The dynamics of an HSTP classroom differs in an essential way from that of a conventional one. This also reflects itself in the relation between the teacher and the taught. From a one way relationship with passive and obedient role by the student, it becomes a dynamic relationship more like that between a sportsman and the coach. The coach remains the reliable source of inspiration and guidance. But all the activity and initiative must come from the performer, the student. The relationship automatically becomes cooperative rather than tense. It is essential that the teacher does not feel threatened by questions. It is necessary that the teacher holds his or her own even in the face of questions that cannot be fully answered. Similarly the student must appreciate the small extent of tentativeness in all knowledge and stop expecting the kind of finality and infallibility expected of a teacher in the usual classroom.
There are several very desirable byproducts. For one, if the teacher wants cooperation and wants to share what he has to give, he must treat the students more equitably, more tactfully. The usual habit of beating and corporeal punishment would only be counter-productive. But usually the session is interesting enough and provides sufficient freedom to the student that it is not necessary to discipline the children in any violent manner. This is what some of the teachers have reported from their own experience.