ABSTRACT
This chapter discusses a proactive approach to classroom behaviour management with respect to promoting pro-social behaviours in the primary school years and explores theoretical perspectives of contemporary classroom behaviour management that enable teachers to consider their roles in creating and sustaining a supportive learning environment. It applies the principles of effective classroom behaviour management to develop a classroom culture where the focus is on engaging and enjoying learning, being responsible and optimising opportunities and identifies the effective teaching and learning practices that empower students as resourceful learners to develop their self-regulated learning capabilities for school and beyond. The chapter draws on relevant perspectives in accordance with the humanistic, social cognitive and behaviourist theories to cultivate functional classrooms that provide learning opportunities for all students.
