ABSTRACT
INTRODUCTION Effective classroom management is concerned with maximising pupil engagement with learning – hence, behaviour management, teaching and learning should be viewed as interdependent. The present unit focuses on how to produce a personalised classroom management plan (CMP), taking account of the multilevel nature of behaviour management (see Figure 3.4.1) and emphasising preventative rather than reactive strategies. Although the target of behavour management is to develop pupils’ self-control, this will take more time with some classes and/or individual pupils than others. To address this, the focus shifts from initially establishing authority through teacher control to pupils taking greater responsibility for regulating their own behaviour. As with academic development, pupils of the same age differ in their social development – whereas some will arrive highly motivated to engage with learning, others will need more encouragement.
