Finally, behaviourist approaches to behaviour management have been criticised for their focus on rewards and it has been suggested that such a focus can reduce a learner’s intrinsic motivation to complete tasks In other words, the learner learns not to value learning and good behaviour for its own sake, but for the extrinsic rewards they receive for behaving well and completing the tasks the teacher gives them. As such, the learner does not become a self-motivated learner, but is reliant on the approval and direction of the teacher.In conclusion, the behaviourist approach suggests a basic ABC model for understanding disruptive behaviour through an examination of the antecedents and the consequences of the behaviour within the context in which it occurs. This approach also provides a number of suggestions for strategies for avoiding disruptive behaviour and dealing with it once it occurs. It would seem that behaviourism is a commonly used behaviour management approach; humans tend to use reinforcement in their general behaviour and research has shown that the vast majority of teachers use behaviourist principles in their behaviour management strategies (Wragg, 2001). However, given the limitations of this approach, it would perhaps be useful for teachers to be aware of different approaches to behaviour management so that the needs of each individual student can be met.