The authors of this text suggest that teachers need to be able to cope with pupil behaviour before thay can even begin to deliver the National Curriculum. Often classes contain both statemented children (those officially recognize as having behavioural problems) and unstatemented but difficult children. Teachers have few strategies to deal with the kind of behaviour that these children present as little, if any, of their training is allotted to classroom and child management. The authors aim to raise awareness of behavioural needs in the classroom and avoid exclusions. They do this by encouraging school staff to work together to develop policies which will encourage good behaviour.
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