggeringly diverse During England I visited number primary school classrooms which purported arrangement integrated Open indicates physical arrangments which allow combination groups children relatively small groups various times which encourage relative freedom movement children teachers times This physical arrangment sometimes complemented teams teachers instead individual teacher responsibility consistently Integrated usually suggests arrange which leaves choice about particular activities experiences child throughout But integrated rarel completely situations cases I number scheduled activities blocs relatively The diversity among classrooms makes generalizations about difficult But I believe certain similarities emerge I briefly describe these class rooms particular questions These questions foreign educator hopes import lessons British classroom different social national contexts experienced teacher wants provide effective enjoyable learning experience students The first question about structure which lurks behind seemingly structured educational experience classroom organize informal learning situation which characteristic classroom The second question emphasizes importance assessmen assess learning which going informal classroom manner which provides relatively objective information about children involved without compromising openness classroom Finally question relationship between classroom arrangement particular children classroom appropriate learning environment children In order answer these various questions I shall briefly sketch classrooms I visited these questions experience Then I shall reconsider implications these questions lessons which I learned while observing classrooms ST NICHOLAS S INFANT SCHOOL LIVERPOOL One first schools which I visited infant school shadow famous Catholic cathedral Liverpool St Nicholas Infant School imaginative personable headmistress Sister Audrey The school draws ldren Irish ghetto Liverpool which industrial The unemployment neighborhood rumoured sixty The family background students typical urban Irish family England matriarchal little interest participation either parent educational children Sister Audrey account Sister Audrey exDlains visiti HMT oupiIs emaed St Nicholas School activities which teachers The building which St Nicholas classes conducted Victorian structure attached St Nicholas Church Although building quite indeed school removed premises years walls knocked floors extended learning spaces created I dismayed I entered school dinginess dirtiness exterior delapidation interior building I quickly struck brightness vivacity works which children members staff produced everywhere Also I smitten friendliness children Sister Audrey creates environment arrangement integrated There large periods children themselves select But there scheduled periods specialized activities child spends reading class members staff Also there daily assembly period The eighty pupils divided groups about twentyfive pupils arranged family groups Each family group contains children throughout range school And unlike schools family groupings St Nicholas actually families group Many biological families children school large unusual family children school throughout range And family groupings organized biological relationships At St Nicholas benefit older children teaching younger children which usual benefit family grouping actually emotional support younger siblings which older brothers sisters provide Sister Audrey members staff believe arrangement worked within overall classroom arrangement school It appears family structure helped provide sense discipline learning environment The classrooms St Nicholas whole range learning problems typical urban ghettoes modern Western cities Sister Audrey characterized pupils school being extremely which indicates expectation problems which stuff which fulfilling prophesies failure But there evidence support During previous teachers recognized difficulty which children having reading invited Sisters child guidance clinic visit school students These child psychologists found range IQs Indeed child IQ above clustered Although likely there cultural evidence indicate learning problems students So worthwhile school approach solving within classroom environment Sister Audrey staff attempt reading problems children through Initial Teaching Alphabet simplified alphabet which reduces numbers letters relates design actual sound letter particular The Initial Teaching Alphabet quite controv ersial England United States But Sister Audrey quite pleased And found class organization school interference teaching reading ithough believes child cannot usually Initial Teaching Alphabet during period Infant School So dependent teacher Junior School attached St Nicholas Church experience helping children Initial Teaching Alphabet usual characters But within constraints limits teachers Infant School relatively successful Sister Audrey current students already successfully shifted traditional spelling before students moved Junior School twenty students would successful transition traditional spelling The interesting lesson learned experience Initial Teaching Alphabet classroom there correlation between relatively learning environment experimentation approach teaching reading Readiness experiment consistent characteristic teachers I taught classrooms One exciting impressions I visit St Nicholas school though these children severe learning difficulties capable really creative crafts And impression unique classroom typical classrooms I visitied Children St Nicholas seemed spend creative results always impressive example students drawing beautiful picture Liverpool Cathedral using sorts bright colours create spectacular effect It obvious artis learning difficules still creative painting encouraged teachers capable This atmosphere encouragement created teachers helping children drawing writing encouraged children could master tasks before And child select particular mastered child actively consented assignment The formal planning activities St Nicholas Infant School exception reading seemed somewhat limited And clear school clinic continuing assessment procedures school rather