This article considers what the learning and skills system would look like if, in line with the rhetoric of ministers, teaching and learning really were made the first priority of policy. The author draws out some of the implications for teachers and managers, and reflects on how the relationship between tutors and learners can be enhanced. He discusses how educators can create and maintain virtuous spirals in their relationships with learners. He urges colleagues to drop the current preoccupation with a nonscientific movement, which goes by the acronym of VAKT--the unwarranted belief that learners can be divided by their learning preferences into four groups: (1) visual; (2) auditory; (3) kinaesthetic; or (4) tactile learners. Then he considers the potential for improving learning by concentrating on feedback. Next, he examines briefly what models tutors tend to have of students' minds. Finally, the author briefly introduces a more effective and collegial way of improving practice than attempting to spread "good practice". (Contains a list of 9 books for further reading.)