Teachers, who does not relate each other, do not create a professional development context. At this way, it is more difficult that they emerge knowledge because they do not share their ideas and they do not know other point of views. Also this can harm the development of his students.   

They work by their own and they only meet in the teacher’s room. In the department, in some cases, they only get in touch in the meetings and in other cases they get on well and they cooperate together but just with those people that are in the same department. So as they don’t interact each other, knowledge is not arised. Is unlikely that the organization of the school work in a proper way if teachers are not involved with the faculty.


In primary education, children has as a model the teacher and they always follow their steps. So if primary teacher´s relationship are not good it will influence in a bad way on students´development. On the other hand, secondary teachers use to have a relationship between their mates of the department. So if they have a conflict in their own department it will not  influence children because it does not affect the subject.


In the article about organisations that learn, there is a section in which they criticise the actual model of education, saying that they don’t change because they aren’t opened to criticism because they focus too much on the determinism, that is, the structural conditions like norms and values, and forget about the natural randomness and changes of the school.


It also talks about the conditions that a school must have in order to improve education and be more efficient, for example, the increasing of professionalism,  the intellectual increasing of the members of the organization, the participation and compromise of the members in all the actions. All this conditions will be the trigger to end up with all of this determined system and balance it with more changes and randomness.


We also have seen a relation between the text that talk about connection beyond the classroom because in this case, teachers always do a normal class in the classroom and it can affect in a negative way students because they become demotivated. Related with Maria Teresa’s article we can deduce that if teachers take their students to the playground or other place in order to do their class, maybe students would be more interested in learning and they would obtain higher marks.


In school that learn, teachers are aware of learning processes and that every problem is an opportunity to learn something new, that’s other relation, between learning and school that learn. Another one is connection between peers and school that learn, because they interact each other and have experiences, and these experiences allow the school, as an organization, continues with those that lead to a good environment and learn how to solve or improve experiences that bring troubles.  


To conclude, we think that teachers should progress their teaching and not always obey the law because at this way students will be more motivated and they will improve their learning.