Sister Audrey indicated there little formal going assessment children other informal consultation among teachers about their impressions particular children My overall impression St Nicholas spite formal accoutrements preparation which might expected difficult learning situation children classroom learning environment It clear whether classroom offered alternative their which usually quite disciplined whether simulated which offered great independence child leaving child devices The important point classroom situation teachers always available children child alone choice whenever wanted there always teacher support assistance The success particular school which teachers balanced child independence support important balance successful classroom THE MICHAEL FARADAY JUNIOR SCHOOLt SOUTHWARK LONDON The Michael Faraday Junior School completely junior school There classroom activities there great variation student participation classroom subjects reading maths there variation teachers The buildings school include Victorian building inner walls knocked number rooms opening large central rooms there three temporary buildings designed relatively manner The school itself which expanding enrollment premises years The teachers school organized teams which assume responsibility pupils The members teaching together organise curriculum informal In first years Junior School course loosely structured there emphasis subjects drama movement something physical education America In years school formal structure still quite limited there emphasis development language skills while other their Miss Duffi_ talks pupils music playing hamsters rabbits while visiting American helps clean cages mathematics somewhat devoted organized classroom activities small groups Some teachers specialize example teacher would specialize maths another language studies perhaps another specializing remedial subjects But these teachers switch their specialties The teams devise themes various periods often ended which provide focus parts curriculum When I visited school February upper school emphasizing concept classification encoura students indulge various sorts classification their activities These older pupils working theme classification weeks going continue theme another weeks The children lower school focusing texture there number displays which highlighted different textures various objects Miss Duffin headmistress junior school design operation school personal experiences teacher She importing ideas other schools In teaching experience which included dealing troubled teenage girls found informal classrooms provided learning environment She strongly believed teacher could teach pupil learn The Faraday Junior School according Miss Duffin committed great energy eloping reading skills pupils through program which emphasized helping children But Miss Duffin thinks school system general school particular forced pupils learn early Indeed hadher pupils longer would force early Junior school years She believes later other purposes could teach better would enjoy could teach reading efficiently later In Miss Duffin important aspect classroom learning environment opportunity pupil teacher develop several different personal relationships others She students teachers would never along others would great buddies together By having larger numbers students larger numbers teachers interacting classroom situation could learning companion Miss Duffin believe having organized structured materials classroom She former school where Deputy Head teachers organized structured tasks sequences And first Faraday School staff organized curriculum structured manner although classrooms But believes these attempts structure organization materials artificial provide nothing children which neglects needs individual child She believes informal arrangement which leaves choice activity child gives teachers opportunity tailor particular curriculum child specific needs Although Miss Duffin believe having organized structur curriculum within environment classrooms strongly teachers spend talking about intend particular child This communication among teachers natural because organization teachers teams But teachers Michael Faraday Junior School still devote great planning their teaching strategies child talking about particular educational problems faced specific children To assist assessment child staff Michael Faraday worked assessment sheets mathematics child These sheets detailed obviously result fairly sophisticated knowledge demands mathematical disciplines developmental psychology children group There scales recording mastery specific mathematical operations assessment points development behavioural characteristics which indicate understanding general concepts The staff developing diagnosis sheet verbal skills Miss Duffin believes formal assessment records codify information about which teacher already aware My conversations individual teachers indicated teachers clear about strengths weaknesses particular children But formal assessment program undoubtedly allow teacher clearly aware development child sensitive goals which encapsulated scales which child assessed Another aspect assessment worried Miss Duffin since Michael Faraday Junior School children comparability examination before moving Secondary school This examination place infamous eleven which label children success failures their lives eleven Although comparability achievement eleven still achievement intelligence parameters which govern placement children secondary school When children Michael Faraday comparability previous academic experienced great difficulty actually sitting because working together cooperating solution problems their learning environment The comparability child entirely which seemed unnatural child classroom The children wanted other because classroom Michael Faraday School child cannot solve problem another It clear Miss Duffin account experience children comparability sorts testing techniques eveloped which compromise cooperation which typical classroom This search especially pressing regard external assessment exercises which future educational assignments children Assessment techniques recognize differences