Acknowledgements Introduction The oven: the emotional climate of the classroom Circle solutions and the ASPIRE principles The team 1 Traditional approaches to behaviour Alternatives to a behaviourist model Adolescents and their development Ingredients Content Section 1: getting things done Lateness to school / lessons Inattention Avoidance strategies Disorganization Helplessness Procrastination Distracted by others Starting but not finishing set work Disengagement Perfectionism Refusal to do differentiated work Section 2: dealing with disruption A noisy classroom Off-task conversations Pushing and poking others Fidgeting, humming and other noises Attention-seeking silliness Frequent interruptions Over-the-top behaviour Uniform infringements: Inappropriate personal care Using technology for personal use in class Disruption to learning caused by erratic attendance Section 3: social interactions Dominant behaviour Stealing Lying and blaming others Cheating Trying to buy friendship Everyone is against me Personal hygiene Keeping up an image Groups who challenge Section 4: coping with conflict Verbal rudeness to staff Non-verbal disrespect Ignoring requests / walking away Fighting Bringing weapons to school Bullying and intimidation Cyber-bullying Derogatory name-calling Section 5: emotional distress Outbursts of anger Unprovoked aggression Frequent episodes of distress / crying Destructive behaviour (own work) Destructive behaviour (other people¿s work and possessions) High levels of anxiety Depression Negativity Section 6: behaviours of special concern Obsessive or ritualistic behaviour Eating difficulties Sexually explicit behaviour Self-harm - cutting Considering suicide Unsafe risk taking Blurring of boundaries between fantasy and reality Resources - and further reading / viewing References.