ABSTRACT
Teachers in primary and secondary schools place great importance on students’ ability to control their own behaviour and to work cooperatively with others (Larrivee 2009). Many teachers report that one of their main concerns in the regular classroom is the child who disrupts lessons, seeks too much attention from teacher or peers, and who fails to cooperate when attempts are made to provide extra help (Levin and Nolan 2010). The teachers feel that although they know what the child needs in terms of basic instruction and support, it proves impossible to deliver appropriate teaching because the child is unreceptive. Turnbull et al. (2010) suggest that some 9 per cent of school-age students present with intense behaviour problems, while another 15 per cent are at risk for developing such problems unless taught effective ways of self-control. In recent official reports, it has been highlighted that, ‘The quality of learning, teaching and behaviour in school are inseparable issues, and the responsibility of all staff’ (Steer 2009: 3).
