ABSTRACT
There are, of course, clear advantages for effective teaching in proper and sufficient resourcing, and in the provision of an appropriate physical environment. There is also much to be said in favour of giving the teachers and the schools more time to plan, to think and to evaluate their professional provision. In many of the curriculum reports, the experience has been recognized by the teachers as releasing them from stereotypes of expectation of pupil responses and behaviour. The world of school has therefore become one which contains three countries – that of the learner, the teacher, and that place where, for a time, all have become both. Paul Light and Martin Glachan, in their studies of people learning in a variety of contexts, have begun to produce evidence of the powerful influence upon learning of the process of negotiation.
