Offers practising and student teachers useful insight into the dynamics of disengagement in primary classrooms. This book describes the results of a study into pupil, teacher and parent perceptions of disengagement that reveals the chasm between how teachers generally interpret and respond to pupil disengagement.

This would provide a framework for exploring and understanding responses to learning and behaviour in primary classrooms in a positive, constructive way that is grounded in subjective perceptions. It opens the way to the active involvement of pupils and their parents in a genuine partnership with teachers that can enhance their joint understanding of the children's behaviour and enable joint problem solving, planning and decision-making. The models of collaboration described here give pupils, teachers and parents the chance of a fair hearing and establish patterns of learning and behaviour that will help pupils to succeed in their schooling. Chapter headings are: Setting the context: the inclusive classroom; Partnership? What partnership? Finding a voice: enabling pupil participation; Watch my lips! What can we learn from pupils and their parents? Are we listening? Why teachers don't always hear; Moving forward together: making it possible; and Are we listening? Do we dare?