ABSTRACT
This chapter considers the interaction of teacher and taught in the classroom. All of which will help combat any tendency towards simple-recipe-seeking, as well as directing towards a coherent set of manageable insights, around which more specific issues can be considered. Effective psychological understanding not only illuminates the processes by which we might seek to influence pupils, but also provides the terms in which to might formulate aims and gives an idea of which aims are realistic in a particular setting. The chapter explores some relevant insights confirmed across a number of psychological approaches, to show their links with what is implicit in practical innovations and approaches. It suggests some implications for value aspects of subject teaching. As proponents of meaningful learning and teaching have long advocated, that to maximize the chances of really getting through to pupils events and issues with which they are familiar and which interest them.
