ABSTRACT
This chapter describes how to custom build a classroom management plan (CMP) and support professional development through a series of activities which illustrate the links between theory, research and classroom practice. It focuses on the foundation for developing teachers plan: reflecting on their personal beliefs, strengths and personal concerns; their knowledge of their pupils and school; and the availability of interpersonal and organisational support. The chapter then focuses on the contents of the CMP, offering a sequential guide to establishing and maintaining teacher's authority in the classroom through a combination of routines and specific interpersonal behaviours designed to maximise pupil on-task time, as well as the manipulation of the classroom environment. It also concerns how, despite all of the preceding working successfully with the majority of teachers class, pupils with emotional and behavioural difficulties (EBD) require teachers to introduce additional support, including a combination of scaffolding and modelling through whole-class social problem-solving and individual behaviour plans.
