ABSTRACT
Inevitably a certain view has significant implications for how certain types of interactions are interpreted in the classroom by teachers, especially when they are unwelcome or of a disruptive nature. P. Salmon explores a range of factors that influence the sense children make of the world of school and teachers. Salmon refers to research which looks at the social and cultural backgrounds of teachers in relation to those of children. Pupils are in a similarly vulnerable position when it is claimed by teachers or parents that they are experiencing a difficulty in learning. This chapter looks at how personal construct psychology can enhance our understanding of classroom life. It encourages personal reflection and a willingness to acknowledge the validity of children's perceptions. Personal construct psychology, as well as looking at the personal worlds of children, is also teacher focused, and in relation to the curriculum stresses the meanings that teachers attach to what they teach.