engendered different sorts classroom organization The difficult problem faced Michael Faraday School views Miss Duffin other teachers assimilating pupils structured formal classroom backgrounds The Michael Faraday School process enlarging enrollment adjustment problem quite acute Most students attended Michael Faraday lived public housing which being built around unsuccessful their original schools The students successful their schools continued buses those schools Only those previously unsuccessful Michael Faraday But Miss Duffin students adjust after difficulty learning independence cooperation which characterize classrooms Michael Faraday If there difficulties classroom Miss Duffin teachers agree benefits outweigh burdens Miss Duffin suggested strongest points classroom arrangement which instituted flexibility which regard staffing With teachers unstructured learning environment could staff different And teachers could organize students different groups different problems different purposes This flexibility allowed teachers focus children problems which required remedial attention flyers needed extra stimulation It teachers opportunity spend service training courses developing curriculum ideas because people could would opportunity pursue individual project later My impression Michael Faraday Junior School quite dynamic place coping difficult educational problems The pupils seemed responding totally unstructured obviously learning environment However school inward looking which unusual school midst conscious innovation because dynamics innovation force those participating preoccupied their activity The problem preoccupation innovative institution people school unable share their ideas others unlikely ideas those outside their experimental community attributes perspective those inside But reservation about inward looking characteristics Michael Faraday School clear classroom practised there created educational environment which effective those which deserves further notice those interested classroom techniques PARKWOOD PRIMARY SCHOO L HACKNEY LONDON The Parkwood School physically schools which I visited It third modern building The building designed around inner auditorium surrounded number large rooms Whbh other auditorium The building seems extraordinarily flexible The student children approximately fifty immigrant The immigrant population mainly West Indian there sampling number other nationalities including Cypriot Italian Indian Pakistani The headmaster Park Mr J Brookes first taught secondary schools moved primary schools He always perceived himself being quite progressive In secondary school taught through called period Which integrated undifferentiated arrangement classroom primary school which previously taught The Parkwood School infants juniors which divided different wings building within division pupils grouped hetergeneously modified family groups And child infant school seems quite mature advanced moved directly junior school regardless calender Some infant classes which concentrated building junior participate number activities regular basis So there great integration There formal organization curriculum Parkwood Each teacher assigned certain number students Mr rookes pupils Parkwood School about their airplane flight while other pupils msical session teacher small stu_ents science experiment responsible total education group students Some teachers design themes projects month their classes together But there formal teaching planning although teacher responsible identifiable group pupils arrangement gives teachers students great flexibility One strong impression I during visit school pupils receiving great individual tuition teachers And I found policy school point child would individual personalized instruction number differ subject areas Also small group activities organized continuing regular basis This attention individuals small groups possible because organization allows child pursue interests projects while children following their projects teacher concentrate problems While I school teacher group student working science experiment design graph reproduce results experiment The other students class pursuing other activities drawing playing musical instruments The inter music school especially impressive I struck variety musical instruments available school number pupils spontaneously advantage opportunity Although there formal teaching specialization among teachers school there great consultation sharing among teachers And teacher works ohers manner emphasizes special talents example there teacher especially talented music taught other teachers guitar pointers others about music lessons could integrated other activities A number students language problems school every there entrants speak English whatsoever The school approach teaching learning English those speak another language uique among schools I teacher assigns older student younger student cannot speak language older brother sister helps pupil master rudiments English learning assignment older child The teacher undertakes formal instruction staff found English speaking child learns pupil tutor Mr Brookes results particular teaching exercise spectacular Within couple terms children quite communicate respectable level Each school adopts major project children The project during visit dealt aviation airplanes The children staff preparing flight BAC before academic A number activities leading event The children regularly following television radio broadcasts about airplanes preparing reports about flying experiences about enjoyed themselves This school project created focus attention sense identity those students staff school And seemed generate great excitement learning during visit school The results Parkwood classrooms difficult assess first because school years In entries secondary school results children comparability tests about London whole These results significant achievement particular London because language problems faced local immigrant communities Second difficult judgments about overall performance school because internal assessment procedures almost existent school Mr Brookes formal assessment report about pupils teachers