ABSTRACT
Many teachers, who, with very good intentions, try to ‘help’ pupils who experience learning and behaviour problems, inadvertently run the risk of creating new barriers to learning. In Chapter 8, Jones, Bill and Quah suggest that this is due to the fact that when people encounter someone who is in difficulty, the natural inclination is to do things for them, rather than helping them to confront problems for themselves. With similar sentiment teachers can easily take over the task of learning for their pupils, rather than helping them to develop their own learning and problem-solving skills.
