ABSTRACT
In this chapter we begin by extending the discussion of what it means to have pupils who are ‘active participants’ in their learning, one of the six principles of small class teaching (SCT). We go on to emphasise, however, that the benefits of reduced class size encompass more than cognitive gains in that it also has the potential to foster positive attitudes to learning leading to increased levels of intrinsic motivation which, in turn, can create a sense of well-being. This requires a special kind of classroom environment; one where pupils take responsibility for their learning and behaviour, and where they are prepared to take risks and not be afraid to tell the teacher when they don’t understand what has been taught. We go on to argue that small classes, in particular, can provide the opportunity for teachers to develop the kind of relationship with pupils that foster feelings of school ‘connectedness’. We complete the chapter by looking at how schools can develop and sustain the teaching practices embodied in the six principles through the creation of learning circles and the role of the school principal and subject leaders in supporting teachers’ efforts to bring about changes in their classroom practice.