The assessment strictly informal impressionistic This situation weakness which Mr Brookes himself recognizes My impression Parkwood School learning environment created effective educational program children diverse backgrounds would called educationally deprived would performing typical school London major United States The learning seemed exciting urban neighborhood suffering world cities itself testament class roons provided Mr Brookes colleagues EAST KENNETT SCHOOL WILTSHIRE East Kennett School proverbial country school tucked downs Southern England there teachers three fraction classrooms The building itself little arrangement where rooms opened other addition there another section divided cooking office Headmistress Mrs Audrey Tomlin teachers This building recently replaced nineteenth century school house Next little house which being converted Headmistress cottage Hrs Tom listens intently pupils remarks tradition In small Wiltshire schoolhouse behind Headmistress cottage surroun premae which seems Mrs Tomlin headmistress East Kennett Deputy Headmistress large comprehensive secondary school Swindon growing industrial East Kennett She wanted village school because context meaningful education could accomplished Although small school quite diverse divided classes infant children through seven junior children seven through eleven Also there great diversity socio economic background among children which ranges parents laborers parents members landed gentry Mrs Tomlin school classroom basis because believes organization tributes greater mental health children She believes children enough structured academic their peers traditional classrooms arrangement emphasis individual choice responsibility better overall development children character traditional formal structured curriculum She especially proud creative children plastic painting writing She freedom children contributed their creativity And I appeared quite imaginative The teachers East Kennett emphasized importance children acting independently themselves because would later An example attitude whenever child wanted sharpen pencil always himself without asking permission This youngest child And whenever child wanted himself It seems extraordinary characterize situation extraordinary compared trivial rules norms dependence traditional primary school classrooms matter worthy The diversity classes which necessity family groupings created great teachers preparing materials individual child Mrs Tomlin showed materials which prepared every child There separate stack pupil which indicated great thought planning But prepared material impose regimen child When child actually approached stack materials there always great choice subject matter dealt problems materials wanted So combination structure openness East Kennett quite impressive Although problem setting materials prepared teacher child created record This central learning record child growing visible testament child actually himself As system fulfillment assessment creation important learning In addition which child created himself Mrs Tomlin detailed records order monitor individual performance She these records crucial providing appropriate education individual child group children mixed ability background It clear Mrs Tomlin carefully planned education particular child Mrs Tomlin believes strongly village school small sizeandheterogeneoustudentbody thebestpossiblesetting education She ideal tionship between teacher student still possible village school And feels implementing ideal East Kennett Also Mrs Tomlin believes village provides perfect learning environment children She village important educational resource When I first arrived East Kennett children combined assembly Mrs Tomlin talking about May Day May Ist traditions practices May Day villages She related account May Day songs dances Maypole conception heritage tradition which important She compared May Day example keeping tradition other sorts occasions ceremonies which children volunteered Christmas birth She pupils important East Kennett children bring culture heritage which May Day represented again future years hoped organize Maypole various other celebrations whole village All through conversation children which involved enthusiasm particular occasion May Day general concepts tradition heritage Mrs Tomlin attempted enhance relationship between school village integrating parents school activities The I visited school invited number mothers fathers prepare class formal photo graph which friend going While parents there encouraged children admire their order encourage school environment All I small country school provided example classroom virtues which equals others I And Mrs Tomlin example suggests truly classroom students community which children WALWORTH COMPREHENSIVE SCHOOL SOUTHWARK LONDON The final example classroom learning situation which I would consider primary school classroom classrooms lower forms grades large comprehensive secondary school working class London Walworth School The lower forms school located building built about which typical London schools period three floors spacious The rooms opening halls relatively similar However there number smaller rooms which probably cloak rooms tucked various nooks crannies The lower school Mr Price imaginatively building modified All cloakrooms turned working areas students staff classrooms redone walls nocked large doors built between halls The imaginative reconstruction floor integrated English History Geography course called humanities course first second students school course which provides example integrated classroom secondary level The physical arrangements remind primary schools walls knocked classrooms which doors knocked between classrooms around enlarged central The itself carpeted Part enlarged library whole lower school The resource center integrated humanities course There booths private study individual students large sector individual viewing slides television viewing The classrooms openi large furnished tables chairs desks And various rooms quite flexible Also there couple traditional classrooms staff storage rooms The integrated humanities course exercise integration related