ABSTRACT
This chapter addresses issues related to effective teaching practices, instructional processes, and classroom management strategies, and is grounded in ‘evidence-based practice’ (e.g. Rathvon 2008). This research has strongly suggested that teacher behaviours are proximal correlates of student outcomes. Specifically, effective teaching requires practice that is characterized by strong classroom management, clear and ‘balanced’ skills instruction, and which adapts the curriculum to students’ needs through differentiation and feedback in emotionally welcoming but busy classrooms (e.g. Deault and Savage submitted; Louden et al. 2005; Mashburn et al. 2008; Pressley et al. 1998). This chapter reviews recent empirical research identifying the essential characteristics of effective inclusive classrooms, with a particular focus on children’s behaviour. We highlight specific steps to reach this goal by examining roles and responsibilities of teachers, learners, and the overall school environment through a holistic contextualized approach to behaviour.
