ABSTRACT
This chapter offers an example of how coaches and teachers need to be aware of, and account for, the influence of institutional and cultural context with the experience the author reflect on occurring in August 2019. It provided me a great learning experience that generated improved understanding of the challenges facing coaches and teachers when implementing Positive Pedagogy (PPed) and GBA, and the need to do it gradually. This included some minor behaviour problems that seemed to arise from the freedom given to them in contrast to the tight control they were normally under in highly structured lessons. On the first day, this was noted as something of concern to a couple of teachers but was not mentioned again after that as their understanding of PPed and the situation was developed from our daily group discussions.
