ABSTRACT
In Part I of this book the suggestions made to teachers about their management of pupils focused on those strategies which would either prevent, or significantly reduce, incidents of disruptive behaviour in their classrooms. Teachers, however, know well that in their best prepared and well presented lessons, in which they deploy the strategies outlined in the opening chapters, they are likely to encounter some disruptive pupils whose unacceptable behaviour is too frequent and persistent. Some of these disruptive pupils may have the problems of adjustment as these are described in Chapter 5, but this is not true of all of them. Their teachers sooner or later find themselves wondering why such pupils behave as they do, and why it is that they seem to find disruptive behaviour more rewarding than co-operative behaviour and what may be done to make their customary management strategies effective. It is in these circumstances that a teacher may make up her mind to have ‘a quiet talk’ with a pupil whose disruptive behaviour frequently upsets her classroom.
