ABSTRACT
In this chapter I aim to consider some of the practices and principles which would need to be in place in a school so that classrooms may best operate as learning communities. The relationship between school issues and classroom issues will always be complex, so no simple prescriptions will be on offer. Some of the elements may be valued and valuable in any school, whether or not classrooms are being developed as communities, and by contrast their absence does not necessarily preclude a particular classroom developing as a learning community along the lines of the preceding five chapters.
