If you feel that you have nothing to learn from a book like this, then you almost certainly are someone most in need of its ideas.

Roger Smith has compiled, in the familiar Framework Press format of photocopiable masters, a stimulating package which will be useful not just for those starting teaching but for any school which is considering how to improve what actually happens in the classroom.

I should like to think that all schools would want to be known as “learning schools”, in which everyone regularly reflects on her or his performance; but for those not convinced, the external stimulus of an actual or future Office for Standards in Education inspection which will comment on the range and effectiveness of teaching techniques might be the spur they need.

The pack starts logically with activities which will result in an action plan, identifying areas of concern under headings such as classroom organisation, teaching strategies and home-school links.

Discussion of case studies in groups helps to break down some of the natural reluctance of teachers to discuss their work. The issue of control is of course a central concern of teachers, and six different methods are discussed.

Teachers in training or those newly qualified will find the next chapter, on beginnings, very useful, with some good points on body language and the use of the voice. Succeeding chapters consider the use of rules and reward, monitoring the classroom and helping pupils to un-derstand. Throughout, there are realistic case studies, and an emphasis on discussing points raised with fellow teachers.

Experienced teachers recognise that even in the best planned and controlled lessons, crisis points may occur, and Roger Smith has identified the most common of these, with suggestions on how to deal with them. I found the chapters on questioning and on assertive teaching particularly interesting, especially as the latter contains a case study of a disruptive pupil which will be familiar to every secondary teacher.

Roger Smith draws on the ideas of Transactional Analysis, based on parentchild relationships to illuminate questioning techniques, and advocates the use of assertive scripts which can be modified to help deal with many classroom conflicts.

This is not of course the only technique which can be used, but it prompted me to think afresh. Indeed, the whole pack will have the same effect in any school.

Ian Wilson is head teacher of Wood-cote High School, Surrey.