ABSTRACT
This chapter describes possible causes of 'difficult' behavior. It considers the nature of positive relationships between practitioners and pupils. The chapter examines the effectiveness of 'systems' of behaviour management. It concerns ideas of how teachers' and Teaching Assistants' relationships with pupils can either promote or undermine their responses to expectations of their behaviour. According to the report to the House of Commons Education Committee, 'Good order is essential in a school if children are to be able to fulfil their learning potential'. Research has demonstrated that pupil-teacher relationships shape children's attitudes to school, and therefore, to attitudes and behavior. Schools commonly have behaviour management policies which include the giving of rewards, usually taking the form of merit points, sticker charts, stars and online icons. Frequently, these may accumulate so that 'star' pupils receive small rewards. Again, schools frequently use a range of sanctions to control pupils' behaviour, which typically may include loss of break times, detention, or missing 'golden time'.
