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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