ABSTRACT
This chapter focuses on the key role of effective teachers in fostering social development, positive decision-making and connectedness in middle-years learners by incorporating Positive Behaviour Support (PBS) Tier 1 universal interventions into their teaching practice. The importance of appropriate acknowledgement and correction strategies is explored and the impact of energy levels on class cohesion examined. Children come to school from diverse social, cultural and family contexts and they bring with them the values expressed and the behaviours modelled at home. Contrasting value systems between students and teachers, if not recognised and— where possible— resolved, may affect the important and essential student–teacher relationship. Approaches that support positive behaviour generally include consideration of external or environmental forces alongside the internal motivators and learned behaviours that can influence a child’s conduct. Preventative strategies that support positive behaviours are inseparable from other teaching skills and are designed for long-term implementation.
