ABSTRACT
This chapter tries to identify different classroom strategies which contribute to effective learning in geographical educa tion. In a sense we attempt here to provide some guidance for those who want to be ‘good geography teachers’. However, the criteria by which we evaluate and assess ‘good teachers’ are far from clear. A successful pedagogue who fills children’s minds with the wrong sort of geographical knowledge may, in one sense be a good teacher. On the other hand, a teacher whose knowledge of geography is encyclopedic but cannot convey it to his or her students may be a good geographer but would fall at the first hurdle in the race towards satisfying some teacher evaluators. It is hardly surprising therefore, that some observers believe that ‘too much emphasis is given to teaching’ (Ball, 1972, 7) and that more ought to be placed on learning. In other words, ought we to be creating environments for learning rather than courses of content for teaching?
