ABSTRACT
Relationship In the previous two chapters I discussed the activity of teaching very much from the teacher's own perspective. The point of view now shifts more to the teacher-pupil relationship and what pupils learn from experiencing different versions of that relationship. Underlying the chapter is the following consideration: if it is so important for teachers, and people in general, to be able to step back and reflect on what they are doing, with all I have suggested that that involves, ought we as teachers not treat our pupils so as to help them to do the same? What sorts of teaching styles does this imply, and which does it forbid?
