ABSTRACT
A very different view of the human mind, that it is active in reaching out and constructing meaning, is reflected in frames of reference most commonly associated with constructivist and socio-cultural views of learning. Other approaches have drawn in some ways from strict behaviourist models and moved towards alternative ways of understanding learning that take greater account of how individuals construct reality for themselves. One very well-known framework for classroom management that has been based on behavioural principles is that of 'Assertive Discipline'. In the area of student behaviour in schools, a number of researchers have employed the concept of meta-cognitive awareness in the area of emotional regulation, or self-management in order to cope with feelings such as violence, bullying, disaffection, or isolation. Rather different approaches to understanding learning and behaviour are the various forms of constructivism with a focus on ways in which individuals actively construct their understanding of the reality in which they live.
