ABSTRACT
As the Elton Report points out, there is a danger that learning needs may be neglected if a pupil has been stereotyped as disruptive. Evans draws a pertinent distinction between 'insidious' and 'excessive' disruptive behaviour. Good models of teacher behaviour exhibiting commitment, concern and personal respect, set standards which reflect positive expectations of pupil behaviour and attainment. Working with groups rather than dealing only with the class as a whole, helps with the fourth rule of classroom management: 'get on with them'. The traditional view of remedial teaching as an activity for which a pupil is withdrawn from the mainstream for special tuition and coaching has been supplanted in recent years by the concept of 'support teaching'. Developing a sense of the school as a community which appreciates and values all its members is a matter of planning appropriate learning experiences as much as a statement of educational philosophy.
