ABSTRACT
Teachers and pupils set up a working relationship in which both parties know the rules, the codes of behaviour and boundaries. In most classes, boundaries are kept and teachers work smoothly with the class, apparently without great effort. Beneath that order there is a history of carefully nurtured practice by the teacher in establishing an appropriate atmosphere, usually in the first weeks of the new school year. Qualified teachers expect to be observed in the context of continuing professional development, appraisal, inspections and preparation for inspections. Good practice includes peer observation between colleagues in order to support pupils more effectively. Lessons are structured into different parts after careful consideration of the time dedicated to each to maximise learning opportunities. As with all relationships and activities, how a lesson begins is significant to its success or otherwise. Routines are important in ensuring a smooth transition between tasks in lessons and to provide a backdrop of familiarity to pupils.
