<p>This resource is aimed at clarifying misconceptions of definitions which relate to concepts such as professionalism, as well as what constitutes the appropriate interpretations to be attributed to concepts and definitions such as misconduct or unprofessionalism as well as what is rightly to be construed as misbehaviour.</p> <p>In so doing, it will focus on reflective learning and teaching techniques and models. In a profession which is dependent on interactive capabilities, effective communication - as well as the ability to listen, correct and adapt, what degree of flexibility is required to attain the desired teaching and learning outcomes? How rigid should routine practices be undertaken? Should certain practices be continued where they impede learning? Misbehaviour has been defined as “any behaviour that impedes learning - as well as behaviour that compromises the dignity of others.” Routine practices and the establishment of boundaries could also result to impeding learning - as well as compromising the dignity of those involved if the situation and individual circumstances are not appropriately ascertained, interpreted in a manner which accurately reflects the intentions, expectations and values of those primarily involved.</p> <p>As well as clarifying certain misconceptions pertaining to concepts such as professionalism, this resources helps highlight factors which are vital and essential to effective learning within the teaching and classroom environment. Further, it illustrates the importance of long term based interactions between teachers and students which greatly develop and shape such relationships - not only from the perspective of classroom dynamics, but also in the pastoral capacity and role of the teacher in the professional development process.</p>