ABSTRACT
This chapter is concerned with correction and consequences – with how to respond quickly and efficiently to misbehaviour, minimising the chance of the misbehaviour being prolonged, escalated or repeated. If the teacher can regard the misbehaviour of pupils as misguided rather than wicked or intentionally harmful, a much wider range of responses becomes available. It is helpful for the teacher to see pupils who behave badly as making mistakes or poor choices: the teacher’s responses to the misbehaviour are those of a person concerned with the process of correcting mistakes. This mind-set opens up completely different possibilities, not least the idea of treating misbehaviour in the same way as mistakes in curriculum work. The key question for this chapter is:
“How do you correct mistakes?”
