ABSTRACT
In the first chapter we saw how a teacher could look at the basic reasons that would form the basis of effective teaching and personal development. In this chapter we wish to take this idea further by considering whether there are any useful parallels between the way schools and children function. Similarly we will be reflecting on some of the similarities between adults and children, with help from concepts from Transactional Analysis (Berne, 1964). We will be looking at ways of unlocking teachers' abilities to foster organisational growth and development. Thus we will be attempting to take a systemic look at the circularity of change in schools by exploring the triangle of pupils, teachers and organisation.
