One of the main challenges for modern education is finding the way to support the development, creativity and ability to self-study of pupils. Following Paulo Freire thought, it is important as we need to help pupils to prepare themselves to exist in a constantly evolving reality. It is the school where pupils are taking over the social roles, initiating important interactions and building the picture of the world and their place in it. They also test which actions they should and which they should not execute. In summary, the way school organizes and implements educational processes has significant influence on forming the personality, skills, competences and awareness of younger generation. In such context, the fundamental is role of the teacher, who should openly allow pupils to actively and authentically participate in the process of their education. According to results of John Hattie’s research, the first step to make such concept real is to root the communication model which includes relation among teachers group as well as dialogue between teacher and pupil. The main rule, necessary for implementing such conception, is subjective treatment. The main objective of our paper is to present what is unique in school that supports the participation of pupils in their own education and what are the main factors making such operating model successful. The article covers the analysis of existing forms of teacher – students’ cooperation required to improve the educational processes. We will present the common examples of situations when teacher and pupil work together. The background for these considerations is the review of issue with taking into account pupils’ point of view, when deciding on how the learning process should be planned by school. The research has been conducted based on outcomes from school external evaluations in years 2014 -2015. The data have been obtained from 1700 surveys, 150 group interviews with pupils and teachers, and 100 lessons observations.