The teacher’s function in the classroom can be a consistent but limited one – the one who knows and can therefore tell or instruct. Heathcote saw this function as too restricted and limiting. She believed that as long as teachers come to school to teach and students come to be taught, the creative energies of both are deflected and neglected. Paradoxically, if teachers could find a way not to use all their energies in merely instructing students, she felt that they would become free to operate creatively. The result would be that students would become less dependent on teachers and teachers would become free to exploit learning opportunities so that their knowledge and skills would be needed and welcomed.