High expectations on the part of the teacher, regular feeedback, praise for work and effective classroom discipline have been shown to be associated with students’ positive attitudes towards school and education. Most educationalists are aware of the importance of these factors. Research shows that many teachers are not lavish with praise. It seems clear that there is a need for action which will encourage and enable teachers to make more use of these strategies. High expectations, regular feedback, and praise for good work, have shown to be associated with students’ positive attitudes towards school.
Research has shown students like lessons where they can make things, and many prefer lessons where they have discusions, to lessons where they have to work on their own. Activities which promote students involved in their own learning, building upon their preferences for co-opearative and practical work and discussions help remotivate bored and disaffected students.
Teaching is a complex process that can be conceptualised in many different ways. One metaphore that acknowledges the intentional, problem solving aspects of teachers’ work is that teaching is a reflective thinking activity. Teaching involves skilful action that is adapted to its context. Teachers posses a body of specialised knowledge acquired through training and experience. They posses knowledge about: curriculum, teaching methods, subject matter, and child behaviour.