ABSTRACT
This chapter focuses on the four 'heads' of the teacher by emphasising that although, the teacher of process drama is not expected to be a trained and skilled actor, whatsoever. The teacher is challenged to create the binding circumstances which transfer and hold the students in the micro-world of the drama at a level of attraction which holds their interest. If the attraction holds then the possibility arises for moving them through increasingly deeper levels of attention, interest, involvement, investment, commitment, concern and productive obsession in order to progressively augment and widen the range of interaction and so promote reflection about the human experience. Teachers who are coming to role work for the first time very often express that sense of being trapped in a particular role and not really knowing what to do about it. In process drama the teacher in role progresses from an initial acting position into 'framing' the pupil participants.
