ABSTRACT
As described in the previous chapter, this book is based on a conceptual framework (Powell and Tod 2004) that links learning and behaviour, via the term ‘learning behaviour’. The use of this term is deliberate in that it seeks to promote the view that ‘promoting learning’ and ‘managing behaviour’ should not be seen as separate issues for teachers. This is important given that teachers as a profession normally regard the promotion of learning as their core aim. How ‘behaviour’ fits with that aim is of crucial importance, with some viewing the control of behaviour as a necessary prerequisite for school learning to occur, while others view the curriculum and classroom as a medium through which children and young people develop social skills and individual responsibility needed for life-long learning.
