ABSTRACT
Effective classroom management is concerned with both maximising pupil engagement with learning and developing appropriate social relationships. This chapter provides a framework for us to begin developing a personalised classroom management plan. It presents a practical, evidence-based approach highlighting the multilevel nature of behaviour management and emphasises preventative rather than reactive strategies. Schools are required to produce a behaviour policy to support staff in managing behaviour. The chapter aims to keep in mind that effective classroom behaviour management is strongly influenced by whole-school attitudes and practices, as well as our interpersonal skills and classroom organisation. All lessons have similar patterns: for example, getting the attention of the class, conveying Information, managing feedback, managing transitions, monitoring and responding to unwanted behaviour, and so on. Although rules provide the framework for the conduct of lessons, they are few in number, but frame many routines to link expectations to action.
