Conclusion
Respect for the children as individuals (Standards for Qualidfied Teacher Status 1.1/1.2) was demonstrated in the use of the 'Sad Face'. Although a public form of reprimand, the individual was not verbally reprimanded in front of the whole class, but instead was taken aside to discuss behaviour that had led to implementation of the sanction.

The teacher always concentrated on the behaviour and not the child and was always regretful when she 'was forced' to remove Golden Time (Robertson, 2000). Explicit and frequent reiteration of the teacher's high expectations fostered confidence among the children and allowed positive relationships between children and teacher as each party knew their responsibilities (Kendall-Seatter, 2005b). The children were given encouragement and were praised when appropriate so they could clearly see that meeting the teacher's expectations for them as learners was far more rewarding than disappointing her, and ultimately themselves.

The link between behaviour, learning and teaching was made explicit so the children were aware of what was required for effective learning. The teacher refused to start the lesson until there was silence. Her body language at such instances (arms crossed, legs crossed) conveyed that she was disengaged from the class until they demonstrated that they were ready to learn. She combined this with thinking aloud, 'wondering' 'who is going to be ready to learn first. 'I can't start teaching until everybody is listening or there will be some children who won't know what they have to do and that would be a shame'.

Observing Mrs T's Behaviour Management, I was struck with the level of thought that must have gone into development of her strategy and how easy she made it look! It was difficult to appear natural when bestowing so much praise, and adhering to the key principle of genuineness (Laslett & Smith, 2002) but this comes with practise and experience. I appreciated how quiet the class as a whole was. Mrs T never shouted and spoke with a gentle tone so that the children had to concentrate when listening. Waiting for silence before commencing the lesson contributed to the children's ability to settle down fairly rapidly, as they could perceive the value of the teaching they were about to receive. The calmness also meant that the children were not 'on edge' as are some classes I have observed, who are taught by a teacher who seems to erupt into shouting indiscriminately.

Such a climate of mutual respect and consciousness of effective learning in the classroom, made it a calm and purposeful environment. The consistency and required level of repetition of expectations, for behaviour and task, laying a clear foundation for teaching and learning, was a clear model for teaching. Moreover, it became obvious how effective management of behaviour will optimise the learning and teaching experience of everyone in the classroom, and how well-planned strategies can forestall much negative behaviour.