For example, larger schools may have School-based Behaviour Management groups which can provide support and assistance in working with and providing appropriate learning environments and programs for children with behaviour problems. Successful and effective use of these structures will involve genuine professional will on the part of the individual teacher to seek information from their respective workplaces in regard to the issues at hand. . For example, Student Services follow a very strict process in dealing with students requiring specific assessments. The NT Education Department recognises the need for supporting the development of teachers throughout their careers and has established processes to maximise formal professional support. Positive involvement in these processes will provide quality opportunities for professional communication.
Successful students recognise and seek a variety of ways to resolve a problem.
Successful teachers facilitate this learning style and also apply similar principles to their own professional practise. Barbara Comber and Joelie Hancock. Methuen Australia, 1987. Talking early Childhood' Michele Willsher and Michele Clarke. Batchelor College 1994.