This part concerns the creation of classroom environments to support high-quality teaching and learning.
We begin by considering the circumstances which impinge on families and schools (Chapter 5) – and we note the ways in which people contribute to and challenge such circumstances through their actions.
We then move to the heart of classroom life with a focus on teacher–pupil relationships and classroom climate (Chapter 6). Because ‘good relationships’ are so enabling, this is an extremely important chapter.
Chapter 7 builds further and illustrates how positive cycles of behaviour can be created through firmness, fairness and engaging pupils in the curriculum.
Finally, we consider a range of learning spaces (Chapter 8) in school and beyond and we consider affordances they offer for formal and informal learning. As well as the basic dimensions of classroom organisation, this chapter also addresses the use of technology, pupil organisation and team-working with teacher assistants.
