Teacher support is a much-used but little-defined concept. It is used by politicians, educationists and teachers themselves with little explanation of what teachers need support for, or the nature of the support required. This book draws from the real-life experiences and perceptions of primary and secondary school teachers, and documents their ideas on how they define their job, the difficulties they face and the support they need. It examines different approaches to supporting teachers, the use of support teachers and classroom assistants and self help projects, and provides an in-depth case study of a school that tried to implement some of these approaches. Drawing from the evidence contained in this book, the author recommends that teachers are supported by a classroom environment that fosters insight and understanding between pupils and teachers, and urges a culture change that recognizes teachers as a crucial influence on young people's lives. Key areas covered include the motivations and needs of teachers and pupils, the gaps between theory and practice in the professional role and performance of the teacher, the behaviour of pupils and their views on the classroom, supporting teachers, working with support staff, and the assertive discipline system, self-help groups and recommendations for improved practice. This accessible book is designed to be full of practical advice and wisdom, and will be an essential purchase for any teacher finding themselves feeling stranded in the classroom.