School Discipline in the United Kingdom: Promoting Classroom Behaviour Which Encourages Effective Teaching and Learning

Abstract

The problem of disruptive behaviour in schools may have been around for some time, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff. In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described. Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils; teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.

Additional information

Notes on contributors

R. J. Cameron

Dr. R. J. (Sean) Cameron is a professional tutor to the new continuing professional development Doctorate in Educational Psychology at University College, London, and is also a senior psychologist in Surrey. Particular professional and research interests include behaviour management at home and in the classroom, enhancing intrinsic motivation and self-regulated behaviour for secondary-aged pupils, and the use of coaching techniques for pupils who have emotional and behaviour difficulties. His is joint author with E. V S. Westmacott of a widely read book, Behaviour can change.