subject disciplines opening large blocks classroom relatively unstructured learning experiences secondary level The course historical sequence focusing problems evolutionary development integrating technique Each keyed particular development When I visited topic under consideration historical Ice Age Each staff teachers drawn contributing disciplines prepares which raises questions about period under study The teaching sequence features lecture Mondays follow periods discussion subject lecture smalle groups thereafter Then progresses A PAGE FRO OF WORKSH ZE USID BY THE HU A TIS COU Si AT THT WALWORTH SCHOOL THEFROZENLANDS I number audio visual alternative individual study projects keyed subject Each student chooses projects Occasionally English taught apart subject under discussion However teachers participating program integrate English completely course There integrated humanities course Nor there systematic large chunks outside integrating materials Instead staff systematically prepares integrated materials using books audio visual other resources appropriate particular topic Here East Kennett School student encouraged notebook These notebooks themselves serve texts class Also sheets develope staff various books materials As these sheets completed added books individual students These workbooks quite impressive documents Even weaker students obviously pride preparation their workbooks During visit Walworth School there relately noise level study areas quite obvious student pursuing individual project participating cooperative exercise At there teachers dealing students working independently areas Also teacher working group students class rooms opening integrated another leading English class related problems Ice Age A teacher helping students integrated course having learning difficulties In workroom where teachers confer there board which states various criteria which evaluating performance children course And members staff trying develop information subject which relates behavioural performance children particular objectives It ironic impressive integrated course blend Bloomian behavioralist approach curriculum development Mr Price driving force behind integrated humanities course evaluated overall impact quite positively But reservation He other members staff having problems challenging stronger students They stronger students weaker students afraid giving enough challenge I supercharged student The problem challenging flyer unique classroom secondary level seems matter Walworth School which indication solution found This integrated studies course classroom experiments demands great staff develop materials They operate individual specialists teaching speciality instead cooperate preparing material And teach material which demands their participation challenging education experience This divorce speciality unusual primary schools still event secondary level The lesson which outside observer learn experiences Walworth School integrated humanities course older students profit classroom arrangement large blocks younger pupils infant junior schools And observation Walworth School appear subteens teenagers create iplinary problems freer learning environment primary pupils better behaved whatever means their disciplined peers traditional classrooms The Walworth integrated humanities course provides model secondary organization classroom the_integration disciplines interesting challenging format I should briefly Walworth course solve difficult problem integrated courses secondary level providing coherent understanding particular subject matter without losing insight unique approaches organizing knowledge which disciplines provide But seems relatively simple addition overall design Walworth course would provide sense various disciplines which present exercise integration devoted discipline consecutive sessions where distinctive approach disci pline subject discussion The methodological insights discipline could easily related understanding particular theme Critics integrated courses often bemoan prostitution disciplines which courses create The Walworth course could protect itself criticism improve educational value minor change The balance between coherence disciplinary insight needs slight alteration Walworth course which discussion methods history geography English could provide coherence because methodological analysis should clearly related CONCLUSIONS After brief variety classrooms England worthwhile return three questions which I introduced classroom because various schools provide beginnings answers The first quest essence structure ought attempt impose classroom One cannot clearly infer single answer experiences The variety different approaches structure within general context classroom ranged Miss Duffin structure whatsoever Michael Faraday Mrs Tomlin detailed though coercive choice extensive organization particular curriculum specific child East Kennett I I believe Mrs Tomlin approach superior Miss Duffin point The preparation materials organized particular child presented child manner which emphasizes range alternatives which leaves child decisions about mastery makes openness classroom fulfill important develop mental objective without sacrificing educational content And needs individual student carefully considered design alternatives offered This approach measure compromise theoretical freedom child classroom actual compromise limited dividend terms appropriateness material probable success mastery would improved greatly The second question about assessment classroom You recall Miss Duffin thought external examinations which primary school children British school system reality every modern school system every level subvert cooperative spirit classroom In estimate important modes assessment developed which different spirit procedure usual classroom shock difference destroy actual performance children The value assessment instrument informing teacher child about child learning number different scales All classroom teachers I spoke understood importance assessment going operation classroom because importance tailoring curriculum needs individual student But external exams rigid variety assessment techniques