ABSTRACT
If there is no place for pleasure in teaching, surely our learning has failed us altogether.
(Kenneth Eble, 1988)
In the preceding chapters I have maintained that the way to improve teaching is to study our students’ experiences of learning. In justifying this approach to improving the quality of higher education, I have been stating explicitly what good teachers know and do naturally. Lecturers who teach well think carefully about their students’ understanding of the subject matter and their students’ reactions to how it is taught, and they are able to apply this knowledge in the classroom through a variety of different strategies. They are willing to listen to and learn from their students.
