ABSTRACT
For many years researchers and teachers themselves have tried to find the secrets of successful teaching. The difficulty is that, although there are certain factors which recur over and over again, there can be considerable variations in the local context in which expert teachers work. One skilled practitioner may reward good work from a pupil by praising it, another by displaying it on the wall, a third by giving a written commendation in a record book. Someone else might use a combination of these strategies, or devise yet another.
