ABSTRACT
What we learned in the last chapter about teachers and change will have reminded us that schools and classrooms are communities where, of course, students respond to teaching, but where also teachers respond to students. Teachers have ways of evaluating their students’ progress which are informal and formative, and more ways of assessing the efficacy of their teaching than only in terms of their students’ achievement. Students shape teaching as they are shaped by it. Changes affect teachers and students together, and sometimes challenge established relationships between them. The challenges may be constructive or destructive, depending to some extent on how pupils respond. Our picture of change in action will not be complete without a look at students’ place in change and their views when they encounter innovation.
