Managing Troublesome Classroom Behaviour in Regular Schools: A Positive Teaching Perspective

Abstract

THIS PAPER reviews the work of the Positive Teaching Project, carried out from the Centre for Child Study, University of Birmingham and directed by the author. Following a brief introduction to the project and the conceptual model of Positive Teaching, four main areas of research activity into effective classroom behaviour management are addressed: the nature of classroom behaviour problems experienced as particularly troublesome by teachers; teachers’ typical responses to classroom behaviour; classroom behaviour management strategies based on the manipulation of antecedents and natural consequences; and training teachers in the skills of Positive Teaching.

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