ABSTRACT
From the authors' discussion so far, the process of negotiation emerges as a key factor in communicating their understanding of the world. Much of the educational literature focuses on children rather than teachers and their aim is to tilt the scales a little in the other direction, towards teachers. In time perhaps their views will influence the 'personal theories' that others hold within educational circles. This chapter offers some alternative perspectives on the classroom behaviour of teachers and in so doing, draw on those areas of psychology which can provide teachers with the means to evaluate their own behaviour and motives in the classroom, rather than those of children. Teachers have personal needs, desires, and established ways of behaving which determine how we relate to colleagues. The game has implications for both parties: more obviously for the teacher denying responsibility, but also for the colleague or pupil who may, in the light of what happens, actually begin to feel responsible.
