ABSTRACT
To summarise Chapters 1 to 7, without effective behaviour management a positive and productive classroom environment is impossible to achieve. As discussed in Chapter 1, identifying the most effective techniques for producing behaviour change and preventing the development of classroom
discipline problems is a moderately stressful part of many teachers’ professional lives (Fields, 1986; Hart et al., 1995; Johnson, Oswald and Adey, 1993; Lewis, 2001; Oswald et al., 1997). Some report it as a serious
concern for teachers, administrators and the public (Hardman and Smith, 2003; Macciomei, 1999), and a major reason for job dissatisfaction (Liu and Meyer, 2005).
