Managing troublesome classroom behaviour in regular schools: A positive teaching perspective

Kevin Wheldall*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)99-116
Number of pages18
JournalInternational Journal of Disability, Development and Education
Volume38
Issue number2
DOIs
Publication statusPublished - 1 Jan 1991

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