classrooms themselves diverse sometimes informal questionable objective diagnostic value In contrast assessment instruments developed Miss Duffin children school seemed quite useful unusually formal class become exercise especially Miss Duffin classrooms Also student books which Mrs Tomlin East Kennett Mr Price Walworth their classrooms seemed especially assessment media course effective learning experiences themselves perfect combination educational virtues My observations convinced crucial condition success classroom learning experience children availability sensitive assessment techniques which allow teacher pupil information available about pupil performance problems This information about pupil progress understandable teacher other professionals classrooms inspectors visiting Americans parents important children themselves The which assessment classroom still underdeveloped Assessment suffers reputation traditional classroom being grading exercise divorced experience which serves encourage destructive competition among students Whereas assessment classroom ought appropriate ideal educational environment improving learning experience individual pupil My third question whether children benefit classroom experience My observations adequate sample which clear suggestions about answer Both Miss Duffin Mr Price expressed hesitation about whether classroom provided adequate stimulation flyer I known children upper middle class family backgrounds obvious academic ability under achievers classroom environments transferred traditional though private state school performed their classes My impression classroom ought appropriate learning environment learner academically talented student But perhaps because nature people attracted classroom teaching greater attention being problems learner suprising though least possible worlds reverse discrimination expense enriching learning environment higher achiever But I offer suggested explanation quite cautiously observation correct I doubt there serious consequences particular trend Indeed benefits would outweigh negative impact Although there always major problems faced certain children adjusting independence which parcel classroom experience teachers taught environment think there single child cannot adjust given appropriate encouragement encouragement school encouragement My guess children supposedly cannot adjust those whose parents skeptical about classroom nning And these children upper middle class families which produce upper halves academic groups thereby adding impression classrooms cheat flyers Having classroom situation probably appropriate children through flexibility emphasis individual needs problems flyer under achiever I there differences learning styles appropriate different children within similar communities Therefore I consider crucial alternatives learning environments maintained No matter attractive classroom situation there always children parents comfortable structured learning environment Therefore traditional classroom ought available because likely learn better situation It crucial classroom children should alternatives forced adapt themselves single homogeneous learning environment should inform overall eduational system school system provide institutional choices those participate As I I strong supporter classroom The classroom terms provision pupils provision alternatives teachers different organize And Very diversity classroom approaches which falls under label Open classroom makes difficult attractive The important lesson which I think freign observer learn British experience represents attempt thoughtful innovative British teachers specially primary teachers infant headmasters mistresses learning problems which actually confront their pupils Each teacher developed himself subtly different classroom others It spirit taking concept adapting adopting particular learning problems given group children important spirit which illuminate attempt implement classroom other cultures For classroom appropriate other The importance innovation almost dictatorial power given British educational practice countries other social contexts important implementation tailored social economic cultural community characteristics children involved The openness classroom refle openness those design those implement continuing criticism their experiment reflect their willingness change Most problems achievements British education years blamed credited explosion classrooms throughout British primary education There supposed marked improvement3in creativity children coming English primary schools There supposed deterioration least improvement reading ability children British schools decade Both results ascribed classroom But I doubt either problems achievements causally connected classroom movement However achievements grown classroom environment important classrooms where there results practices implemented elsewhere And insofar classroom contributed educational problems perhaps reading plateau crucial might modified maintain benefits without creating educational burdens Since classrooms pupils observers necessary information about developed possible developing strong emperical evidence about nature effectiveness practices classroom maintain enhance openness effectiveness educational experience there Since educational research important practice education classroom I would teachers themselves would generate their research procedures undertake collection semination their results others share their insights Too little research ground presently occurs perhaps novelty flexibility classroom teachers allow collect pedagogical success Comments local authority advisers HMIS NFER research results TES L My general conclusion conclusions about present effectiveness future possibilities classroom quite tentative In spite child centered learning approach theoretical pedigree Rousseau through Dewey history lessons extensive experiences clearly offered We careful conclusions about classroom preordained ideological positions Commitment classroom matter moral values educational viability question facts Both regularly tested always issue Sincerely Irving J Spitzberg Jr Received New York September