ABSTRACT
Classroom teaching has always been a job in which thoughtful teachers can never see the end of the work they could usefully do and therefore in which they have to prioritise some tasks at the expense of others. In recent years, there has been a considerable increase, in the UK and elsewhere, in the number of official external demands to which most teachers feel obliged to respond. In the present climate, it is hard to find the time to try out something as challenging as consulting pupils about teaching and learning – and it can be very challenging if it is new to teachers and to their school.
