ABSTRACT
Many new and probationary teachers show an unfortunate and almost total lack of awareness of the extent or function of non-verbal pupil behaviours, as we discuss in Chapter 10. In fairness, the signals which predict imminent trouble are subtle and can easily be lost in the mass of non-verbal activity. It is also easy to assume that all deviant behaviour patterns are equal in their challenge to authority. This is not the case. Experienced teachers often ‘let things go’ and ignore certain potentially disorderly behaviours. They can categorise behaviours in terms of their risk to authority and assess the nature of the challenge being offered-an indispensable skill. They will accept those which offer a low risk. One difficulty in acquiring this skill is that behaviours which indicate potential or actual disruption also occur in other contexts. As a new teacher you may therefore find it difficult to be sure what you are looking at. With the overwhelming mass of events in the classroom, how can you pick out which to react to?
