Volume 27, Issue 1 (1998)
School Discipline in the United Kingdom: Promoting Classroom Behaviour Which Encourages Effective Teaching and Learning
The problem of disruptive behaviour in schools may have been around for sometime, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff. In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described. Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils;teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.
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