ABSTRACT
Most teachers have encountered students whose behaviour in class constitutes a problem. Such children are often thought to constitute problems as a consequence of their personalities, their early home experiences and their relationships outside school. That such factors do affect students' behaviour and motivations in school is not disputed, but what is often not given adequate consideration is the way in which aspects of life within schools and classrooms may contribute to the generation, exacerbation or maintenance of problem behaviour in classrooms.
