This book is about the management of pupils behaviour in theclassroom. The author provides a short, readable set of ideas andguidelines that a busy student or teacher can relate to her or hisown experience, and put into practice. The author combines controltheories and his own teaching experiences into a new approach: theBehavioural, Reflective, Relationship approach. This approachreconciles and combines behavioural and combines behavioral andcognitive ideas on classroom control in a practical way forteachers. The author is directive and down-to-earth in his advicethroughout the book. However, discussion questions at the end ofeach chapter allow exploration of main themes and will help eachreader to adapt the ideas and suggestions for their own use. Aswell as offering guidance, the book is intended to help teachersaddress the feelings of anxiety and guilt which often attenddifficulties in this area. This practical handbook is a revised andextended version of a trial edition successfully used with bothprimary and secondary teaching students in several teachereducation establishments.

Comments on this trial edition: I would strongly recommend thisbook to anyone who is serious about dealing with issues involvingclass control I have searched for this kind of book and I feel [thewriter] has found a gap in the market he befriends the reader.(Newly qualified primary teacher, Edinburgh, in first post) Itsattraction for students and teachers should lie in its close feelfor classroom practice and experience a thoughtful publication ofreal practical value. (Secondary teacher / university PGCE tutor,Northern Ireland) I wish this book had been around when I startedmy teaching career in an accessible form [the writer] has ensuredthat tomorrow s teachers do not start their careers burdened byhalf-truths which would serve only to reduce confidence andself-esteem. (College tutor, Dundee) It has been decided to adoptthe above text. (University B.Ed. tutor, Glasgow).