ABSTRACT
Students whose behaviors annoy or disrupt classroom learning and teaching are one of the greatest concerns of both beginning and experienced classroom teachers. Pre-service teachers have also expressed concern at their ability to cope with classroom behavior of students when they graduate, and often feel far better prepared to teach curriculum content than support student engagement, a key to successful learning (Darling-Hammond and Bransford, 2007). Data suggest that one of the key reasons that beginning teachers leave the profession in their initial years is student behavior (Australian Education Union, 2008). This report showed that management of student behavior in classroom was the highest concern for beginning secondary teachers and the second highest for primary teachers.
