Traditionally, principals have used walk-throughs to determine whether teachers are implementing strategies that the principal believes define good teaching. In this model, the principal is the expert, and the teacher is the learner. Connie M. Moss and Susan M. Brookhart believe that this approach can cause the principal to disregard the classroom context and focus on actions that may or may not improve student learning. Instead, they suggest that principals conduct "formative walk-throughs" in which they attempt to see lessons from the students' perspective. Principals who ask themselves what a student will take away from a lesson develop a better understanding of effective teaching and learning. When principals see themselves as learners and walk-throughs as an opportunity for learning, they create an environment of trust in which professional conversations are more beneficial for everyone in the school.