ABSTRACT
The term ‘behaviour management’ is an established part of school discourse, appearing no fewer than nineteen times in the Steer Report (DfES 2005a) and five times in the DfES (2007b) guidance on School Discipline and Pupil Behaviour Policies. It is also likely that many readers will have read books about behaviour management and attended courses to learn about it. The phrase has a respectable, quasi-professional tone and its provenance is rarely explored. This chapter invites the reader to focus on the outcomes of behaviour management and introduces the behaviour for learning conceptual framework as a way of achieving this. It reframes behaviour management in terms of promoting learning behaviour.
