ABSTRACT
Over the past decade commentators and schools have recognised the value to teachers of using colleagues as ‘critical friends’ in helping them to arrive at solutions to classroom-based problems. Hanko (1990: 57) describes one approach, in which groups of teachers meet on a regular basis to discuss particular children whose behaviour in class is a cause for concern. The group is supported by a consultant, who acts as an ‘informed facilitator’. Through discussion, the group seeks to support teachers in making informed decisions about what to do next in handling their own classroom difficulties. The process also seeks a high degree of commitment from teachers to following through decisions that they take. Teachers are encouraged to perceive themselves as responsible decision-makers who are entitled to find their own professionally acceptable solutions to the problems they encounter.
