ABSTRACT
This chapter aims to focus the attention of teachers and student managers on those beliefs and values that shape our practice each day in the classroom, corridor and playground, whether it is about serious wrongdoing or everyday mischief. It aims to build a case for adopting a different philosophy about the management of bullying in particular, and behaviour management in general. The chapter makes a case for an alternative approach and philosophy for addressing wrongdoing and, at the same time, building a safer and more supportive and connected school community. As long as the consequences are decided for wrongdoers by school officials and therefore "dispensers of justice", then accountability will not involve responsibility. For many, the term accountability is synonymous with punishment. Genuine accountability, Zehr argues, is much more complex and demanding; it includes an opportunity to understand the human consequences of one's actions, to face up to what one has done and to whom one has done it.
