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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