ABSTRACT
In Chapter 1, it was suggested that the concept of metacognition (‘thinking about thinking’) could be applied to professional development and behaviour management. If we accept that metacognition enables individuals to develop a conscious awareness of their modes of thought through a reflective process of higher-order thinking and attending to mental activity (for example self-questioning, making connections, taking appropriate action, self-monitoring and regulating thoughts) then the same metacognitive strategies can enable us to ‘think about how we think’ in our roles as managers of behaviour in the classroom. This is a central tenet of the WBBM model.
