ABSTRACT
The notion of professionalism in Britain is a vexed one. In terms of teaching it seems to come down to meaning immense accountability with decreasing authority. Teachers do not control all aspects of the curriculum. The degree to which good teaching pre-empts inappropriate behaviour is raised when one considers the nature of classroom discipline. Glynn observes that good relationships with parents are called for by a whole-school approach. Teachers' representatives, like conservative ideologues, have focused upon increasing parental liability for their children's actions. Despite the fact that the psychological models represented include behavioural psychology, family therapy, systems theory and attribution theory, there is considerable consensus as to what sorts of strategies are called for. Action needs to be taken at three levels; the whole school, the classroom and in terms of handling individual pupils.
