In his keynote address Chris Watkins dispelled any myths that problematic behaviour was a phenomenon of the twentieth or twenty-first century by presenting us with quotations from as far back as 3000 BC! Tablets found, from Sumer, circa 3000 BC contain suggestions on dealing with student misbehaviour. At that time 'the learning process was long, pedantic, uninspiring, full of rivalrous contention between unruly students, and involving the not infrequent application of the teaching rod'. The orthodox way to secure good grades was to bribe the teacher! (Kramer SN, 1963, The Sumerians, University of Chicago Press. pp. 237 - 240). Chris challenged us to examine our resources for achieving positive behaviour in terms of our language (this is often reactive, blaming and divisive), our vision and imagination about classrooms and our best experiences to date and to work towards achieving a culture of collaboration in our schools which might lead us to deal more effectively and in a more sustained way with issues of troublesome behaviour.

 How can we improve pupil behaviour?

 Schools experiencing fewer behavioural difficulties exhibit specific features. They: Are proactive in dealing with student misbehaviour Have a strong sense of community. Have a high level of teacher collaboration. Promote pupil autonomy Enable their students become actively engaged Most troublesome behaviours experience by teacher for decades fall into either of two categories, 'talking out of turn' and 'hindering other students'. Neither of these behaviours takes place if our classrooms are places where pupils are actively engaged in their learning. 

Students are actively engaged when:
 
They help define the content Have time to wonder, can find a direction that interests them, sense that the results of their work are not predetermined or fully predictable, create original and public products, gaining a sense of expertise,do something - take part in social action, work with others. Topics have a "strange" quality - something common seen in a new way. Teachers encourage different forms of expression and respect students' views Teachers are passionate about their work There is a vision of classroom as community when difficulties do arise.

  Diagnosing Classroom Difficulty*

 When attempting to address particular difficulties in the classroom it is essential that the extent of the difficulty be determined and a focus for intervention be identified rather than immediate application of some solution that might have worked in the past. The intervention undertaken will depend on whether the difficulty is general, pertaining to the whole class group, or more specific in nature. In this regard Chris posed some useful questions and gave pointers to guide our work. 

If the difficulty is general in nature seeking solutions to the following questions might help: 

Does the climate or sense of community need improvement? Do pupils have a sense of belonging? Do pupils see the point in helping one another? Is the curriculum appropriate to the class? Do pupils feel they achieve something valuable, and feel more competent? Does the curriculum include the personal - social dimension? Are the activities and activity structures engaging? Are pupils engaged in the activities? Are the responsibilities in this classroom developed and shared? Are pupils involved in planning? Has what we want from this class been agreed? Are pupils involved in reviewing the success of this classroom? Is the teacher's role seen by pupils as a source of support to learning? 

If the difficulty is specific in nature does it relate to:

 A subgroup of pupils? Analyse the role of this group within the class and the roles of key members within the group Consider a group intervention strategy, which might focus on reducing the negative dominance of some members in the group and increase the participation of isolated members of the group. Increasing ones understanding of the dynamics at work in the class as a social group may offer other solutions. A particular classroom context Analyse the particular physical, social, and psychological features of the classroom Particular activities Analyse the design and message of these activities Particular sorts of teacher – pupil interactions Examine teacher skills in managing conflict. In an effort to develop a more proactive in addressing issues of troublesome behaviour Chris advocated the process of Appreciative Inquiry. This is a generating process based on key assumptions and allows us to learn from the best of our experiences: In every classroom something works well We can choose what to focus on and what to enquire about. If we focus on our contribution we can regain our chance to act We have confidence in moving into the unknown when we take with us the best of the known Throughout his presentation Chris encouraged participants to reflect on their classrooms in the light of the above and to seek ways in which each all members of the school community might work more collaboratively for the betterment of all. 
* From Watkins C (2000) Managing Classroom Behaviour: from research to diagnosis, London: Institute of Education 0-85473-624-7 Watkins C & Wagner P (2000), Improving School Behaviour, London: Paul Chapman 0-7619- 6337-5. 

Anne Potts