ABSTRACT
This chapter examines evidence about the effect of quality classroom management on the learning and behaviour of students. We begin by identifying types of behaviours that challenge teachers and outlining the characteristics of teachers who create conditions for maximizing learning and minimizing unacceptable student behaviour. We build on international trends, in particular the changes brought about by adopting inclusive education philosophies, positive behaviour support, and examining student ‘response to intervention’ for challenging behaviours. These changes, notably those required to embrace the philosophy of inclusion, require teachers to accommodate a range of diverse student needs within the regular classroom and recommend best practices and interventions. We suggest that, despite the focus of interest on teacher characteristics and the associated effect of teaching quality in general, there is reason to focus on the principles of culturally responsive practice, particularly in the school and classroom environment.
