Hallam, Susan; Castle, Frances and Rogers, Lynne
Research and evaluation of the behaviour improvement programme.
Department for Education and Skills, London, UK.
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A significant body of research has highlighted problematic behaviour as a major source of discontent among teachers creating difficulties for teaching and learning in some schools. Improving behaviour in school depends on addressing a range of inter-related issues a the whole-school level, in the classroom, and in relation to individual pupils. Evidence suggests that schools with high levels of communal organisation, adopting a whole-school approach, show more orderly behaviour. It is also important for schools to nurture a sense of rights and responsibilities in school cultures. In the longer term, students need to internalise the need for responsible behaviour and value it for the benefits which accrue to themselves as well as others.
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